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Prof. Luis Carro
University of Valladolid

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0 Adult Education
0 Educational Research
0 Lifelong Learning
0 Career Guidance
0 Validation of Non-Formal and Informal Learning

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Conference
Valladolid, Spain
Date: 1-3 September 2021
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Luis Carro
Journal article
Published: 29 June 2021 in Sustainability
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Validation is an effective procedure for recognising the skills and knowledge acquired by individuals. However, the validation mechanisms in each country are not always easy to understand, especially due to a lack of information/data. The aim of this paper is to design a management system based on processes for the accreditation of professional competences acquired by work experience in Spain, considering European regulations. This is carried out through a contextualization of both regulatory frameworks through a bibliographic review, as well as the analysis of the quantitative and qualitative outcomes of the surveys that groups of experts involved in these tasks/procedures completed in Spain. All this has made it possible to design a model for the validation of learning acquired through professional experience as well as non-formal and informal channels in Europe and Spain, which facilitates the process of accreditation of competences.

ACS Style

Alfonso Redondo; Salvador Castillo; Luis Carro; Paulino Martín. The Effects of European Recommendations on the Validation of Lifelong Learning: A Quality Assurance Model for VET in Spain. Sustainability 2021, 13, 7283 .

AMA Style

Alfonso Redondo, Salvador Castillo, Luis Carro, Paulino Martín. The Effects of European Recommendations on the Validation of Lifelong Learning: A Quality Assurance Model for VET in Spain. Sustainability. 2021; 13 (13):7283.

Chicago/Turabian Style

Alfonso Redondo; Salvador Castillo; Luis Carro; Paulino Martín. 2021. "The Effects of European Recommendations on the Validation of Lifelong Learning: A Quality Assurance Model for VET in Spain." Sustainability 13, no. 13: 7283.

Articles
Published: 18 December 2018 in International Journal of Lifelong Education
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The system of validation and accreditation of professional qualifications in Spain is offered as a certification opportunity, especially for vulnerable groups. The procedure is presented as an evaluative proposal that allows some inequalities associated with training and employment to be addressed. In this article we analyse whether this system really fosters social cohesion, considering the political situation that frames the procedure and the educational approach underlying it. The research methodology combines the documentary analysis and interviews with the application of the Delphi method. The most relevant results show that the socio-political context is favourable to competences accreditation, while the lack of expectations of the population, as well as of financial resources is hindering its implementation. The educational approach focused on learning outcomes and the evaluative control give the process an instrumental and credentialist value. The government intervention on the accreditation system can turn the procedure into a new instrument of political control of curriculum and education. Learning responsibility is shifted to those that access the procedure, both accrediting and generating new risks of exclusion. In conclusion, the system will offer inclusion opportunities if contextual aspects that humanise the procedure are taken into account.

ACS Style

María José Chisvert-Tarazona; Alicia Ros-Garrido; Míriam Abiétar-López; Luis Carro. Context of validation of non-formal and informal learning in Spain: a comprehensive view. International Journal of Lifelong Education 2018, 38, 198 -213.

AMA Style

María José Chisvert-Tarazona, Alicia Ros-Garrido, Míriam Abiétar-López, Luis Carro. Context of validation of non-formal and informal learning in Spain: a comprehensive view. International Journal of Lifelong Education. 2018; 38 (2):198-213.

Chicago/Turabian Style

María José Chisvert-Tarazona; Alicia Ros-Garrido; Míriam Abiétar-López; Luis Carro. 2018. "Context of validation of non-formal and informal learning in Spain: a comprehensive view." International Journal of Lifelong Education 38, no. 2: 198-213.