出版社：Dipartimento di Scienze per la Qualità della Vita
摘要：This article discusses some results of a qualitative policy research study whose principal aims were: i) to analyse how sustainable the top-down decisions made on recognition of prior learning (RPL) policies and processes are; ii) to underline some of the local achievements of Portugal’s new public policies on adult experiential learning, in operation since the Lisbon Agenda. The analytical policy models proposed by Lima and Guimarães (2011) were used for studying the various educational rationales involved. An ethno-phenomenological approach has been bringing to the fore the perceptions of educational actors, as: i) the weakness of the adult education public offer provision; ii) the vulnerable status of professionals working in the national scene. And a major strength of the experiential approach to learning: it’s potential to create opportunities for applying skills to new situations that can be related to education for a sustainable future, as UNESCO urges.
其他摘要：This article discusses some results of a qualitative policy research study whose principal aims were: i) to analyse how sustainable the top-down decisions made on recognition of prior learning (RPL) policies and processes are; ii) to underline some of the local achievements of Portugal’s new public policies on adult experiential learning, in operation since the Lisbon Agenda. The analytical policy models proposed by Lima and Guimarães (2011) were used for studying the various educational rationales involved. An ethno-phenomenological approach has been bringing to the fore the perceptions of educational actors, as: i) the weakness of the adult education public offer provision; ii) the vulnerable status of professionals working in the national scene. And a major strength of the experiential approach to learning: it’s potential to create opportunities for applying skills to new situations that can be related to education for a sustainable future, as UNESCO urges.
关键词：Recognition of Prior Learning Practices;Adult Learning and Education Policy;Sustainable Provision;Ethnography;Phenomenology;Riconoscimento dell’apprendimento pregresso;Politiche educative;Educazione e apprendimento in età adulta;Educazione sostenibile;Etnografia;Fenomenologia
其他关键词：Recognition of Prior Learning Practices; Adult Learning and Education Policy; Sustainable Provision; Ethnography; Phenomenology
