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Student borrowing is a major higher education public policy issue, with students in both England and the United States increasingly relying on loans to finance postsecondary education. Our paper examines prospective higher education students' attitudes towards debt in England and the United States. It exploits a unique dataset which allows us to compare students' responses to similar surveys conducted in both countries during the same time period. Our study is the first of its kind to explore how students' borrowing attitudes differ across the two countries. It confirms widespread loan aversion among prospective higher education students in both countries. But students in the United States are more debt averse than their peers in England. These debt averse attitudes also predict lower intentions to pursue higher education, potentially exacerbating existing inequalities in access. We consider how these attitudes to borrowing are likely shaped by each country's distinctive student loan system. We conclude that the design of loans matters. England's income‐contingent loan repayments, in contrast to North America's mortgage style repayments, make borrowing less risky and reduce the impact of loan aversion on participation decisions, while borrowing is more common, and the system less complicated, in England. Thus, there are lessons for other countries considering introducing student loans or reforming their provision. We contribute to the extant literature on the determinants of, and socioeconomic differences in, higher education participation and the overlooked role of student debt aversion. [ABSTRACT FROM AUTHOR]

The importance of students' learning to learn competence for academic achievement, as well as their well‐being at school and in life, is increasingly emphasised by educators and policy makers in national curricula and educational strategies. In an uncertain and complex world, learners need to become autonomous, be able to analyse challenges and apply knowledge in different contexts, address complex tasks, and create new knowledge. This article explores concepts and approaches to the development of students' learning to learn competence in the context of education in Estonia. First, the conceptualisation, model and dimensions of learning to learn competence are described and related challenges for teachers are analysed. Second, an overview of Estonian teachers' current practices, beliefs, knowledge, skills and occupational standards relevant to students' learning to learn competence is provided. We discuss how Estonian teacher education policy may enhance or inhibit the work of teachers when supporting students to develop learning to learn competence. Future directions for teacher educators and how to prepare teachers to support the development of students' learning to learn competence are suggested. [ABSTRACT FROM AUTHOR]

Validation of non‐formal and informal learning has been gaining political momentum in Europe within the implementation of lifelong learning policies since the early 2000s. Policy documents claim a variety of education, socio‐political and economic benefits from the implementation of validation, making validation a hero for lifelong learning. This article discusses the concept of validation of non‐formal and informal learning and provides an overview of the different faces and interpretations of validation. Starting with the terminology, the article discusses related terms such as recognition, prior learning, assessment, accreditation or certification and their different connotations. Principles and aspects that characterise the current use of validation as a policy priority in Europe are presented. The article highlights the major themes on validation and their implications for policy and research. [ABSTRACT FROM AUTHOR]

The European Union has set the goal to make lifelong learning a reality for more people through the creation of flexible pathways to improve access to higher levels of education and employment. Validation of non‐formal and informal learning (VNFIL), which is intended to make learning from everyday work and life visible, is an important means to this goal. Nevertheless, in many countries take‐up of VNFIL remains low among disadvantaged groups. While a variety of factors, such as outreach and accessibility of VNFIL, may affect take‐up, the VNFIL approach and quality of assessment are important factors. This article describes alternative VNFIL assessment approaches identified in Innoval (2016–2018), an Erasmus+ project focused on supporting and empowering disadvantaged learners as they pursue further education, employment and/or certification. [ABSTRACT FROM AUTHOR]

This article showcases the Polish validation system through the lens of Critical Discourse Analysis and two models of lifelong learning—the economic and humanistic one, treated as competitive narratives on lifelong learning. We argue that some contradictions can be observed, generated by a clash between the two approaches, as the validation system subscribes to an economic model, while leaning on chosen elements of the humanistic model without maintaining humanistic values. We analyse the premises and structure of the Integrated Qualifications System (IQS) that introduced validation to Poland, as well as the practices emerging with the implementation of the IQS that began in 2015. Our main source of data are legal documents, the systems' institutional structure and core mechanisms as well as various studies conducted by the Educational Research Institute as part of implementing the IQS from 2017 to 2020. We conclude that the most serious consequence of the aforementioned contradictions and the resulting tensions is that the concept of validation as a process aimed at recognising non‐formal and informal learning while providing guidance for the individual, is played down in the system. This is particularly concerning as it represents the marginalisation of the needs of learners, who are the systems' end users. [ABSTRACT FROM AUTHOR]

This article reframes the debate on the validation of non‐formal and informal learning by connecting it to the sociology of education and curriculum studies literatures. Building on these literatures, the article differentiates between four types of validation: (a) covert and implicit, (b) covert but embedded, (c) overt and functional and (d) overt and institutional. Based on this classification, I problematise the widespread view that there is little validation in formal education. Instead, I argue, much validation takes place in formal education, but it is mostly covert and goes unnoticed. Validation is a common practice when it contributes to the performance metrics of formal education institutions, when it enables institutions to take credit for learning that occurs outside of them, when the non‐formal and informal learning that is validated aligns with their established curricula and when it does not require changes in pedagogy or assessment practices. Validation in formal education is not so much characterised by rejection or disregard as by selectivity and instrumentality. [ABSTRACT FROM AUTHOR]

Worldwide, there is a pressing need for nations to seriously enhance the international dimension in higher education through international cooperation to stay competitive in a globalised higher education system. The Asia‐Europe Meeting (ASEM) is an inter‐governmental organisation formed in 1996. Since then, it has been actively involved in higher education programmes around the globe. The sixth ASEM Summit (2006) underlined the importance of multidimensional dialogue and cooperation in education. This led to the official formation of the ASEM Education Process (AEP) in 2008 and the inauguration of a recurring meeting of ministers with a focus on higher education. Also, more than 120 ASEM education meetings at political and stakeholder levels have been conducted. This article analyses the processes involved in embedding higher education in the AEP and assesses the prospects of intensifying the role of the AEP in ASEM higher education. The data were collected from participant observations, semi‐structured interviews and an analysis of ASEM education policy documents and reports. Our findings highlight the AEP's role in setting the agenda for making higher education a fundamental priority of Asia‐Europe cooperation. AEP offers numerous opportunities for ASEM partners to enhance the visibility of their higher education system. The creation of the right platform for all relevant parties to be involved in the development of ASEM education cooperation is vital. Thus, commitment from ASEM education partners and stakeholders is imperative in enriching the AEP and enabling continuous progress in higher education between Asia and Europe. [ABSTRACT FROM AUTHOR]

This article analyses results of reforms and revisions of the system for recognition of prior learning outcomes in France (Validation des acquis de l'expérience, VAE), especially from a quantitative perspective. The development of the recognition of prior learning system in France is reviewed and described. The analysis presented focuses on reasons for a decrease in the number of applicants over the previous decade. An important factor is that earlier generations of applicants were better suited and better prepared for recognition of prior learning outcomes and for participating in the VAE system. Applicants are no longer as ready for participating in the VAE process. Provision of supplementary modular learning has not met the need to complete the qualification process and achieve a full qualification for applicants who are not VAE‐ready. The VAE system has been struggling to reach and validate the less VAE‐ready layers of the population seeking or needing a qualification. Therefore, the number of participants in VAE has continued to decrease. Sustained challenges for a further development of the VAE system include a lack of in‐depth guidance, appropriate provision of top‐up modular training, as well as access and scheduling—so that adults can enrol despite occupational and personal constraints. The article concludes by discussing reasons for this decrease in the number of VAE applicants in France and possible ways forward as France moves towards adopting practices for awarding certificates for labour market competences, i.e., certificates that are not in the main National Qualifications Catalogue. [ABSTRACT FROM AUTHOR]