The term “lifelong learning” is used for combining formal, informal and non‐formal education and training, with a reconsideration of professional recognition and quality assurance processes. The objectives of the article are to demonstrate the need of cooperation in quality assurance and recognition between higher education institutions and vocational education and training accreditors, with particular focus on exchange of models and methods of accreditation, which have been adopted in LIS, as well as common criteria and principles.
Present LIS criteria, standards and guidelines are examined together with a documentary and literature review, looking to quality assurance and individual recognition focus and process.
The emergence of common themes between quality assurance and individual recognition is outlined, with the learning outcomes focus as the driving force for integration. The European Qualification Framework, Europass and ECVET are discussed as the way in which learning outcomes and recognition of competences can be linked to the European Bologna process.
There are some assumptions in this research: the author believes that there is enough room, within the fundamental concept of the quality of LIS education, to incorporate most of the emerging theories and philosophies of learning, based on reflective practice and lifelong learning.
Further studies are needed in some problematic areas such as control of evaluation criteria and procedures, internationalisation common reference tools, quality assurance as a stimulus for continuing change and innovation.
The need for a re‐definition of the relationship between higher education and continuing professional development in LIS is outlined.
Tammaro, A.M. (2005), "Recognition and quality assurance in LIS: New approaches for lifelong learning in Europe", Performance Measurement and Metrics, Vol. 6 No. 2, pp. 67-79. https://doi.org/10.1108/14678040510607795Download as .RIS
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