There is dearth of studies exploring the likelihood of reverse mentoring practices being accepted or resisted in diverse organizational contexts. Moreover, prior studies on reverse mentoring have focused on the formal programmatic implementations instead of exploring the informal instances where senior employees learn from their junior colleagues…

Purpose: This paper aims to draw on a socio-technical perspective to explore how information and communication technology (ICT) supports the validation of non-formal and informal learning (VNFIL) in specific practices and arrangements. Design/methodology/approach: The authors use qualitative content analysis to analyse 43 country reports of the…

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…

The Model International Criminal Court (MICC) was launched in 2005 and has been pushing boundaries of non-formal education. Topics such as crimes against humanity, war crimes and genocide were adapted to a methodology and pedagogy suitable for high school students. This non-formal education project has also sparked successful spin-off educational…

This report investigates adult education and training across Europe, with a special focus on policies and measures supporting adults with low levels of basic skills and those with low or no qualifications. Alongside qualitative data covering 42 education and training systems, the report also presents statistical data from international surveys. It…

For the European higher education sector, the past five years have seen many changes and transformations, some gradual, others more drastic and disruptive. In the ninth edition of the European University Association's long-running series, Trends 2024 provides an overview of how European higher education institutions experienced changes over the…

Social and emotional learning (SEL) strengthens students' abilities to regulate their emotions, thoughts, and behaviours and to interact successfully with others. There are an array of important social and emotional skills (SES): goal-setting, working to one's potential, resilience, creativity, perseverance, problem solving, and caring about the…