Motivations and impacts of the process of recognition, validation and certification of competences (RVCC) in adult education: empirical evidence from a Qualifica Centre
DOI:
https://doi.org/10.29352/mill0229.45955Keywords:
adult education; recognition of prior learning; RVCC; motivation; lifelong learningAbstract
Introduction: Recognition, Validation and Certification of Competences (RVCC) constitute a central instrument within Portuguese adult education policy, embedded in lifelong learning strategies.
Objective: This study analyses adults’ perceptions of the RVCC process at a Qualifica Centre in inland Portugal, examining the relationships among motivations, satisfaction, perceived professional impacts, and sociodemographic variables.
Methods: A quantitative exploratory study was conducted with 56 adults who attended the RVCC process at the NERBA Qualifica Centre between 2020 and 2023. Data were collected through a structured digital questionnaire. Statistical analysis included descriptive and inferential techniques, namely independent-samples t-tests, Pearson’s chi-square tests, Mann–Whitney U tests, Spearman’s rank-order correlation and Kruskal–Wallis tests, adopting a significance level of 5%.
Results: High levels of satisfaction regarding expectation fulfilment were observed. No statistically significant differences were identified according to gender or initial educational level. Age showed a positive association with satisfaction, with younger participants more likely to report employment change as an initial motivation. An association was also observed between employment-oriented motivation and the occurrence of professional change.
Conclusion: The findings reinforce the inclusive role of the RVCC process in adult qualification and personal recognition, highlighting its potential to support lifelong learning and promote opportunities for professional development.
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