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.

中文翻译：

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正规教育中非正规和非正式学习的验证：隐蔽和公开

本文通过将非正规和非正式学习与教育社会学和课程研究文献联系起来，重新构建了关于验证非正规和非正式学习的辩论。基于这些文献，本文区分了四种类型的验证：（a）隐性和隐性，（b）隐性但嵌入，（c）显性和功能性以及（d）显性和制度性。基于这种分类，我质疑正式教育中几乎没有验证的普遍观点。相反，我认为，正规教育中发生了很多验证，但它大多是隐蔽的，不被注意。当验证有助于正规教育机构的绩效指标时，验证是一种常见做法，当它使机构能够为发生在其之外的学习而获得荣誉时，当经过验证的非正规和非正式学习与其既定课程保持一致，并且不需要改变教学法或评估实践时。正规教育中的验证与其说是拒绝或无视，不如说是选择性和工具性。