Validation of non‐formal and informal learning in formal education: Covert and overt

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