The diversity of learning is the basis of the European program launched at the Lisbon Council in 2000 by the Heads of State and Government of the countries of the European Union whose ambition was to make Europe a capable knowledge society. to compete with North America, Japan, and all the most competitive countries in education and training.
The key concepts were defined by the European Center for the Development of Vocational Training (CEDEFOP) which insisted on different learning cultures (Bjørnåvold, 2000) or the process of validation of prior learning (VAE) with an explanation of the tools (portfolio, repository, etc.) which make it possible to enhance or validate formal, non-formal and informal learning.
The concept of education and then lifelong training was initiated by UNESCO in the 1970s, then re-formalized by the OECD and the European Commission. This approach changed in France and in Europe the way of approaching vocational training, "permanent education" of the 1960s then "permanent training" after the law of 1971. The year 1996 is dedicated to "national education and lifelong training ". The key idea is that the knowledge society requires lifelong learning, embedded in initial training and updated throughout its life. The recognition of acquired knowledge from a particular experience, such as volunteering or a migratory journey, can be considered as emblematic of non-formal and informal learning. These concepts were devoted to Copenhagen (European Council of 2002); they complement formal learning (the Bologna process, 2000). As an original example of non-formal and informal learning, we have proposed a migratory journey based on the first portfolio constructed to be able to identify and enhance migratory skills (MigraPass project, Leonardo da Vinci, 2010-2012).
The process of validation of acquired experience is explained from European projects (Erasmus + program) - VPL4U (Inholland University, 2005-2007) for vocational training or AllinHE (2011-2014) for higher education to describe the VAE process in Europe, which proposed comparative models taking into account learning cultures but also sectors of activity. A third project "Key Tutors" addresses adult training through key skills, from an original method implemented - combining a simple skill and a complex skill to make low-skilled audiences understand the approach by competence and make them responsible for their professional project