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Workshop 4:

Recognition of non-formal and informal learning

18.2.2005

Espoo

Lauri Savisaari


Content of the workshop 4:

1. Introductions

2. Key concepts regarding the theme

3. Basic information on European processes

4. Concrete example from the field of youth

5. Discussion (implications for the VET branch)

6. A network of interested partners?


Key concepts regarding the theme

Non-formal learning- embedded in planned activities which contain a learning element- intentional from the learner’s point of view- no certifications

Informal learning- learning resulting from daily work-related, family or leisure activities- unintentional



Valuing learning- process of promoting participation and outcomes of learning- to raise awareness

Competence- ability to apply knowledge, know-how and skills in changing (work)

situation

Recognition of competences- formal recognition: granting official status to competences- social recognition: acknowledgement of the value of competences by

economic and social stakeholders



Validation of informal/non-formal learning- process of assessing and recognising a range of knowledge, know-

how and skills developed in different contexts

Certification of competences- process of formally validating knowledge, know-how and

competences, following a standard assessment procedure, by accredited awarding bodies

Qualification- official record of achievement which recognises successful

completion of education, training or performance in a test or examination



Transparency of qualifications- degree of intelligibility of qualifications allowing their value to be

identified and compared on labour and training markets- sectoral / regional / national / international


European processes on the theme

Education & Training 2010

Some relevant activities:- Working group H (Making learning attractive…):

- valuing learning & expert group NFL

- European inventory for the validation of non-formal and informal learning

- Common principles for the identification and validation of NFL- Single European Transparency Framework (EUROPASS)



Common principles for the identification and validation of non-formal and informal learning (May 2004)

- to be applied by country and by context on voluntary basis- individual entitlement (voluntary for individuals)- obligations of stakeholders to establish systems and approaches

(incl. quality assurance & guidance)- confidence and trust: fair and transparent processes, procedures and

criteria- credibility and legitimacy of systems and approaches



European Single Transparency Framework (EUROPASS)- 5 instruments:

- Europass-CV (self declarations of q’s and c’s by individual citizens)- Europass-Mobility (record of a specific European learning pathway)- Europass-Diploma Supplement (higher education)- Europass-Language Portfolio (language learning & cultural experience)- Europass-Certificate Supplement (VET)

- Implementation phase Jan 2005 – Dec 2006- National agencies


Themes for discussion

1. General implications for the VET branch (machinery & metal technology, electrical engineering, transport)

2. Specific challenges in the VET branch3. Possibilities to enhance transparency and

recognition4. Joint development project in the VET branch?

A network of interested partners? Promoting partner? Schedule? Etc.



- Raising awareness is important- Students don’t understand what NFL & IFL are about- Importance of “learning something else”- Life skills!?! -> to be put concretely on a paper- To get the students to go “deeper” into their experiences

- Low achievers (often immigrants, ethnic minorities)- High drop-out rates- Recognition of experiences is good for self-esteem- Reflective thinking!



- EuroPass needs feedback from all branches & countries- Different approaches and instruments for recognition of

NFL & IFL cause confusion- Life skills are transferable, but students are not taught

on how to transfer them!- Instruments are needed

- The learner must understand and value the process of learning life skills

- Gap analysis: goals vs. own level -> career plan



Learning in (youth voluntary) free-time activities

- non-formal (organised & voluntary) and

- informal (non-organised, not always intentional)

- learning through participation

- ”life skills”, such as:

- co-operation & team work

- communication

- commitment

- problem solving


2. Specific challenges in the VET branch

- Experiences in one country are very difficult to be transferred into another (without formal qualification)

- Legislation problems etc.- Common framework is needed (European flow of

labour)- Way of informal and non-formal learning: one should be

aware of the different legislations and systems in different countries

- International work placements are useful in identification of NFL & IFL


3. Possibilities to enhance transparency and recognition of non-formal and informal learning

- A common recording system (EuroPass?)- Set of headings (generic), life skills

- Communication- Etc.

- A common framework for separate professions- Common for all countries?


4. Joint development project(s) in the VET branch?

- What is non-formal and informal learning in (work) placements

abroad?- Analysis- Documentation instrument

- Recognition of NFL & IFL by employers/education providers?- What they look for and value? (key skills)- Common and different elements in different countries

- What is the students’ understanding/perception of NFL/IFL? Do they know that they are doing it?

- What is non-formal and informal learning in different contexts? (broad categories)

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