Romania between low and high: the validation of non-formal and informal education. Legislative framework analysis.

2016 ◽  
Vol 8 (4) ◽  
pp. 245
Author(s):  
Ani Matei ◽  
Lidia-Gabriela Herciu
Keyword(s):  
Informal Learning ◽  
Informal Education ◽  
Formal Education ◽  
Formal Context ◽  
Framework Analysis ◽  
Formal And Informal Learning ◽  
Legislative Framework ◽  
Policy Agendas ◽  
National Systems ◽  
Informal Context

Recognition of non-formal and informal learning is a priority for the policy agendas of all countries. Although learning usually takes place in a formal context, much of the learning is done either non-formal or informal. Experience and skills obtained in non-formal or informal context cannot be used in employment due to lack of opportunity for certification.Recognition and validation of non-formal and informal learning outcomes contribute to the visibility of human capital, capitalizing it to the whole society in various ways.Non formal and informal learning specific issues is part of the European agenda for some time. Since 2001 began a series of initiatives to recognize competencies acquired in this way, the results varied from one Member State to another.In December 2012 the European Council adopted a recommendation for validation of non-formal and informal education. Therefore, by 2018 all Member States must build and deploy national systems of recognition of skills acquired through non-formal and informal.Keywords: validation, formal education, non-formal education, informal education, human and intellectual capital

scholarly journals FORMAL, NONFORMAL AND INFORMAL TEACHING FOREIGN LANGUAGES

2021 ◽  
pp. 150-157
Author(s):  
Ольга Свиридюк
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Informal Education ◽  
Formal Education ◽  
Foreign Languages ◽  
Educational Activity ◽  
Private Institutions ◽  
Formal And Informal Learning ◽  
Language Courses ◽  
The Government

The article considers the content of formal, non-formal, and informal learning of foreign languages. It is noted that formal education is education that is institutionalized, intentional, and planned through public organizations and recognized private institutions and together they create a system of state formal education. Non-formal education is education that is institutionalized, intentional, and planned by the subject of educational activity. Informal education is a form of education that is intentional or conscious, but not institutionalized. The author analyzes the main differences between formal, non-formal, and informal learning. It has been emphasized that learning, whether formal or informal, is intentional and partly accidental, but informal learning is purely accidental. It has been outlined that in the short term it makes more sense and, of course, more accessible to involve volunteers in the organization of social activities that promote non-formal and informal language learning, instead of immediately organizing official language courses. If such measures are properly designed and effectively implemented, they can motivate and encourage students to participate in formal language courses at a later stage. It has been noted that formal education characterizes education on the negative side due to certain limitations, namely the curriculum is based on norms and laws approved by the government/institution, while the students’ needs and interests are not taken into account. When the students’ needs and interests are taken into account, the students will be more interested and more willing to participate in various activities. On the other hand, non-formal education manages to transform the interests and needs of students into a flexible and adapted form of learning.

scholarly journals Rozvoj neformálního vzdělávání sportovních trenérů

2019 ◽  
Vol 12 (2) ◽  
pp. 122-135
Author(s):  
Tereza Gállová ◽  
Vladimír Jůva
Keyword(s):  
Informal Learning ◽  
Informal Education ◽  
Formal Education ◽  
Educational Opportunities ◽  
Modern Concept ◽  
Formal And Informal Learning ◽  
Questionnaire Surveys ◽  
Life Education ◽  
Sports Coaches

The development of a sports coach is a complex and long-term process in which his education plays theessential role. In addition to formal education, the modern concept of lifelong learning also emphasizesnon-formal and informal learning. However, this area of log life education of sports coaches is not yetsufficiently empirically explored.We conducted two questionnaire surveys in 2011 (n = 142) and 2016 (n = 142). They aimed to describenon-formal education and informal learning among selected coaches and to find out whatfuture educational opportunities these coaches have and what limits they identify in their furthereducation. The comparison of the investigations was aimed at determining whether, after five years,the non-formal and informal education of selected sports trainers developed.The data we find compared to 2011 and 2016 show some improvement in the access of selectedcoaches to non-formal and informal learning. The results also indicate institutions that participatedirectly or indirectly in coaching, where there are reserves in non-formal education and informal learningof sports coaches.

How to become a beekeeper: learning and skill in managing honeybees

2016 ◽  
Vol 25 (1) ◽  
pp. 31-47 ◽  
Author(s):  
Emily Caroline Adams
Keyword(s):  
United Kingdom ◽  
Informal Learning ◽  
Learning Environments ◽  
Formal Education ◽  
Animal Husbandry ◽  
Ethnographic Research ◽  
Informal Learning Environments ◽  
The United Kingdom ◽  
Formal And Informal Learning

Beekeeping is a highly skilled form of animal husbandry that dates back to centuries. It has become a popular hobby in the United Kingdom, but as an activity has rarely featured in geographical research. In this article, I present beekeeping as an interesting site of study for cultural geographers interested in enskilment processes, education and expertise. This article draws on in-depth ethnographic research with a community of hobby beekeepers in Lancashire, United Kingdom, to give a detailed analysis of the enskilment process of novice beekeepers, how this process is being shaped and influenced by a trend towards increasingly formal education tools within the community, and what this means for those interested in the power of skilled practice and expertise. In doing so, it explores issues around formal and informal learning environments, the role of social context in shaping learning, the power of government advice, and it illustrates the complexity introduced by close engagement with an insect.

scholarly journals Entrepreneurial Learning in Higher Education: Perceptions, Realities and Collaborative Work from the Stakeholder Point of View

2015 ◽  
Vol 5 (1) ◽  
pp. 255
Author(s):  
Ana Paula Marques ◽  
Ana Isabel Couto ◽  
Paula Rocha
Keyword(s):  
Higher Education ◽  
Informal Learning ◽  
Best Practice ◽  
Formal Education ◽  
Higher Education Institutions ◽  
Collaborative Work ◽  
Added Value ◽  
Entrepreneurial Learning ◽  
Entrepreneurial Spirit ◽  
Formal And Informal Learning

In recent years, Portuguese universities have diversified their strategies for the promotion of entrepreneurial education among (under/post) graduates, both through formal education and non- formal and informal activities. Indeed, Higher Education Institutions can provide entrepreneurial learning opportunities for students, stimulating new attitudes and behaviours towards entrepreneurship. In terms of non-formal and informal learning, various types of activity are of particular significance, and include entrepreneurship promotion and skills-based training, as well as monitoring of the development of ideas and projects. These activities are undertaken by various higher education stakeholders and key-actors, who contribute to the construction of an entrepreneurial ecosystem, and increase entrepreneurial spirit in (under/post) graduates. The research reported here is based on the main findings gathered from the ongoing project "Entrepreneurial Learning, Cooperation and the Labour Market: Good Practices in Higher Education (POAT-FSE)", focusing particularly on the results of a survey questionnaire completed by a diverse sample of entities linked to Portuguese public Higher Education Institutions (HEIs) and working to promote non-formal and informal entrepreneurial activities, as well as a set of case studies carried out regarding examples of best practice in Portuguese Higher Education. In doing so, this paper aims to highlight the importance of non-formal and informal learning, and to contribute to reflection on the added value of inter-organizational cooperation and collaborative work.

scholarly journals Open Badges in Education and Training in Europe

2019 ◽  
Vol 5 (4) ◽  
Author(s):  
Ferencz Tátrai ◽  
Kriszta Mihályi
Keyword(s):  
Critical Thinking ◽  
Adult Learning ◽  
Informal Learning ◽  
21St Century ◽  
Education System ◽  
Formal Education ◽  
Know How ◽  
Formal And Informal Learning ◽  
And Training

The article gives an overview of open badges, a type of micro-credentials spreading lately in Europe applied to recognize non-formal and informal learning actions and outcomes. Open badges are viewed by many experts as the greatest potential for a reliable presentation of skills gained outside the formal education system, in many cases in adult learning. Specifically, open badges very often record and prove the acquisition of so called 21st century skills (i.e. communication, creativity, cooperation and critical thinking) considered by a large majority of the employers as a significant aspect of selection.What exactly digital open badges are? How, by whom and to whom are they awarded? How is the validity of information and the quality of content represented by the badges assured? To what extent are the employers aware of the value of open badges, and how much individuals know how they can capitalize on the collection of their badges?The article attempts to offer some views on the above questions by structuring the relevant findings and outcomes of the Open Badge Network and the ReOpen projects.

Management development experiences and expectations: informal vs formal learning

2017 ◽  
Vol 59 (6) ◽  
pp. 565-578 ◽  
Author(s):  
Karen Becker ◽  
Adelle Bish
Keyword(s):  
Informal Learning ◽  
Future Development ◽  
Formal Education ◽  
Approaches To Learning ◽  
Management Development ◽  
Formal Learning ◽  
Management Skills ◽  
Content Type ◽  
Formal And Informal Learning ◽  
Management Capabilities

Purpose Many organisations are reconsidering their investment in formal education and training, in favour of more informal approaches to learning such as mentoring, temporary assignments, stretch assignments, and job rotation. The purpose of this paper is to explore the ways in which managers have developed capabilities for their roles thus far and their preferred approaches for future development with particular consideration given to a comparison of formal and informal learning. Design/methodology/approach This paper reports on a case study conducted within an Australian nonprofit organisation focussing on the extent to which managers attribute their current level of management skills to formal or informal learning and the extent to which they would prefer formal or informal learning (or a combination) for future development. Findings Findings indicate a large part of the managers’ current management capabilities were acquired through informal means, and these are seen as desirable for ongoing development, however, there is also a desire for formal learning methods to complement informal methods. Originality/value Management development is a critical HRD activity however there is limited knowledge about how managers have built their current capabilities and their preferences in terms of the mix of formal and informal learning for the future.

scholarly journals Supporting professional learning in a massive open online course

2014 ◽  
Vol 15 (5) ◽  
Author(s):  
Colin Milligan ◽  
Allison Littlejohn
Keyword(s):  
Informal Learning ◽  
Professional Learning ◽  
Formal Education ◽  
Research Field ◽  
Structured Interviews ◽  
Massive Open Online ◽  
Course Content ◽  
Self Regulated Learning ◽  
Formal And Informal Learning ◽  
Professional Learners

<p>Professional learning, combining formal and on the job learning, is important for the development and maintenance of expertise in the modern workplace. To integrate formal and informal learning, professionals have to have good self-regulatory ability. Formal learning opportunities are opening up through massive open online courses (MOOCs), providing free and flexible access to formal education for millions of learners worldwide. MOOCs present a potentially useful mechanism for supporting and enabling professional learning, allowing opportunities to link formal and informal learning. However, there is limited understanding of their effectiveness as professional learning environments. Using self-regulated learning as a theoretical base, this study investigated the learning behaviours of health professionals within Fundamentals of Clinical Trials, a MOOC offered by edX. Thirty-five semi-structured interviews were conducted and analysed to explore how the design of this MOOC supported professional learning to occur. The study highlights a mismatch between learning intentions and learning behaviour of professional learners in this course. While the learners are motivated to participate by specific role challenges, their learning effort is ultimately focused on completing course tasks and assignments. The study found little evidence of professional learners routinely relating the course content to their job role or work tasks, and little impact of the course on practice. This study adds to the overall understanding of learning in MOOCs and provides additional empirical data to a nascent research field. The findings provide an insight into how professional learning could be integrated with formal, online learning.  </p>

scholarly journals EVALUATION OF (SELF-)DEVELOPMENT OF INTERCULTURALITY EXPERIENCES IN INFORMAL LEARNING ENVIRONMENTS

2021 ◽  
Vol 6 ◽  
pp. 28-44
Author(s):  
Ieva Bilbokaitė-Skiauterienė ◽  
Renata Bilbokaitė
Keyword(s):  
Informal Learning ◽  
Learning Environments ◽  
Informal Education ◽  
Quantitative Research ◽  
Formal Education ◽  
Educational Content ◽  
Cultural Changes ◽  
Informal Learning Environments ◽  
Self Development ◽  
Political Economic

Political, economic, social and cultural changes of the country influence the change of the educational content. Striving to develop dynamic modern Lithuanian’s and person’s modern nationality, the educational content should relate to “pupils’ experiences and sociocultural needs. The article presents that the development of interculturality of pupils is one of the approaches when striving to understand cultural diversity of the present-day world.The results of previous research (Bilbokaitė, 2017, 2016) have revealed the lack of programmes, clear guidelines for intercultural education in the context of the different learning environments. The article describes importance of informal education, that arises from the learner’s involvement in activities that are not undertaken with a learning purpose in mind.The research aim is to reveal pupil’s (of the 10th-12th Forms) opinion about the (self-)development of interculturality in informal learning environments. Quantitative research was used (sample of 727 Lithuanian comprehensive school pupils) to investigate practical application of development of interculturality in educational environment from pupil’s perspective. The research results analysed employing content analysis reveal the importance of learning from the experience as a fundamental and natural means in different environments - home, social networks, school, city, streets. Safe personal environment creates the opportunity to be self, to learn about values, variety of cultures, tolerance, acceptance of others. Pupils’ opinions concerning the lack of possibilities for development of interculturality in school (during formal education) are presented. 

scholarly journals The Conceptual Foundations of Lifelong Learning in Kazakhstan: Process Modeling

2021 ◽  
Vol 16 (17) ◽  
pp. 60
Author(s):  
Serik Omirbayev ◽  
Darkhan Akhmed-Zaki ◽  
Aidos Mukhatayev ◽  
Andrii Biloshchytskyi ◽  
Khanat Kassenov ◽  
...  
Keyword(s):  
Best Practices ◽  
Informal Learning ◽  
Lifelong Learning ◽  
Informal Education ◽  
Well Being ◽  
Global Trends ◽  
Formal And Informal Learning ◽  
Basic Competencies ◽  
The Republic ◽  
Conceptual Foundations

Considering the increased interest in ensuring the well-being of a person, lifelong learning takes a leading place in society. The purpose of this study is to build the concept of the LLL system for the Republic of Kazakhstan based on the methodology of education and international best practices, as well as global trends in the development of education. The key idea of the study is to justify the LLL system, which provides coverage of the country's population with formal, non-formal and informal learning to increase its competitiveness and basic competencies to the level of the OECD countries. To do this, we propose mechanisms that allow us to fully recognize the learning outcomes of formal, non-formal and informal education. These ideas were proposed by the authors to the Kazakhstan’s Government on the development of the Concept of Lifelong Learning.

scholarly journals Recognition of Qualifications Obtained as a Result of Non-Formal and Informal Learning: Foreign Experience and Prospects for Russian Practice

2020 ◽  
Vol 29 (11) ◽  
pp. 98-111
Author(s):  
A. I. Satdykov ◽  
B. A. Sazonov
Keyword(s):  
Informal Learning ◽  
Russian Federation ◽  
Communication Systems ◽  
Informal Education ◽  
Adult Population ◽  
Main Tool ◽  
Education Programs ◽  
Formal And Informal Learning ◽  
Project Model ◽  
The Russian Federation

The article discusses modern approaches to the procedures for awarding qualifications based on the results of formal, non-formal, and informal education. The article analyzes domestic and best foreign practices that have received recognition from the world educational community. Innovative tools for assessing qualifications are considered. In this regard, the experience of South Korea described in the article is interesting, using the Register of Academic Credit Units as the main tool for the recognition of qualifications. Similar systems are used in France and Denmark. In Germany, Norway and Japan, modern information and communication systems are being actively introduced to accumulate information about the qualifications of the adult population. In Italy, it is legally established that qualifications obtained through formal, non-formal, and informal means are equivalent. The experience of Italy is valuable in that the results of not only non-formal but also informal learning are taken into account during the qualification recognition procedure. The educational legislation of the Russian Federation makes it possible to take into account certain documented results of non-formal and informal learning obtained in the course of mastering additional education programs, including in relation to higher education programs. However, some learning outcomes can be difficult to recognize, especially if they are not documented. The article proposes a project model for the recognition of qualifications obtained in the course of non-formal and informal education, which could be considered as promising for the Russian Federation.

Sign in / Sign up

Export Citation Format

Share Document