scholarly journals Validation of non-formal and informal learning from a European perspective – linking validation arrangements with national qualifications frameworks

2015 ◽  
Vol 21 (4) ◽  
pp. 7-19
Author(s):  
Borut Mikulec
Keyword(s):  
Adult Education ◽  
Informal Learning ◽  
Labour Market ◽  
European Countries ◽  
European Perspective ◽  
European Policy ◽  
Successful Model ◽  
Starting Point ◽  
Formal And Informal Learning ◽  
Education Theory

The paper analyses European policy on the validation of non-formal and informal learning, which is presented as a “salvation narrative” that can improve the functioning of the labour market, provide a way out from unemployment and strengthen the competitiveness of the economy. Taking as our starting point recent findings in adult education theory on the validation of non-formal and informal learning, we aim to prove the thesis that what European validation policy promotes is above all economic purpose and that it establishes a “Credential/Credit-exchange” model of validation of non-formal and informal learning. We proceed to ecxamine the effect of European VNIL policy in selected European countries where validation arrangements are linked to the qualifications framework. We find that the “Credential/ Credit-exchange” validation model was first established in a few individual European countries and then transferred, as a “successful” model, to the level of common European VNIL policy.

scholarly journals GLOBAL TRENDS OF ADULT EDUCATION IN THE UNESCO’S DOCUMENTS

2019 ◽  
Vol 2 (16) ◽  
pp. 28-38
Author(s):  
Олена Василенко
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Informal Learning ◽  
Lifelong Learning ◽  
Community Education ◽  
Learning Activity ◽  
Global Trends ◽  
Knowledge Based ◽  
Formal And Informal Learning ◽  
Citizenship Skills

The article is devoted to the problem of global trends and directions of development in adult learning and education that are considered in UNESCO’s documents. It is noted that UNESCO, as a specialized agency of the United Nations, promotes international cooperation in education, science and culture, its priorities include the achievement of quality education for all and lifelong learning, as well as the creation of an inclusive knowledge-based society through information and communication. The author summarizes that UNESCO as a world international organization has a crucial significance in promoting and developing adult learning and education through adopting a number of documents, concepts and reports that define mainstream trends and development directions. The latest may be referred to the following: replacement the concept of Development of Adult Education with the Adult Learning and Education, widening by this way sphere of its implementation; defining three core learning domains in the field of ALE as: literacy and basic skills; continuing education and professional development; liberal and community education (active citizenship skills); confirming the paradigm of traditional distinction between three basic categories of learning activity: formal, non-formal and informal learning; noting, however, that there should be a distinction between purposeful informal learning and random informal learning. It is noted in the article that the efforts of numerous UNESCO organizations are focused on specific areas that need improvement, such as: giving everyone a fair chance at education so that everyone has equal access to adult education; a significant increase in participation in adult learning and education in order to achieve equal progress in adult education and learning in different countries, etc. Key words: the UNESCO, lifelong learning, adult education, adult learning and education, formal, non-formal and informal learning, equal participation

scholarly journals Validáció és felnőttkori tanulás

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Balázs Benkei-Kovács
Keyword(s):  
European Union ◽  
Informal Learning ◽  
Target Population ◽  
The European Union ◽  
European Policy ◽  
Good Practices ◽  
Large Target ◽  
Future Developments ◽  
Formal And Informal Learning ◽  
Alternative Service

A validációs renszerek kiépítése, egy olyan Európában, amely támogatja az egész életen át tartó tanulás megvalósulását, stratégiai feladattá vált minden tagállam számára. Az EU oktatáspolitikai feladatként fogalmazta meg a 2012 december 20-án elfogadott Európai Tanácsi ajánlás keretében, hogy a tagországok 2018-ra dolgozzák ki a saját validációs rendszerük bevezetésének koncepcióját.A validáció egy komplex oktatási-oktatáspolitikai eszköz, amelynek össetettsége megnehezíti az implementációt azokban az országokban, amelyek még nem találtak valódi funkciót és széles tömegbázist az oktatási rendszer ezen alternatív szolgáltatásának részletes kidolgozásához és bevezetéséhez.A jelen tanulmányban összefoglalásra kerülnek a validációs redszerek fejlesztésére tett európai törekvések a 21. század elejétől, valamint bemutatásra kerülnek a validáció funkciói és jó gyakorlatai, illetve a korábbai magyar fejlesztések fontosabb hozadékai. Szándéka szerint a tanulmány olyan kérdések mefogalmazását is lehetővé teszi, amelyek a hazai fejlesztők is hasznosíthatnak a közeljövőben.***The systematic elaboration of the validation of non-formal and informal learning became a strategic target for each member state in the European Union, which intends to create Life-long Leaning based societies. The European Council formulated the prescription in the recommendation of the 20th December 2012, that national validation strategies should be implemented in the European countries until 2018.The validation system can be evaluated as a very complex tool of the educational-policy, and its complexity retards and hinders its implementation in those countries, which didn’t identified real functions and large target population for this alternative service of the educational system.The study offers a summarizing of the European policy tools elaborated since the beginning of the 21th century, and presents the functions, the actors and good practices of the validation systems. The article gives a short overview on the earlier Hungarian developments in the field and their advancements, and tries to draw the attention on some aspects, which could be useful for the future developments.

scholarly journals Workers’ Power and Intentional Learning among Non-managerial Workers

2008 ◽  
Vol 63 (1) ◽  
pp. 30-56 ◽  
Author(s):  
David W. Livingstone ◽  
Milosh Raykov
Keyword(s):  
Adult Education ◽  
Informal Learning ◽  
Workplace Learning ◽  
Secondary Analysis ◽  
Learning Activities ◽  
Intentional Learning ◽  
Positive Effects ◽  
Formal And Informal Learning ◽  
Managerial Employees ◽  
Workplace Authority

This paper explores relations of workers’ power, in terms of unionization and delegated workplace authority, with incidence of participation in adult education and job-related informal learning activities. Empirical analysis is based primarily on the first Canadian survey to document both aspects of workers’ power and both formal and informal learning. Prior inconsistent research on unionization and adult education is critically reviewed. The current study focuses on non-managerial employees between 25 and 64. The findings of this 2004 survey, as well as secondary analysis of other relevant surveys, confirm that union membership is consistently positively related to both participation in adult education and some informal learning topics. Delegated workplace authority also has positive effects on both adult education and some informal learning topics. While delegated workplace authority is not related to unionization, their positive effects on workers’ intentional learning are additive. Implications of these findings for further research and optimizing workplace learning are discussed.

scholarly journals Development of the information system for semantic identification and documentation of the results of non-formal and informal education

2020 ◽  
pp. 011-021
Author(s):  
S.M. Pryima ◽  
◽  
О.V. Strokan' ◽  
D.V. Lubko ◽  
Yu.O. Lytvyn ◽  
...  
Keyword(s):  
Information System ◽  
User Interface ◽  
Informal Learning ◽  
Labour Market ◽  
Learning Outcomes ◽  
Informal Education ◽  
Query Language ◽  
Research Work ◽  
Formal And Informal Learning ◽  
Ontological Model

We analyse modern approaches to the interaction of the educational services market with the labour market through recognition of non-formal and informal learning outcomes. The authors prove the expediency of semantic technologies used for information processing at the knowledge level. ESCO classifier that combines services of the labour market and the educational market is examined in detail. This classifier allows jobseekers and employers from different EU member states to handle information on learning outcomes more efficiently. The analyzes of practical ESCO classifier usage on example of the European Employment Service (EURES) demonstrates that this approach provides all necessary information for jobseekers abroad. The ontological analysis is an efficient way to model the ideas of various subject domains and it allows to represent formally their semantics. Hence, the research analyzes the ontological model for this information system and its components; in particular, the authors provide the described content of the ESCO ontological model which consists of three elements – occupations, skills and qualifications. The paper offers an information system for semantic identification and documentation of non-formal and informal learning outcomes based on the ESCO ontological model. The authors select and analyze the main stages of the system development: an ontology scheme in the Protege editor is created; the process of integrating the ontology in the RDF-repository is described; the architecture and user interface of the suggested information system are developed. Semantic graphs database GraphDB is used for ontology storage. To implement the addition and modification of data in GraphDB repository, connectors are used. Access to the RDF-repository is provided with SPARQL query language, whose outcomes are represented as result sets or RDF-graphs. In addition, the research justifies the use of React framework for development of the information system user interface. The architecture and user interface of information system proposed in this research work allow to carry out the semantic identification and documentation of non-formal and informal learning outcomes. Thus, they increase the efficiency of managing the information about these outcomes.

Undergraduate Students Engagement in Formal and Informal Learning: Applying the Community of Inquiry Framework

2021 ◽  
pp. 004723952110625
Author(s):  
Suparna Chatterjee ◽  
Julia Parra
Keyword(s):  
Preservice Teachers ◽  
Educational Technology ◽  
Informal Learning ◽  
Undergraduate Students ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Research Question ◽  
Formal And Informal Learning ◽  
Community Of Inquiry Framework ◽  
Technology Course

The purpose of this qualitative case study is to examine the evidence of formal and informal learning of students in an undergraduate educational technology course for preservice teachers. The research question was, “How do undergraduate students in an educational technology course bridge formal and informal learning using Twitter?” The framework for this study was the Community of Inquiry. Directed content analysis was used on data extracted from Twitter. Key findings included, (1) evidence of cognitive, social, and teaching presence for students completing course activities using Twitter, that is, for their formal learning; and that (2) students developed competencies during formal course activities using Twitter that supported cognitive and social presence beyond the course requirements, that is, for their informal learning.

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