Valuing learning outside formal education and training
Countries around Europe are increasingly emphasising the need to take account of the full range of an individual’s knowledge, skills and competences – not only those acquired at schools, universities or other formal education and training institutions . Recognising all forms of learning is therefore a priority of EU action in education and training.
Learning takes place in different settings and contexts, formal, non-formal as well as informal. Learning that is taking place in the formal education and training system is traditionally the most visible and the one likely to be recognised in the labour market and by society in general. In recent years, however, there has been a growing appreciation that learning in non-formal and informal settings is seen as crucial for the realisation of lifelong learning, thus requiring new strategies for identification and validation of these ‘invisible’ learning outcomes. However, definitions and understandings of what counts as formal, non-formal and informal learning can vary between countries. At European level, the following definitions are used:
- Formal learning is typically provided by education or training institutions, with structured learning objectives, learning time and learning support. It is intentional on the part of the learner and leads to certification;
- Non-formal learning is not provided by an education or training institution and typically does not lead to certification. However, it is intentional on the part of the learner and has structured objectives, times and support;
- Informal learning results from daily activities related to work, family life or leisure. It is not structured and usually does not lead to certification. In most cases, it is unintentional on the part of the learner.
Identifying and validating learning outcomes acquired outside formal education and training
The validation of non-formal or informal learning is a key element in national lifelong learning strategies developed by countries participating in the EU’s ‘Education and Training 2010’ programme. Countries are at different stages in developing systems to support this validation – some have established systems, while others are only beginning to develop provision in this field.A number of steps have been taken at European level. An inventory of validation of non-formal and informal learning has been produced on behalf of the Commission and Cedefop, with a detailed survey of developments in European countries. The Cluster on the Recognition of Learning outcomes – the largest of the eight education and training clusters – supports countries in developing national qualifications frameworks and systems for the validation of non-formal and informal learning.
The Cluster uses peer-learning activities to exchange good practice and channel collective efforts. A priority is the development of operational guidelines to support countries in using the 2004 Council Conclusions on Common European Principles for the identification and validation of non-formal and informal learning.
Both actions are closely linked to the European Qualifications Framework (EQF).
Documents
Conclusions of the Council and of the representatives of the Governments of the Member States meeting within the Council on Common European Principles for the identification and validation of non-formal and informal learning (May 2004)
