RECOGNITION OF NON-FORMAL AND INFORMAL ... - Solidar

PART II
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¬ European Unions’ education and training policies have gained
impetus since the adoption of the Lisbon Strategy in 2000, the
EU‘s overarching programme focusing on growth and jobs.
The strategy recognized that knowledge, and the innovation it
sparks, are the EU‘s most valuable assets, particularly in light of
increasing global competition 1 and combating the current economic
and social crisis.
In that same context the European Council 2 emphasis that education
and training have a fundamental role to play in achieving
the ‘Europe 2020’ objectives of smart, sustainable and inclusive
growth, notably by equipping citizens with the skills and competences
which the European economy and European society
need in order to remain competitive and innovative, but also by
helping to promote social cohesion and inclusion.
Within the Europe 2020 Strategy one of the initiatives is entitled
the ‘Agenda for new skills and jobs’ which highlights the need to
upgrade skills and to boost employability. It pledges to make progress
to improve the identifi cation of training needs, increase the
labour market relevance of education and training, facilitate individuals’
access to lifelong learning opportunities and guidance,
and ensure smooth transitions between the worlds of education,
training and employment. Achieving this, calls for closer collaboration
and partnerships between public services, education and
training providers and employers at national, regional and local
level. The transition towards learning outcome-based qualifi cation
systems and greater validation of skills and competences
acquired in non-formal and informal contexts are also of great
importance in enhancing employability.
Editorial: European Commission
definitions for learning
Formal learning is delivered by educational establishments,
it is intentional on the part of the learner and leads
to qualifi cation. Non-formal learning, too, is intentional
and follows a structured methodology, but it does not occur
in the framework of an educational establishment and
tends not to lead to any qualifi cation. Informal learning,
which results from everyday work-, family- or leisurerelated
activities, is not usually intentional and does not
lead to qualifi cation. Understanding and implementation
of these European distinctions vary depending on the national
and local contexts.
What we call recognition of non-formal or informal learning
refers to its being taken into account, specifi cally
on the labour market and by the employer, in defi ning a
worker’s job, position and career. Validation (or sometimes
accreditation) of non-formal or informal learning
means the transformation of the experience acquired into
some form of qualifi cation
The formalization of NFIL advocated at Community level
is intended as a complete, integrated process, structured
according to a clearly ordered series of stages: validation
of the competences acquired non-formally and informally
covers the sequence of identifi cation, documentation,
evaluation and recognition of those competences, right up
to possible qualifi cation. Very often at national or regional
level, only some segments in this validation chain exist;
and the national terms for describing these segments do
not always directly translate the Community terms.
GLOSSARY 3
ASSESSMENT OF LEARNING OUTCOMES
The process of appraising knowledge, skills and / or competences
of an individual against predefi ned criteria, specifying
learning methods and expectations. Assessment is typically followed
by validation and certifi cation.
CERTIFICATE
An offi cial document, issued by an awarding body, which records
the achievements of an individual following a standard
assessment procedure.
CERTIFICATION OF LEARNING OUTCOMES
The process of formally attesting that knowledge, skills and/or
competences acquired by an individual have been assessed and
validated by a competent body against a predefi ned standard.
Certifi cation results in the issue of a certifi cate, diploma or title.
1
More information:
http://ec.europa.eu/education/lifelong-learning-policy/framework_en.htm
2
Council conclusions on the role of education and training in the implementation
of the ‘Europe 2020’ strategy (2011/C 70/01)
3
Defi nitions originate from the CEDEFOP multilingual glossary, European Guidelines for
validation of non-formal and informal learning, CEDEFOP, 2009
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