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The OECD has also recently emphasised the importance of nonformal
learning in a major research project that identifies different
types of benefits from its recognition: a) economic, by reducing the
direct and opportunity costs of formal learning and allowing human
capital to be used more productively; b) educational, by allowing
people to complete formal education more quickly, efficiently and
cheaply as they do not have to enrol in courses for which they
already mastered the content, thus underpinning their motivation and
enhancing lifelong learning; c) social, by improving equity and
strengthening access to both further education and the labour market
for disadvantaged group, disaffected youth and older workers; and,
c) psychological, by making individuals aware of their capabilities and
validating their worth. However, this research also concludes that
recognition of non-formal and informal learning is still marginal and
its procedures require improvement 56 . The OECD skills strategy 57
has also clearly underlined the importance of non-formal learning.
The strategy, which aims to transform skills into better jobs and
better lives, argues that compared to purely government designed
curricula taught exclusively in schools, learning in non-formal settings
allows young people to develop ‘hard skills’ on modern equipment
and ‘soft skills’ such as negotiations, communication and teamwork
skills 58 . In their response to this strategy, business leaders, such as
Business NZ, have stressed the importance of soft skills to
employers and have made a strong case for the development of such
skills in today’s global labour markets 59 .
The Council of Europe and the European Union
The Council of Europe has a strong commitment to non-formal
education and has been working in partnership with various
international institutions and youth organisations in this area. Its
Directorate of Youth and Sports, supports the development of youth
associations, networks and initiatives and promotes international
cooperation in the youth field. The Council’s youth sector’s priorities
for 2010-2012 have been focused on the development of European
Youth cooperation through youth policy, youth work and non-formal
education/ training, in line with its overall youth policy: ‘Agenda
2020’ 60 , adopted in 2008. This Agenda was followed-up by the
Resolution of the Committee of Ministers, also in 2008, which stated
that recognition of non-formal learning plays a crucial role for social
inclusion through ensuring young people’s access to education,
56 OECD (2010) Recognising non-formal and informal learning: outcomes, policies and practices. OECD, Paris.
57 OECD (2012) Better skills, better jobs, better lives. A strategic approach to skills policies. OECD, Paris.
58 Schleicher, A. (2012) It all starts with building the right skills May, 21 st OECD Educationtoday, Paris.
59 OECD (2012) Erasing the ‘bright red dividing light’ between education and work. June, 04 th , OECD
Educationtoday, Paris.
60 “The future of the Council of Europe’s youth sector: Agenda 2020” – Background document prepared by the
secretariat of the Directorate for Youth and Sport, October 2008.
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