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Recognising non -formal and in formal learning: an open challenge

«Recognising non -formal and in formal learning: an open challenge»

by Elisabetta Perulli

Source:The Quality of Higher Education (Auk

tojo mokslo kokyb

), issue: 06 / 2009, pages: 94-116, onwww.ceeol.com.

Elisabetta PERULLI





Mokymosi pasiekim

gyt

ne formaliojo

vietimo ribose (neformaliojo ir savaiminiomokymosi), visuomeninio ir institucinio pri-pa

inimo ir

tvirtinimo perspektyva tampa vis akivaizdesn

ir patenka

politik

darbo-tvark

ne tik Europoje, bet ir kitose ne Euro-pos

alyse. Ta

iau

ia tema egzistuoja keletasatvir

problemini

institucinio ir techniniolygmens klausim

iame straipsnyje neketi-nama pateikti visus atsakymus

iuos klau-simus, ar pasi

lyti koki

nors teorij

. Ta

iau jame bus pam

ginta pateikti kelet

apm

sty-m

ir pakalb

ti apie atviras veikos kryptis irkai kuriuos svarbius j

aspektus.



KAS LAIKYTINA ir kas n

ra laikytinaneformaliuoju ir savaiminiu mokymusi?



l koki

prie

ir kokiomis prie-mon

mis Europos

alys sprend

ia formaliojo,neformaliojo ir savaiminio mokymosi s

saj

problem



KAIP prakti

kai tobulinamas neforma-lusis ir savaiminis mokymasis?





s – ben-droji s

voka patekusi i

skirting

koncepcij

,kur individualizuojami du prie

ingi

ini

,kuriomis dalijasi bendruomen

, aspektai:





e social-institutional endorsement towardsthe perspective of recognising and enhancinglearning acquired outside the formal educationand training contexts (non-formal and infor-mal learning), has been gaining strength andhas entered policy agendas throughout Europe,but also in other major non-European coun-tries. Nevertheless there are still several openissues on this topic both at an institutional andtechnical level.



is paper does not intend togive answers or propose a theory. Instead, itwill attempt to formulate some re



ections andopen work pathways on some basic aspects.



WHAT IS - or isn’t - non-formal/infor-mal learning?



FOR WHOM and with which tools areEuropean countries dealing with the issue of the relationships between formal and non-formal/informal learning?



HOW, in operational practice, is theenhancement of non-formal/informal learn-ing dealt with?





– a generic con-cept coming form di



erent models which in-dividuates two opposite aspects of knowledgeshared in a community: the tacit one is a mix







Elisabetta PERULLI

NEFORMALIOJO IR SAVAIMINIO MOKYMOSI PRIPA

INIMAS: ATVIRAS I

ŠŠŪ

KISRECOGNISING NON



FORMAL AND INFORMAL LEARNING: AN OPEN CHALLENGE

„nebyliosios“

inios yra kult

ros, elgsenos irpapro

element

derinys; akivaizd

iosiosyra skelbiamos, saugomos ir perduodamos

inios.



– individo ar organi-zacijos ypatyb

prie

astiniu ry

iu susijusisu efektyvia veikla speci



niame kontekste.Kompetencijos (kompetencij

) s

voka pa-sitelkiama veiksmingesniu b

du paai

kintiabstrak

kompetentingumo s

vok

, kadmokymosi ir ugdymo tikslais ji b

tiksliaui

matuota ir smulkiai suskirstyta,

inias, ge-b

jimus ir po

rius



– Europos

vie-timo strategijos pagrindinis principas. Jisapima bendr

tiksl

tikrinti mokymosigalimybes vis

gyvenim

, siekiant i

saugotidarbingum

ir socialin

traukt



– for-malusis ir/ar o



cialusis mokymosi patirtiespripa

inimo procesas, suteikiantis vert

jopasiekimams nepaisant konteksto, kuriame jie buvo

gyti.



–mokymasis, kuris vyksta ne tradicin

je for-malioje aplinkoje, bet strukt

kai apibr

ėž

tos veiklos metu, kuri tiesiogiai n

ra susijusi sumokymusi, t. y. darbo vietoje (neformalusis)arba kasdieniame gyvenime (savaiminis).



Pastaraisiais metais politik

ir institucij

spaudimas pripa

inti ir

tvirtinti mokym

si,

gyt

formaliojo

vietimo rib

(neforma-liojo ir savaiminio mokymosi b

dais) n

kiek nema

žė

ja, bet tampa vis stipresnis. Mokslinioir techninio lygmens debatai nesibaigia nuo1990 m. Per pastaruosius de

imt met

jie pa-teko

politik

darbotvarkes visoje Europoje,

Europos S

jungos dokumentus, taip pat api-ma daugum

ne Europos

ali

.of cultural, behavioural and custom elements;the codi



ed is the declared, stored and trans-ferable knowledge.



– it is an individual or organi-zational quality causally related to an e



ectiveperformance within a speci



c context.



ecompetency/ies is a term to treat the abstractconcept of competence in a more operationalway, more measurable and possible to be de-tailed, for learning/training purposes, intoknowledge, abilities and attitudes.



– a guide principle of theEuropean education and training strategies. Itmeans the overall aim of extending the learn-ing opportunities throughout everyone’s life-cycle in order to keep employability and socialinclusion.



– a pro-cess of formal and/or o



cial recognition of alearning experience putting in value its out-comes regardless of the context it has beenacquired.



– learn-ing which takes place outside the formaltraditional settings but within structuredactivities not explicitly aimed to learningi.e. workplace (non formal) or everyday life(informal).





e policy and institutions pressures towardsthe perspective of recognising and enhancinglearning acquired outside the formal educa-tion and training contexts (non-formal andinformal learning), has not been droppingduring the last years; indeed, it has beengaining strength.



e scienti



c and technicaldebate has been lively since the early 1990s,and in the last ten years it has entered policy agendas throughout Europe, in EU docu-ments, but also in other major non-Europeancountries.

of 00

Recognising non formal and in formal learning: an open challenge

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Tags:	competence Humanities Lifelong Learning validation of non formal and informal learning competence Humanities Lifelong Learning validation of non formal and informal learning (fewer)