Towards an integrated approach of non-formal and informal learning

Recognition and validation : a necessity
On one side our environment (professional and personal) give us more and more opportunities to learn, incidentally or not, and we accept progressively that this learning can have the same value than formal learning On the other side this environment is moving faster and faster and requires from us adaptability. We have to integrate permanent adaptation as a key competence. For this adaptation formal learning is not sufficient and not necessarily appropriate.
A paradigm shift
From teaching to learning From formal to non-formal and informal From the institution to the individual From initial education to lifelong learning
Progressively validation of non-formal and informal during the 10 last years has become an important issue at European level In 2000, the Memorandum on LLL identifies clearly three types of learning : formal, non formal and informal In 2004 the Council adopts in Dublin “Common principles” And now validation appears in all European documents concerning education and training
5 key elements appearing
Learning outcomes Standards and references (EQF/NQF) Quality assurance procedures, guarantees for individuals Pathway, mobility, progression Articulation between contexts and situations
Globally
A common European concern But various levels of implementation and a diversity of realisation across Member States (from nothing appearing to systemic approach, from local or sectoral initiatives to global system,…) But no necessary convergence between practices
The individual as a whole
Individuals learn everywhere, in most of situations of their life But they do not necessarily know that they are learning The result of this multi-sources learning must be considered as a whole We cannot identify clearly what is related to formal, non-formal and informal learning. In addition we know that even a formal learning situation combines, from the individual point of view, non formal and informal learning
A common difficulty: to be able to read and assess these different types of learning
We have not great difficulties to assess formal learning, our systems have developed secular after secular more and more sophisticated methods We have no real difficulties to assess non-formal learning, because in most of cases we use nearly the same methods than in formal learning But we have more difficulties first to identify and then to assess non-formal learning and we have difficulties to identify how they contribute to the global building of the individual
Towards an integrated approach of non-formal and informal learning
MOVE Brussels 24/05/2007 Michel Feutrie Université de Lille 1 President de EUCEN
Key dates
Байду номын сангаас
Impact on validation
An individual centred approach Inversion of the logic of assessment A developmental logic A global approach and a process thought as continuous, validation as a key element of the LLL process
A holistic vision…
The individual is central in the validation process The objective is to help them to become conscious of what they have learnt whatever the way and context To help them to use that as instrument to drive their professional and personal life
A deep change for training and learning institutions
To make possible validation of non formal and informal learning To help their staff to acquire new competences : - from training and learning hours to tutoring and guidance, - from programme and contents to learning outcomes, - from exams to interviews
A potential risk
To develop separated ways of identification and assessment To develop separated types of qualification directly linked to a specific field, without connection