By OECD
ISBN-10: 9264063846
ISBN-13: 9789264063846
ISBN-10: 9264063854
ISBN-13: 9789264063853
Even supposing studying usually occurs inside formal settings and specific environments, loads of useful studying additionally happens both intentionally or informally in lifestyle. coverage makers in OECD international locations became more and more acutely aware that non-formal and casual studying represents a wealthy resource of human capital. regulations which know this may play an important position in a coherent lifelong studying framework, and current practices should be enhanced to make the data and capabilities humans gather outdoor of formal education extra noticeable. The problem for coverage makers is to increase procedures for recognising such studying, approaches that might generate web merits either to members and to society at huge. This document, in line with an OECD overview in 22 nations, explores the benefits of recognising non-formal and casual studying results, takes inventory of current regulations and practices, and recommends easy methods to organise acceptance of those studying systems.Table of content material :Executive SummaryChaper 1. Context and major Concepts-Scope and concentration of the study-Issues and definitions: making non-formal and casual studying results visible-Definitions utilized by countries-Concluding remarksChapter 2. purposes for Recognising Non-formal and casual studying Outcomes-Benefits for individuals-Benefits for employers and the area of business-Benefits for services of studying or certification-Benefits for exchange unions and the social partners-Benefits for governments-Annex 2.A1. popularity for qualified qualificationsChapter three. Public coverage Options-Organising communique and selling transparency-Making attractiveness one of many mechanisms for lifelong learning-Improving reconition systems and processes-Promoting the popularity of non-formal and casual studying outcomes-Developing information assortment and study activity-Identifying charges and advantages of recognitionReferences
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Additional resources for Recognising Non-Formal and Informal Learning: Outcomes, Policies and Practices
Example text
REASONS FOR RECOGNISING NON-FORMAL AND INFORMAL LEARNING OUTCOMES also referred to in Canada, as PLAR enables people to choose the methods best suited to their individual needs, including those for which further formal learning is advocated. Finally, the recognition of non-formal and informal learning outcomes is conducive to developing the quality of teachers. While few examples are given by the countries studied, asking teachers to familiarise themselves with recognition concepts and principles may enable them to develop their professional practices, especially through better quality assessment.
Yet there is no guarantee that this recognition will be permanent. The recognition of outcomes as the focus of this study The standard used in the act of recognising qualifications implies ensuring a position vis-à-vis a society and certain entitlements within it; this is not really the case for the recognition of learning outcomes. The control of standards and qualifications is typically closely linked to the formal system of education and initial training. Identifying who should determine what is of value when assessing, validating and recognising non-formal and informal learning outcomes is an issue.
However, countries involved in the study only rarely estimate improvements in earnings. 1 Other surveys that focus on lifelong learning may call attention to gaps in the lifelong learning system that may relate to recognition. Benefits for individuals For individuals, the reasons for turning to the recognition of non-formal and informal learning can be classified into four main categories, which are not necessarily mutually exclusive. Even though they are also relevant to other stakeholders, they are nevertheless set out under the “individual” heading to indicate that the individual is the focus.