Lietuviškai Content
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Kęstutis Pukelis
Ability, competency, learning/study outcome, qualification and competence: theoretical dimension More -
Jens Bjornavold
Validation of non-formal and informal learning in Europe: key developments and challenges More -
Ruud Duvekot
The many perspectives of valuing learning More -
Elisabella Perulli
Recognising non-formal and informal learning: an open challenge More -
Eglė Stasiūnaitienė, Lina Kaminskienė
Qualitative parameters for evaluation procedures of non-formal and informal learning achievements More -
Aušra Fokienė, Laima Sajienė
Portfolio method in assessment of non-formal and informal learning achievements More
Abstract
Kęstutis Pukelis
Vytautas magnus University
Ability, competency, learning/study outcome, qualification and competence: theoretical dimension
Abstract
The concepts important for creation of the common European higher education (The Bologna declaration, 1999) and vocational education and training (The Copenhagen declaration, 2002) areas and their relation are discussed in the article. The structure of ability, competency, learning/study outcome, qualification and competence is presented. The role of precise naming and definition (explanation) of educational phenomenon for quality (validity and reliability) of educational research as well for quality of the study process at universities is revealed.
Key words
Ability, skill, information society, competency, competence, qualification, learning, learning/studying achievement, learning/studying result, learning/study outcome, concept, studying, knowledge economy, knowledge society.
Jens Bjornavold
European Centre for Development of Vocational Training (CEDEFOP)
Validation of non-formal and informal learning in Europe: key developments and challenges
Abstract
This article addresses the gradual introduction of arrangements for validation of non-formal and informal learning in Europe. While the debate on how to identify, assess and recognise learning achievements acquired outside formal education and training institutions has been going on for several decades, we can now observe that these approaches are becoming a practical reality in an increasing number of countries. The article pays particular attention to the characteristics of validation processes and how these can be compared to assessment and testing in the formal education and training system. The main part of the article addresses the actual developments in Europe. Three main groups of countries are identified; those were validation has been turned into a regular part of national qualifications systems; those countries where these practises are emerging, although still at a test and piloting stage; and those countries where validation is given low priority. The final part of the article addresses a series of challenges stakeholders trying to take forward validation. The article is based on extensive research coordinated by Cedefop and the European Commission in the period 2006-2007 in relation to the ‘European Inventory on validation of non-formal and informal learning'. Carried out by ECOTEC, this inventory1 provides an updated overview over developments in this field.
Key words
Qualification, validation of learning achievements, learning outcome, non-formal learning, informal learning.
Ruud Duvekot
UINHOLLAND University
The many perspectives of valuing learning
Abstract
Valuing Learning is the process of promoting participation in and outcomes of (formal or non-formal) learning and as such the organising principle for lifelong learning strategies. It aims at the recognition and validation of prior learning (VPL) and further development. Four main models of Valuing Learning can be distinguished: (1) the educational model for initiating particular qualifications, (2) the upgrade model for determining an organisation's need for competences, (3) the Human Resource Development (HRD) model for matching employees' competences to organisational aims, and (4) the lifelong learning model for supporting personal development. In this article Valuing Learning is explained in the broad context of Europe's development as a learning society.
Key words
Learning society, competence, lifelong learning, validation of learning, learning outcomes, valuing learning, non-formal learning, informal learning.
Elisabetta Perulli
Institute for the Development of Workers Training
Recognising non-formal and informal learning: an open challenge
Abstract
The social-institutional endorsement towards the perspective of recognising and enhancing learning acquired outside the formal education and training contexts (non-formal and informal learning), has been gaining strength and has entered policy agendas throughout Europe, but also in other major non-European countries. Nevertheless there are still several open issues on this topic both at an institutional and technical level. This paper does not intend to give answers or propose a theory. Instead, it will attempt to formulate some reflections and open work pathways on some basic aspects.
- WHAT IS - or isn't - non-formal/informal learning?
- FOR WHOM and with which tools are European countries dealing with the issue of the relationships between formal and non-formal/ informal learning?
- HOW, in operational practice, is the enhancement of non-formal/informal learning dealt with?
Key words
Tacit/codified knowledge, Competence, Lifelong learning, Validation of learning achievements, Non formal/informal learning.
Eglė Stasiūnaitienė, Lina Kaminskienė
Vytautas Magnus University
Qualitative parameters for evaluation procedures of non-formal and informal learning achievements
Abstract
The article introduces evaluation principles of non-formal and informal learning that determine the quality of evaluation, describes stages of the evaluation procedure, differentiates their qualitative parameters and defines their criteria and indicators. It also brings in the discussion that consideration of qualitative parameters for the evaluation of non-formal and informal learning achievements in the system of higher education helps to aim at the accessibility of higher education, individualized studies and a more flexible order of the organization of studies, thus creating conditions that ensure not just the quality of evaluation, but also the quality of higher education.
Key words
Evaluation, candidate, quality, quality criterion, quality indicators, qualitative parameters, learning achievements, non-formal learning, informal learning, assessment.
Aušra Fokienė, Laima Sajienė
Vytautas Magnus University
Portfolio method in assessment of non-formal and informal learning achievements
Abstract
This paper discusses the use of portfolio method in the process of assessment of non-formal and informal learning achievements (ANILA), with reference to the example of vocational teacher education. The purpose of the article is to explore the use of portfolio method as an opportunity to monitor the professional development of vocational (VET) teachers as well as to foster discussion on ANILA methodologies, contributing to both reflective self-assessment and professional accountability. Scientific literature and document analysis was employed in the research.
Key words
ANILA candidate, evaluation, competency, competence, learning achievements, portfolio, implicit competency, study outcome, assessment.