Recognition of Non-formal and Informal Learning

Recognition of Non-formal and Informal Learning - International seminar on the 19th and 20th of May 2011 in Naantali, Finland. The event brought together people who are interested in the practices of recognition of prior learning. The aim of the seminar was to explore how learning from experience and from studies in adult education can be recognized in formal education. Speakers from Europe, United States, Canada and Australia shared their experiences in the presentations and discussions.
The focus of the seminar was in two topics, the various ways of adult learning in different social contexts and the assessment of this kind of learning. In seminar we also took a look at the pedagogical approaches in the supervision of adult learners.
The seminar was funded by European Social Fund (ESF) and NVL network.

The French approach of the validation and recognition of non formal and informal learning outcomes, Anne-Marie CHARRAUD, Turku 20 May 2011.
Two main principles:
- It is possible to learn out of school
- Non formal and informal learning can be recognised and validated through formal awards.
So in France RPL is used as a recognition of personal or professional non formal and informal learning outcomes which can be validated and ceretified by a formal award. It is called in French: validation des acquis d'expérience (VAE).
The French awards
Three main characteristics:
- They are built with the labour market stakeholders consultation to be real references for employers and guidance counsellors,
- They are described in terms of learning outcomes to be used as references for awarding assessors,
- They can be used to recognise, validate and certify as well formal as non formal and informal learning outcomes.
The main types of French awards:
• National diplomas and HE degrees delivered by the ministry of Education,
• Titles awards delivered by other ministries and private institutions accredited by the CNCP after a specific quality expertise,
• Certificates delivered by social partners,
• related to various branches or sectors.
They are all registered in the French NQF and available for formal, non formal and informal learning outcomes validation and certification.
Main historical steps of the French system
1934: Law permitting the award of an engineering diploma « diplôme d'ingénieur” (Master degree) for workers with 10 years working experience in a high hierarchical position in an enterprise.
1985: Law allowing the entrance at an university cycle without the degree expected (the prerequisite) for people with 3 years working experience.
1992: Law allowing the validation of 5 years experiential learning outcomes to get an official Ministry of Education (secondary level) diploma – all components except one (VAP).
2002: Law enlarging the previous Law to all the official qualifications registered in the RNCP for all the components of the awards for 3 years experiential learning outcomes (VAE).
2009: New Law November stressing an individual support, guidance and counselling.
The reasons for the 2002 law
Acknowledgement of life-long experience is one of the corner stones of the individual right to training throughout life. It concerns:
The value of the diploma in France (35% of actives are unqualified) which promotes professional mobility, that is the best weapon against unemployment and encourages women’s employment.
The non formal learning outcomes recognition practices
Non formal and informal Learning Outcomes are recognised or validated:
- to reduce the training scope and process by taking account of prior learning,
- to provide the whole or a part of an award.
The LO validation process, A common approach
- Information and counselling to identify the most convenient qualification for the applicant.
- Establishment of a validation demand and acceptation of the award provider according to the regulation.
- Establishment of a proof or evidence of LO through a dossier or portfolio. The development of a portfolio can be supported by an advisor/counsellor.
- Examination of the dossier or portfolio by a jury.
- This examination may be completed by the applicant interview if the jury deem relevant.
- Jury's deliberation to decide the validation of the award.
- Award of a full qualification or components of it by the official representative of the authority in charge of the award.
How LO are evaluated ?
• Evaluation is provided through different kinds of proofs according to the nature of the LO or competence expected.
• Jurys are composed with professionals who can appreciate the vocational dimensions.
• They are accompanied with teachers who appreciate knowledge and theoricaldimension.
• Criteria used concern the capability to transfer of KSC to different contexts.
What happens after
- If the whole award is not obtained, the applicant have generally 5 years to get the missing components.
- The complete award has the same currency as the award obtained after formal learning. It gives the same rights and issues to access to a formal training action or to access to a job. It does not contain any reference to the process of validation.

Material 19th of May
Constituting Learning Settings and Outcomes: Conceptions of and Prospects for the Recognition of Learning. Stephen Billett, Griffith University, Australia.
Learning Key Competences in Liberal Adult Education. Gerhard Bisovsky, Volkshochschule Meidling, Die Wiener Volkshochschulen GmbH, Austria.
Measuring Competence at Work, Case Study: Performance Management in Siemens IT Solutions and Services Oy. Marjo Pääkkö, Siemens IT Solutions and Services Oy, Finland.
Material 20th of May
Learning the Language of Dialogue between Users and Providers of Adult Education. Kang Rao.
Motivation is the Key for Adult Learning. Randi Jensen, Danish Adult Education Association, Denmark.
Quality in the Recognition of Prior Learning. Joy Van Kleef, Canadian Institute for Recognizing Learning, Canada.
What Can Teachers Learn from Recognition of Prior Learning?. Riitta Pyykkö, Bologna Expert, University of Turku, Finland.
New Skills for New Jobs ? Debate on Future Competences and Learning Pathways. Erno Lehtinen, University of Turku, Finland, Eeva-Inkeri Sirelius, EAEA, Markku Jokela, Savo Consortium for Education, Finland.
What Is in Our Toolbox? Assessment of Learning from Experience. Anita Walsh, Birkbeck College, University of London, United Kingdom.
Facing the Jury - Human Resources Development through the VAE System. Anne-Marie Charraud, CNAM, France.
Tailored Learning for Adults in Higher Education - Training University Teachers and Supervisors for Recognition. Mari Koivisto, University of Turku, Finland, Timo Halttunen, University of Turku, Finland.
Immigrants in VET. Anni Karttunen, EUedu - Centre of Expertise for European Educational Policy/Savon koulutuskuntayhtymä ? Savo Consortium for Education.
Liitetiedostot
Seminarprogramme. Speaker presentations. Stephen Billet. Gerhard_Bisovsky. Marjo_Paakko. Kang_Rao. Randi_Jensen. Joy_Van_Kleef. Riitta_Pyykko. New_Skills_for_New_Jobs. Anne-Marie_Charraud. Timo_Mari. Immigrants_and_VET.