By Stephen Downes - Stephen's Web. Formalizing Informal Learning
The title of this article is enough to make me wince but over the authors talk about creating supports for informal learning in the workplace rather than just hoping it happens. What needs to happen, they write, is that informal learning needs to be integrated into formal learning in the sense that it should be tied to measurable performance metrics. Of course, this isn't the point of informal learning at all - but I can see the point. More...

The importance to Europe of skilled and knowledgeable citizens extends beyond formal education to learning acquired in non-formal or informal ways. Citizens must be able to demonstrate what they have learned to use this learning in their career and for further education and training. More...

The recommendation emphasises the need for appropriate tools and instruments allowing for validation of non-formal and informal learning, also drawing attention to the relevance of common European tools for transparency and recognition and their possible support to the process: ‘the use of Union transparency tools, such as the Europass framework and Youthpass, is promoted in order to facilitate the documentation of learning outcome’ (Council of EU, 2012, p. 3, point 3i); and asks Member States to assure that ‘[…] synergies exist between validation arrangements and credit systems applicable in the formal education and training system, such as ECTS and ECVET’ (p. 4, point 3j); as well as asking Member States to foster participation of stakeholders that ‘[…] should promote and facilitate the identification and documentation of learning outcomes acquired at work or in voluntary activities, using relevant Union transparency tools such as those developed under the Europass framework and Youthpass’ (p. 4, point 4a). More...

The recommendation states that ‘disadvantaged groups, including individuals who are unemployed and those at risk of unemployment, are particularly likely to benefit from the validation arrangements, since validation can increase their participation in lifelong learning and their access to the labour market.’ It further states that ‘individuals who are unemployed or at risk of unemployment have the opportunity, in accordance with national legislation and specificities, to undergo a ‘skills audit’ aimed at identifying their knowledge, skills and competences within a reasonable period of time, ideally within six months of an identified need’ (Council of EU, 2012, p. 4, point 3c). More...

The recommendation recognises the key-role played by education and training institutions in taking forward validation: ‘education and training providers should facilitate access to formal education and training on the basis of learning outcomes acquired in non-formal and informal settings and, if appropriate and possible, award exemptions and/or credits for relevant learning outcomes acquired in such settings’ (Council of EU, 2012, p. 4, point 4b). More...

The recommendation maintains that ‘provision is made for the development of the professional competences of staff involved in the validation process across all relevant sectors’ (Council of EU, 2012, p. 3, point 3g). More...

The recommendation asks Member States to assure that ‘qualifications or, where applicable, parts of qualifications obtained by means of the validation of non-formal and informal learning experiences comply with agreed standards that are either the same as, or equivalent to, the standards for qualifications obtained through formal education programmes’ (Council of EU, 2012, p. 3, point 3h). More...

The recommendation stresses the importance of linking validation arrangements to national qualifications systems and frameworks: Member States should enable individuals to ‘obtain a full qualification or, where applicable, part qualification on the basis of validated non-formal and informal learning experiences’ (Council of EU, 2012, p. 3, point 1b). They should ensure that ‘validation arrangements are linked to national qualifications frameworks and are in line with the European qualifications framework’ (ibid. point 3a), that ‘synergies exist between validation arrangements and credit systems applicable in the formal education and training system such as ECTS and ECVET’ (ibid. p. 4, point 3j). They should also ensure that ‘education and training providers […] facilitate access to formal education and training on the basis of learning outcomes acquired in non-formal and informal settings and, if appropriate and possible, award exemptions and/or credits for relevant learning outcomes acquired in such settings.’ (ibid., point 4b). More...