Although learning often takes place within formal settings and designated environments, a great deal of valuable learning also occurs either deliberately or informally in everyday life. Policy makers in OECD countries have become increasingly aware that non-formal and informal learning represents a rich source of human capital.
Policies which recognise this can play a significant role in a coherent lifelong learning framework, and present practices can be improved to make the knowledge and competencies people acquire outside of formal schooling more visible. The challenge for policy makers is to develop processes for recognising such learning, processes that will generate net benefits both to individuals and to society at large.
This report, based on an OECD review in 22 countries, explores the advantages of recognising non-formal and informal learning outcomes, takes stock of existing policies and practices, and recommends how to organise recognition of these learning systems.
Tables des matières:
Executive Summary Chaper 1. Context and Main Concepts -Scope and focus of the study -Issues and definitions: making non-formal and informal learning outcomes visible -Definitions used by countries -Concluding remarks Chapter 2. Reasons for Recognising Non-formal and Informal Learning Outcomes -Benefits for individuals -Benefits for employers and the world of business -Benefits for providers of learning or certification -Benefits for trade unions and the social partners -Benefits for governments -Annex 2.A1. Recognition for certified qualifications Chapter 3. Public Policy Options -Organising communication and promoting transparency -Making recognition one of the mechanisms for lifelong learning -Improving reconition procedures and processes -Promoting the recognition of non-formal and informal learning outcomes -Developing data collection and research activity -Identifying costs and benefits of recognition References
