Page 253 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 253
ir non-formal and informal learning outcomes is the domain of adult edu- 253
cation and not of the initial education of children and adolescents. The aim of
the paper is also to find out how (if at all) those individuals who are today’s ad-
olescents will participate in adult education in the future.
The official EU point of view on this topic states (European Commission,
2011; cf. Bjørnåvold, 2000) validation of non-formal and informal learning is the
key element of EU procedures in support of education and training, although
there are differences between individual member states in the way they sup-
port validation of non-formal knowledge. Some of them have already set up
relevant systems, while others are in the initial stages of developing this field.
Studies have also revealed new approaches to recognition of non-formal
and informal knowledge are needed for the purposes of recognition, certifica-
tion and validation of ‘invisible’ learning experiences (European Commission,
2011). It was on the basis of these documents that the European Commission
expected the validation of non-formal and informal learning within the en-
tire EU will foster introduction of the European Qualifications Framework (EQF)
and development of national qualification frameworks, attaching greater im-
portance to non-formal and informal learning than in the past.
One of the key elements in the field of vocational education and training,
of which recognition of non-formal and informal knowledge is part, is the Co-
penhagen Declaration (2002), as well as the Maastricht, Helsinki, Bordeaux, and
Bruges Communiqués8 that followed – these documents contained a number
of incentives in support of recognition of non-formal and informal learning. In
these documents the following tools were first agreed upon and introduced
at a later time: common principles for recognition and validation of non-for-
mal education and informal learning, Europass, the European Qualifications
Framework (EQF), the European Credit System for VET (ECVET) and the Euro-
pean Quality Assurance Reference Framework for VET (EQARF). The Copenha-
gen Process brought about changes in national educational policies as these
tools were integrated in their national legislation on the basis of voluntary co-
operation. For the future, these documents (among other things) also call for
the strengthening of the quality and efficiency as well as the attractiveness
and relevance of vocational education and training; the realisation of lifelong
learning and mobility; the development of creativity, innovation and entrepre-
neurship; the promotion of equity, social cohesion and active citizenship etc.
(Bruges Communiqué, 2010: 18, 19).
Additionally, European and Slovenian documents have established to
what extent the guidelines laid down in relation to recognition of non-for-
mal and informal knowledge have been followed and achieved in Slovenia (cf.
8 Official announcements, communiqués (the Maastricht Communiqué, Helsinki Communiqué,
Bordeaux Communiqué and Bruges Communiqué), adopted by the ministers for education and
training of EU member states, which followed the Copenhagen Declaration at two-year intervals
and carried on the progress of the process initiated by the Declaration.
student (formal) achievement through non-formal and informal knowledge
cation and not of the initial education of children and adolescents. The aim of
the paper is also to find out how (if at all) those individuals who are today’s ad-
olescents will participate in adult education in the future.
The official EU point of view on this topic states (European Commission,
2011; cf. Bjørnåvold, 2000) validation of non-formal and informal learning is the
key element of EU procedures in support of education and training, although
there are differences between individual member states in the way they sup-
port validation of non-formal knowledge. Some of them have already set up
relevant systems, while others are in the initial stages of developing this field.
Studies have also revealed new approaches to recognition of non-formal
and informal knowledge are needed for the purposes of recognition, certifica-
tion and validation of ‘invisible’ learning experiences (European Commission,
2011). It was on the basis of these documents that the European Commission
expected the validation of non-formal and informal learning within the en-
tire EU will foster introduction of the European Qualifications Framework (EQF)
and development of national qualification frameworks, attaching greater im-
portance to non-formal and informal learning than in the past.
One of the key elements in the field of vocational education and training,
of which recognition of non-formal and informal knowledge is part, is the Co-
penhagen Declaration (2002), as well as the Maastricht, Helsinki, Bordeaux, and
Bruges Communiqués8 that followed – these documents contained a number
of incentives in support of recognition of non-formal and informal learning. In
these documents the following tools were first agreed upon and introduced
at a later time: common principles for recognition and validation of non-for-
mal education and informal learning, Europass, the European Qualifications
Framework (EQF), the European Credit System for VET (ECVET) and the Euro-
pean Quality Assurance Reference Framework for VET (EQARF). The Copenha-
gen Process brought about changes in national educational policies as these
tools were integrated in their national legislation on the basis of voluntary co-
operation. For the future, these documents (among other things) also call for
the strengthening of the quality and efficiency as well as the attractiveness
and relevance of vocational education and training; the realisation of lifelong
learning and mobility; the development of creativity, innovation and entrepre-
neurship; the promotion of equity, social cohesion and active citizenship etc.
(Bruges Communiqué, 2010: 18, 19).
Additionally, European and Slovenian documents have established to
what extent the guidelines laid down in relation to recognition of non-for-
mal and informal knowledge have been followed and achieved in Slovenia (cf.
8 Official announcements, communiqués (the Maastricht Communiqué, Helsinki Communiqué,
Bordeaux Communiqué and Bruges Communiqué), adopted by the ministers for education and
training of EU member states, which followed the Copenhagen Declaration at two-year intervals
and carried on the progress of the process initiated by the Declaration.
student (formal) achievement through non-formal and informal knowledge
