Page 254 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 254
Tašner, 2007; Beltram, Drofenik and Možina, 2010), wherein some of the docu-
ments have taken a critical stance towards this issue.
Teachers’ familiarity with the field of recognition of non-formal and infor-
mal knowledge can contribute greatly towards integration of the fields of for-
mal education, non-formal and informal learning, adolescents’ self-concept
and their motivation for further learning; for this reason definitions of some of
the basic relevant terms from this field are given below.
Non-formal learning is ‘learning which is embedded in planned activities
not explicitly designated as learning (in terms of learning objectives, learning
time or learning support). Non-formal learning is intentional from the learn-
er’s point of view. Non-formal learning outcomes may be validated and lead to
certification. Non-formal learning is sometimes described as semi-structured
learning.’ (Cedefop, 2004 and Institute of the Republic of Slovenia for Vocation-
al Education and Training, 2011). Informal learning is ‘learning resulting from
daily activities related to work, family or leisure. It is not organised or struc-
tured in terms of objectives, time or learning support. Informal learning is in
most cases unintentional from the learner’s perspective. Informal learning out-
254 comes do not usually lead to certification but may be validated and certified in
the framework of recognition of prior learning schemes. Informal learning is al-
so referred to as experiential or incidental/random learning’ (ibid.).
In relation to non-formal and informal knowledge, assessment, valida-
tion and recognition of the outcomes/attainments of (this type of ) learning
for adults are also commonly discussed when needed for further work or edu-
cation. Learning outcomes/learning attainments are a ‘set of knowledge, skills
and/or competences an individual has acquired and/or is able to demonstrate
after completion of a learning process, either formal, non-formal or informal’
(ibid.). Additional comments state that learning outcomes/attainments can be
the result of any means of learning or education (be it formal, non-formal or in-
formal) (cf. Tissot, 2004: 100; Terminology …, 2008: 120).9
The emphasis on non-formal and informal knowledge in adults is great-
er than in adolescents, since adults have already completed formal educa-
tion and as they also have work and other kinds of life experience that might
be eligible for formal certification. Adolescents, on the other hand, must un-
derstandably first complete their formal education, before they can use their
non-formal and informal knowledge in the same manner as adults. It would
be inappropriate if certification of non-formal and informal knowledge were
to replace adolescents’ attainment of certain levels of formal education. How-
ever, the value of non-formal and informal knowledge should not be under-
estimated, not even when it comes to youths. In adults, non-formal and infor-
9 This definition is specific for the field of vocational education and adult education and is difficult to
transfer to school circumstances. Learning outcomes are here mostly defined as something tangi-
ble, which adults are able to validate through obtaining a certificate.
student (under)achievement: perspectives, approaches, challenges
ments have taken a critical stance towards this issue.
Teachers’ familiarity with the field of recognition of non-formal and infor-
mal knowledge can contribute greatly towards integration of the fields of for-
mal education, non-formal and informal learning, adolescents’ self-concept
and their motivation for further learning; for this reason definitions of some of
the basic relevant terms from this field are given below.
Non-formal learning is ‘learning which is embedded in planned activities
not explicitly designated as learning (in terms of learning objectives, learning
time or learning support). Non-formal learning is intentional from the learn-
er’s point of view. Non-formal learning outcomes may be validated and lead to
certification. Non-formal learning is sometimes described as semi-structured
learning.’ (Cedefop, 2004 and Institute of the Republic of Slovenia for Vocation-
al Education and Training, 2011). Informal learning is ‘learning resulting from
daily activities related to work, family or leisure. It is not organised or struc-
tured in terms of objectives, time or learning support. Informal learning is in
most cases unintentional from the learner’s perspective. Informal learning out-
254 comes do not usually lead to certification but may be validated and certified in
the framework of recognition of prior learning schemes. Informal learning is al-
so referred to as experiential or incidental/random learning’ (ibid.).
In relation to non-formal and informal knowledge, assessment, valida-
tion and recognition of the outcomes/attainments of (this type of ) learning
for adults are also commonly discussed when needed for further work or edu-
cation. Learning outcomes/learning attainments are a ‘set of knowledge, skills
and/or competences an individual has acquired and/or is able to demonstrate
after completion of a learning process, either formal, non-formal or informal’
(ibid.). Additional comments state that learning outcomes/attainments can be
the result of any means of learning or education (be it formal, non-formal or in-
formal) (cf. Tissot, 2004: 100; Terminology …, 2008: 120).9
The emphasis on non-formal and informal knowledge in adults is great-
er than in adolescents, since adults have already completed formal educa-
tion and as they also have work and other kinds of life experience that might
be eligible for formal certification. Adolescents, on the other hand, must un-
derstandably first complete their formal education, before they can use their
non-formal and informal knowledge in the same manner as adults. It would
be inappropriate if certification of non-formal and informal knowledge were
to replace adolescents’ attainment of certain levels of formal education. How-
ever, the value of non-formal and informal knowledge should not be under-
estimated, not even when it comes to youths. In adults, non-formal and infor-
9 This definition is specific for the field of vocational education and adult education and is difficult to
transfer to school circumstances. Learning outcomes are here mostly defined as something tangi-
ble, which adults are able to validate through obtaining a certificate.
student (under)achievement: perspectives, approaches, challenges
