Page 255 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
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knowledge can also be ‘used’with the aim of coaxing adults into returning 255
to education. One of the many options available is recognition of non-formal
and informal knowledge. This means that adults who have non-formally or in-
formally acquired knowledge from a certain field have it certified by means of
official certification procedures (for instance, they obtain a national vocation-
al qualification10) and then capitalise on it, either with their employers or when
they re-enter formal or non-formal education (cf. Kelava, 2006). For this reason,
assessment of learning outcomes, validation of learning outcomes, or recogni-
tion of learning outcomes is used for adults. Recognition of learning outcomes
is (Cedefop, 2004 and Institute of the Republic of Slovenia for Vocational Edu-
cation and Training, 2011): ‘a) formal recognition: the process of granting offi-
cial status to skills and competencies either through: the awarding of qualifi-
cations (certificates, diplomas or titles); or granting of equivalent credit units
or waivers, validation of gained skills and/or competencies; and/or (b) social
recognition: the acknowledgement of the value of skills and/or competencies
by economic and social stakeholders’. For adolescents such a system is not ap-
plicable, as it is intended exclusively for adults. Adolescents have no non-for-
mal or informal knowledge acquired in work-related situations that they could
have certified (for instance by means of a national vocational qualification) to
be used with their employers.
Nevertheless, adolescents possess knowledge acquired in non-formal and
informal ways, although this knowledge is of a different kind to that of adults.
For instance, they gain such knowledge by means of voluntary or part-time
work, through reading, sports, music activities and in all sorts of other non-for-
mal circumstances. A means of approaching adolescents whose self-concept
is low, as is consequently their achievement in schools, is their obtaining and
demonstrating non-formal and informal knowledge. They are taught to re-
cord their non-formal and informal knowledge, obtained through any type
of non-formal/informal activity, assess it together with teachers and then also
discuss the knowledge itself and the processes associated therewith.
In relation to youths, we speak about valuing learning which is ‘the process
of promoting participation in, and outcomes of, (formal or non-formal) learn-
10 “In 1986 the National Vocational Qualifications (NVQs) were introduced in England. They are job–re-
lated, competence–based or outcome–related qualifications that reflect the knowledge and skills
that are required to perform a certain vocational activity. National occupational standards that are
performance descriptions of what a competent person should be able to do in a particular profes-
sion provide the basis for the NVQs, which do not have to be completed within a specified period
or a specific learning environment. NVQs consist of units that may be acquired when the learner is
ready for an appropriate examination, regardless of how and where this knowledge, skills and com-
petencies have been acquired. Ideally the conduct of the proceedings for the acquisition of an NVQ
is as follows. The examiner supports the candidate in identifying his/her skills, selecting the appro-
priate standards, analysing the learning processes still required and the corresponding required
learning activities prior to the completion of an NVQ” (Annen, 2013: 930) (cf. British Vocational Qual-
ifications, 2007). This example was followed by some other countries where similar systems of na-
tional vocational qualifications were introduced.
student (formal) achievement through non-formal and informal knowledge
to education. One of the many options available is recognition of non-formal
and informal knowledge. This means that adults who have non-formally or in-
formally acquired knowledge from a certain field have it certified by means of
official certification procedures (for instance, they obtain a national vocation-
al qualification10) and then capitalise on it, either with their employers or when
they re-enter formal or non-formal education (cf. Kelava, 2006). For this reason,
assessment of learning outcomes, validation of learning outcomes, or recogni-
tion of learning outcomes is used for adults. Recognition of learning outcomes
is (Cedefop, 2004 and Institute of the Republic of Slovenia for Vocational Edu-
cation and Training, 2011): ‘a) formal recognition: the process of granting offi-
cial status to skills and competencies either through: the awarding of qualifi-
cations (certificates, diplomas or titles); or granting of equivalent credit units
or waivers, validation of gained skills and/or competencies; and/or (b) social
recognition: the acknowledgement of the value of skills and/or competencies
by economic and social stakeholders’. For adolescents such a system is not ap-
plicable, as it is intended exclusively for adults. Adolescents have no non-for-
mal or informal knowledge acquired in work-related situations that they could
have certified (for instance by means of a national vocational qualification) to
be used with their employers.
Nevertheless, adolescents possess knowledge acquired in non-formal and
informal ways, although this knowledge is of a different kind to that of adults.
For instance, they gain such knowledge by means of voluntary or part-time
work, through reading, sports, music activities and in all sorts of other non-for-
mal circumstances. A means of approaching adolescents whose self-concept
is low, as is consequently their achievement in schools, is their obtaining and
demonstrating non-formal and informal knowledge. They are taught to re-
cord their non-formal and informal knowledge, obtained through any type
of non-formal/informal activity, assess it together with teachers and then also
discuss the knowledge itself and the processes associated therewith.
In relation to youths, we speak about valuing learning which is ‘the process
of promoting participation in, and outcomes of, (formal or non-formal) learn-
10 “In 1986 the National Vocational Qualifications (NVQs) were introduced in England. They are job–re-
lated, competence–based or outcome–related qualifications that reflect the knowledge and skills
that are required to perform a certain vocational activity. National occupational standards that are
performance descriptions of what a competent person should be able to do in a particular profes-
sion provide the basis for the NVQs, which do not have to be completed within a specified period
or a specific learning environment. NVQs consist of units that may be acquired when the learner is
ready for an appropriate examination, regardless of how and where this knowledge, skills and com-
petencies have been acquired. Ideally the conduct of the proceedings for the acquisition of an NVQ
is as follows. The examiner supports the candidate in identifying his/her skills, selecting the appro-
priate standards, analysing the learning processes still required and the corresponding required
learning activities prior to the completion of an NVQ” (Annen, 2013: 930) (cf. British Vocational Qual-
ifications, 2007). This example was followed by some other countries where similar systems of na-
tional vocational qualifications were introduced.
student (formal) achievement through non-formal and informal knowledge
