Guidelines, recommendations and tool for non-formal learning method

The base of the iceberg: Informal learning and its impact on formal and non-formal learning is a thick and deep theoretical discussion on education by Alan Rogers, a well-known author in the field. This book discusses the relationship between informal learning on the one hand and formal and non-formal learning on the other. Including the introduction (Chapter 1) and the conclusion (Chapter 6) it has six chapters. Designed to be a guide, each one of the four main chapters ends with suggestions for further reading and control exercises. The core of the analysis, supported by an extensive literature review, moves from the definition of concepts and their limits (Chapter 2) to a discussion of the nature and processes of informal learning (Chapter 3) and then to a literature review on the different dimensions of informal learning (Chapter 4). Chapter 5 is devoted to the multifaceted links between informal, non-formal and formal learning. The introductory chapter begins with a discussion aiming to draw a line between education (teacher-centred) and learning (learner-centred) in the context of lifelong learning. The shift from education towards learning resulted in ‘‘the redefinition of teaching as the facilitation of learning and of education as the provision of learning opportunities or learning experiences’’ (Biesta 2009, cited by Rogers, p. 11). This debate between schools of thought brought forth several definitions of learning to the point that Rogers observes a confusion against which he warns the reader: ‘‘This change from ‘education’ to ‘learning’ in our current Discourses may help to make clearer the fact that there is no consensus to be found as yet as to the meaning of the word’’ (p. 13), making the reader wonder how the author defines learning. In Chapter 2, Rogers presents three generally agreed-on definitions of learning emanating from UNESCO – formal learning, non-formal learning and informal learning – before pointing out the key criteria which distinguish them. These are the

Governments, business leaders, educators, students, and parents realize the need to inculcate a culture of lifelong learning – learning that spans geography, time, and lifespan. This learning has both formal and informal components. In this chapter, we examine the conceptual basis upon which informal learning is defined and some of the tools and techniques used to support informal learning. We overview the rapid development in information and communications technologies that not only creates opportunities for learners, teachers, and researchers but also challenges us to create equitable and culturally appropriate tools and contexts in which high-quality, continuous learning is available to all.

The issue of assessment and recognition of non-formal and informal learning at the university has recently become an object of heated debates in academic communities in Lithuania. This paper analyses the concept of assessment at tertiary level, discusses the challenges that the assessment and recognition of non-formal and informal learning pose to universities, and proposes the format of portfolio for the assessment of non-formal and informal learning for academic credit. It presents the results of research into the usefulness of portfolio method in the process of adults’ preparation for the assessment and recognition of their non-formal learning at the university. Article in Lithuanian

Today, rapid change is a constant challenge in the workplace, and thousands of individuals need to be involved in continuous learning. Traditional training approaches, however, do not emphasise informal and incidental learning. Furthermore, since informal learning us seldom designed, learning outside of a structured experience may lead to mistaken or dysfunctional learning. Strategies for improving informal learning are urgently needed. This book, first published in 1990, responds to this need by taking a challenging look at many assumptions about workplace learning outside of the classroom and by proposing methods to improve it. They develop a theory of informal and incidental workplace learning based on current developments in training and human resource development which they illustrate with readable and illuminating case studies which tell vivid stories of adult education and human resource development practice. Informal and Incidental Learning in the Workplace is essential reading for researchers and practitioners of human resource development, and also for students of education and adult learning.

The adult educator in Europe – professionalisation challenges and the alternative of validation of learning outcomes

This paper is a story about lifelong learning in a Swedish context. The need for lifelong learning is a recurring issue in the political discussions and media reporting. According to Delors, J. (1996), lifelong learning is a prerequisite for modern society. A common way to discuss lifelong learning is to make a difference between formal, informal and non-formal learning. According to Dunn, E. (2003), non-formal learning is about skills, knowledge, attitudes and behaviors that people acquire in their daily lives. We on the other hand believe that all kinds of learning always include the above concepts and that the discussion of lifelong learning is about creating certain subject. Our aim is to visualize desirable subjects through discourse analyze (Foucault, M. 1980). The empirical material consists of syllabus for a project at the University of Gavle in which individuals with intellectual disabilities are offered education at post-secondary level.

The contribution covers discussion on informal university learning, which is a part of heutagogy. In the paper, the university learning is considered as autopoietic organization development as well as development of business organization strongly dependent on external knowledge resources. In general, university education space covers formal, informal, and non-formal learning. Nowadays, informal learning has an excellent opportunity for development, because of Web 2.0 ideas and solutions. In the paper, the architecture of informal learning environment is visualized in ArchiMate 4.0 beta version language. The main goal of the paper is to present informal learning architecture as supplement to the formal learning. The MOOCs (massive open online courses) are included in the architecture model for informal learning support.

This article explores how non-formal and informal learning evolved in the light of the global processes of digitization and technology modernization. A crosscountry analysis of participation in non-formal and informal learning activities is carried out, dwelling on the key models of recognition of such learning (based on the findings from Europe, Asia, the United States, and Australia). It is shown that social and legal aspects relative to the recognition of non-formal and informal learning differ dramatically across countries, affecting their economies, socioeconomic development, and pace of technological innovation. Recognition of non-formal and informal learning occurs at three levels. Internationally, competence standards and recognition mechanisms are designed. On a national scale, every country elaborates public documents regulating its specific mechanisms of validating and recognizing non-formal and informal learning. National differences in competence recognition practices manifest themselves where a number of countries offer accreditation of competences, and some recognize the skills acquired in volunteering, leisure and sociocultural activities. Finally, the local level reflects the interests of labor market stakeholders, such as corporations, employees and employers. The article also emphasizes the role of corporate universities in advocating the policy of competence recognition in non-formal and informal learning.

The aim of this study was to determine the validity of the LLEHUREDE (Lifelong Learning and Human Resource Development) scale as an instrument to measure thoughts, beliefs and attitudes that monitor emotional components relevant to the relation between lifelong learning and human resource development and its impact on people's careers and their professional choices within a Greek sample of enterprises. Initially, it consisted of 80 items concerning 8 conceptual sub-scales, which measured workers' attitudes concerning their understanding and emotions towards lifelong learning and human resource development including: awareness of lifelong learning, attitudes towards educational, vocational and development policies, culture of lifelong learning, business strategy, value system and ethical perceptions, evaluation policy of participation in educational programmes, trainee's orientation towards lifelong learning, emotional identity of trainee, and contemporary trends of lifelong learning. In particular, this research study presents the responses of 87 Greek employees, managers and employers from different enterprises in Greece. The results provide the final scale, which consists of 42 items from the initial LLEHUREDE Scale and for which the factorial validity was strongly verified.

It is often assumed that because the current generation of students is more technologically competent than previous generations, they would prefer to use technology for both formal and informal learning. The results of a series of empirical studies indicated that students in formal settings preferred face-to-face contact with their instructors and used Web 2.0 tools for communication and to complete specific class assignments; in their personal lives, these technologies were used for communication, music and video downloads, and online gaming. Although students did not use social networking in their classes, the use of these tools may provide educators with an alternative to course management systems. Results from a community sample indicated a preference towards using the Internet for information gathering, and even though respondents reported that the incorporation of social networking sites in informal education settings would be nice, it was not expected. Overall, both student and community participants utilized technology that was familiar to them. Thus, assuming technological competence in our students and implementing various technological applications in the classroom may be counterproductive if guidance and training are not provided.

The digital shift leads to increasing changes. Employees can deal with changes through informal learning that enables needs-based development. For successful informal learning, self-regulated learning (SRL) is crucial, i.e., to set goals, plan, apply strategies, monitor, and regulate learning for example by applying resource strategies. However, existing SRL models all refer to formal learning settings. Because informal learning differs from formal learning, this study investigates whether SRL models can be transferred from formal learning environments into informal work settings. More precisely, are all facets relevant, and what are the relational patterns? Because informal workplace learning occurs through interaction with the context, this study investigates the influence of context, i.e., organizational learning culture and job characteristics (autonomy, task identity, and feedback) on SRL. Structural equation modeling of N = 170 employees in various industries showed the relevance of the self-reported metacognitive strategies planning, monitoring, and regulation; the resource strategies help-seeking and effort regulation; and deep processing strategy elaboration. However, there was no evidence for organization strategies. The learning strategies were associated with self-efficacy and mastery-approach goal orientation. Regarding context, results supported indirect effects over self-motivational beliefs of learning strategies. Organizational learning culture was connected with mastery-approach goal orientation, whereas job characteristics autonomy and feedback were related to self-efficacy, which were again related to SRL strategies. Therefore, context can empower employees not only to accomplish their tasks but to develop themselves by applying SRL strategies. The results are discussed, and practical implications are outlined.

Lifelong learning is the “ongoing, voluntary, and self-motivated” pursuit of knowledge for either personal or professional reasons. It enhances not only social inclusion, active citizenship and personal development, but also competitiveness and employability. It enables students to learn at different times, in different ways, for different purposes at various stages of their lives and careers. Lifelong learning is concerned with providing learning opportunities throughout life, while developing lifelong learners. As per Accredation Board for Engineering and Technology (ABET) 3a-3k Programme Outcomes (POs), a PO-i states the expectation that engineering graduates must have “recognition of the need for, and an ability to engage in lifelong learning”. The engineering education must help the students to develop skills, which are necessary for students to develop as lifelong learners and offer courses which help to acquire lifelong learning skills. This paper discusses the elements of lifelong learning, course design through activities and assessment of outcome for undergraduate Computer Science and Engineering programme to meet the Programme Outcome.

Much of what people know about the environment and the world around them is learned outside of schooling. Everyday and incidental learning (e.g., magazines, newspapers, Internet) have rapidly become more prominent with the mobility and interconnectedness of handheld electronics and nearly constant connectivity, yet two other structures of learning, those of nonformal and informal environmental learning, remain important ways in which people learn about the world around them. Whether map-led nature walks, exhibits in museums, or interpretive signage in a park or zoo, informal education efforts are important in the learningscape of an individual. The nonformal elements of workshops, programs, guided experiences, and museum shows or first-person interpretation often help learners transition from the “wow” to the “what” of our world, including the natural and constructed components of it. The differences between the structures of informal and nonformal learning are important for designing learning experiences that are highly transferrable to other informal and nonformal learning contexts.

Lifelong learning is one of the main trends in educational and social policy in Europe, aimed at ensuring professional realization and social integrity of an individual. The article describes cognitive and metacognitive aspects of the formation of learning competence, as well as predisposition of law students to lifelong learning. A survey of 218 students and masters was conducted, data on the most popular and effective forms of knowledge acquisition (experience of formal, nonformal and informal learning over the past year), plans for further education and career development were collected. The dynamics of learning at different years of study is described. A group of students with pronounced learning and focus on lifelong learning (45% of the sample) was identified. A comparative analysis of two samples was carried out and qualities that could be considered markers of the LLL orientation were identified: a high level of metacognitive knowledge and metacognitive activity, reflective competence (at the cognitive, metacognitive and personal level), internal involvement in learning, focus on achieving professionalism and personal development, general self-efficacy, the prevalence of progressive and creative motives over consumer ones. Conclusions are drawn about the predominant role of metacognitions and personality determinants in the formation of lifelong learning competency among students. Reflection aimed at recognizing one’s own cognitive processes and understanding their contribution to personal development is the main mechanism for the formation of meta-cognitive abilities. The results obtained in the study determine the ways of pedagogical support and psychological intervention to ensure the development of lifelong learning competencies in different categories of students.

From the point of view of adult education, contemporary research accounts on formal education and lifelong learning is somewhat eschewed. First line of discussion, concentrating on VET or higher education, often completely forgets or marginalises its nontaditional, adult students. The second strand of current research deals thoroughly with learning from the adults’ point of view, but mostly considers nonformal and informal learning. To bridge this gap and pay long due attention to the nontraditional, adult students in formal education system, the editors of this book have followed the tradition opened by Shuetze and Slowey 1 , but looking at a different set of countries – such that to some extent could be claimed more similar to each other than the ones discussed in the 2000 volume. This book provides an illuminating account of the nature of contemporary lifelong learning (LLL) in Europe. The institutional and social context to lifelong learning, as well as path-dependency of its development, is the cornerstone of the approach the editors employ.