DOCSLIB.ORG

Making Learning Visible: Identification, Assessment and Recognition of Non-Formal Learning in Europe

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Making Learning Visible: Identification, Assessment and Recognition of Non-Formal Learning in Europe DOCUMENT RESUME ED 447 347 CE 081 010 AUTHOR Bjornavold, Jens TITLE Making Learning Visible: Identification, Assessment and Recognition of Non-Formal Learning in Europe. INSTITUTION European Centre for the Development of Vocational Training, Thessaloniki (Greece). REPORT NO TI-32-00-871-EN-C ISBN ISBN-92-896-0006-3 PUB DATE 2000-07-00 NOTE 226p. AVAILABLE FROM Bernan Associates, 4611-F Assembly Drive, Lanham, MD 20706-4391. Tel: 800-274-4447; e-mail: [email protected]; Web site: http://www.bernan.com (No. 3013 EN, 11 Euros). Executive summary available in multiple languages: http://www.trainingvillage.gr/etv/nonformal/index.asp. PUB TYPE Reference Materials Vocabularies/Classifications (134) -- Reports Descriptive (141) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS Admission Criteria; Adult Education; Adult Learning; Advanced Placement; Certification; Change Strategies; Comparative Analysis; Competence; Credits; Definitions; Education Work Relationship; Educational Change; Educational Environment; *Educational Policy; Educational Quality; Educational Theories; Educational Trends; Employment Experience; Employment Qualifications; Evaluation Criteria; *Evaluation Methods; Experiential Learning; Foreign Countries; Glossaries; Informal Education; International Cooperation; International Educational Exchange; Job Placement; Job Training; Learning Experience; Learning Processes; Lifelong Learning; National Programs; *Nonformal Education; Nontraditional Education; Open Education; *Policy Formation; Postsecondary Education; Prior Learning; *Recognition (Achievement); School Business Relationship; Student Evaluation; Student Experience; Student Placement; Systems Approach; Transfer Policy; Trend Analysis; *Vocational Education; Work Experience IDENTIFIERS Contextual Learning; *European Union; National Vocational Qualifications (England) ABSTRACT Policies and practices in the areas of identification, assessment, and recognition of nonformal learning in the European Union (EU) were reviewed. The review focused on national and EU-level experiences regarding the following areas and issues: recognition of the contextual nature of learning; identification of methodological requirements for assessing and recognizing nonformal learning; and institutional and political requirements. Special attention was paid to the following experiences: (1) the German and Austrian dual system approach;(2) the Mediterranean approach of viewing methodologies for assessment and recognition of nonformal learning as tools for quality improvement;(3) the diverse approaches of the Nordic countries;(4) the National Vocational Qualifications approach in the United Kingdom, Ireland, and the Netherlands;(5) the "opening up" of diplomas and certificates in France and Belgium; and (6) EU-level initiatives. The review Reproductions supplied by EDRS are the best that can be made from the original document. established that, during the past few years, most EU member states have begun emphasizing the crucial role of learning that occurs outside of and in addition to formal education and training. This emphasis has led to an increasing number of political and practical initiatives that have in turn gradually shifted the issue from the stage of pure experimentation to that of early implementation.(The bibliography lists 62 references. A glossary is appended.) (MN) Reproductions supplied by EDRS are the best that can be made from the original document. 111 t17 N N - U S DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it Minor changes have been made to improve reproduction quality Points of view or opinions stated in this document do not necessarily represent official OERI position or policy PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 2 makin yeaming visib'e Identification, assessment and recognition of non-formal learning in Europe Jens Bjornavold .,:CEDEFOP European Centre for the Development of Vocational Training 3 A great deal of additional information on the European Union is available on the Internet. It can he accessed through the Europa server (http://europa.eu.int). Cataloguing data can be found at the end of this publication. Luxembourg: Office for Official Publications of the European Communities, 2000 ISBN 92-896-0006-3 European Communities, 2000 Reproduction is authorised provided the source is acknowledged. Designed by Co libri, Greece Printed in Greece making learning visible Identification, assessment and recognition of non-formal learning in Europe Author: Jens Bjornavold,Cedefop July 2000 under the responsibility of Stavros Stavrou,Deputy Director of Cedefop Thessaloniki 2000 Published by: CedefopEuropean Centre for the Development of Vocational Training Europe 123, GR-570 01 Thessaloniki (Pylea) Postal address: PO Box 22427, GR-551 02 Thessaloniki Tel. (30-31) 490 111; Fax (30-31) 490 020 E-mail: [email protected] Homepage: www.cedefop.eu.int Interactive website: www.trainingvillage.gr The Centre was established by Regulation (EEC) No 337/75 of the Council of the European Communities, last amended by Council Regulation (EC) No 251/95 of 6 February 1995 and Council Regulation (EC) No 354/95 of 20 February 1995. Acknowledgements The author would like to thank colleagues at Cedefop for their valuable comments to this report, in particular to Johan van Rens, Stavros Stavrou, Sten Pettersson, Burkart Sellin, Barry Nyhan, Pekka Kamarainen and Martina Ni Cheallaigh who read and commented upon various drafts. Thanks also to Danielle Colardyn for her very important and constructive input and corrections at different stages of the work. Special thanks to Bernadette Lovatt for her struggle to transform the text into reasonably clear and comprehensible language. table of contents preface 9 executive summary 11 1 introduction 29 2 theoretical pretext 33 2.1 The contextual and tacit character of non-formal learning 33 2.2 Testing and assessment in formal education and training: key issues and main challenges 38 2.3 The need for legitimacy and social acceptance 46 3 european trends: developments at national level 51 3.1 Non-formal learning in the context of the dual system: Germany and Austria 56 3.1.1 Germany 56 3.1.2Austria 61 3.1.3 Opening up for non-formal learning through the dual system? -65 3.2 Non-formal learning in the Mediterranean context: Greece, Italy, Spain and Portugal 66 3.2.1 Greece 67 3.2.2Italy 70 3.2.3 Spain 74 3.2.4Portugal 76 3.2.5A Mediterranean approach? 81 3.3 Non-formal learning in the Nordic context: Finland, Norway, Sweden and Denmark 84 3.3.1 Norway 85 3.3.2Denmark 89 3.3.3 Finland 92 3.3.4 Sweden 97 3.3.5A Nordic model? 100 3.4 The influence of the NVQs; UK, Ireland and the Netherlands 102 3.4.1 United Kingdom 103 3.4.2Ireland 109 3.4.3 The Netherlands 112 3.4.4 An NVQ model? 116 3.5 France and Belgium 117 3.5.1France 118 3.5.1.1 The bilan de competence 120 3.5.1.2 'Opening up' diplomas and certificates 124 3.5.1.3 A 'bottom up approach' to the measurement of competences 126 3.5.2 Belgium 131 3.5.3 A challenge to formal certificates? 135 3.6National systems for identification, assessment and recognition of non-formal learning; determinants and preconditions 136 european trends: developments at EU level 140 4.1 The white paper on 'Teaching and learning: towards the learning society' 141 4.2Automated assessment 146 4.3 The Leonardo da Vinci approach to identification, assessment and recognition of non-formal learning 153 4.4 A new practical and political commitment? 163 4.5 An EU approach to identification, assessment and recognition of non-formal learning? 166 5 putting the pieces together: actors, objectives and solutions 168 5.1 Actors, objectives and solutions at European level 169 5.2 Actors, objectives and solutions at national level 171 5.3 Actors, objectives and solutions at sector and branch levels 173 5.4 Actors, objectives and solutions at enterprise level 175 5.5 Defining a starting point 177 6 conclusion 178 6.1 Why? 178 6.1.1In search of the magic potion; the identification, assessment and recognition of key qualifications 179 6.1.2Identification, assessment and recognition of nonlbrmal learning as an element in the reengineering of education, training and learning systems 183 6.1.3Solutions seeking problems and suppliers seeking customers 185 6.2 How? 186 6.2.1Methodological requirements 186 6.2.2Political and institutional requirements for developing systems for identification, assessment and recognition of non formal learning 191 7 bibliography 194 annex glossary 199 Np- preface DURING THE PAST FEW YEARS the issue of identification, assessment and recognition of non-formal learning has been brought to the forefront of European debates on education, training and learning. At different levels, spanning from single enterprises to national ministries, initiatives have been taken to assess competences acquired outside formal education and training. In some cases, the main purpose has been to 'open up' existing systems of education and training for alternative learning pathways while trying to avoid unnecessary repeat learning sequences. In others, the purpose has been to support lifelong learning, to make it possible for individuals to capitalise on various learning forms and pathways, for example, through a combination of learning in school and at work. In yet other cases, the identification
Load more

Recommended publications
  • Informal Learning in the Family and Community
    Informal learning in the family and community )XWXUHRI6NLOOV /LIHORQJ/HDUQLQJ (YLGHQFH5HYLHZ Foresight, Government Office for Science Informal learning in the family and community John Field and Alan Tuckett August 2016 This review has been commissioned as part of the UK government’s Foresight Future of Skills and Lifelong Learning project. The views expressed do not represent policy of any government or organisation. Informal learning in the family and community Contents Informal learning in the family and community .................................................................................... 4 References ............................................................................................................................................ 10 Informal learning in the family and community Informal learning in the family and community The combination of population ageing, technological change, globalisation and increased international competition at work, alongside evidence of wider benefits to health and well-being, is stimulating interest in promoting learning throughout adult life. While much of the focus is on skills acquisition and workplace learning, there is also growing attention to informal learning in communities and homes, and in the ways that skills developed in these settings can be transferred across contexts. Much debate has focused on terminology and definitions. This is hardly surprising: ‘community’ is notoriously hard to pin down, and it has become harder to produce a precise definition of ‘family’. Adult education
    [Show full text]
  • Formal, Nonformal and Informal Coach Learning: a Holistic Conceptualisation
    Sports Science 1-3_3 proof 7/9/06 10:50 am Page 247 International Journal of Sports Science & Coaching Volume 1 · Number 3 · 2006 247 Formal, Nonformal and Informal Coach Learning: A Holistic Conceptualisation Lee J. Nelson1, Christopher J. Cushion2 and Paul Potrac3 1School of Sport and Education, Brunel University, UK; 2Carnegie Faculty of Sport and Education, Leeds Metropolitan University, UK 3School of Sport, UNITEC, Auckland, New Zealand. ABSTRACT Using Coombs and Ahmed’s [1] framework of formal, non-formal, and informal learning as the analytical framework, this paper aims to review and conceptually locate literature exploring how sports coaches acquire the knowledge that underpins their professional practice. Furthermore, in an attempt to develop a robust set of accessible terms and concepts this paper identifies, explores and positions various terminologies under the broader heading of coach learning. It was hoped that this conceptual review would not only stimulate discussion and research into coach learning, but that it would also promote the construction of models of how coaches currently learn, as well as models for enhancing coach learning. The paper concludes that coaches learn from a wide range of sources, but formalised (i.e., formal and nonformal) learning episodes were found to be relatively low impact endeavours when compared to informal, self-directed modes of learning. Key words: Coach Education, Coach Learning, Formal Learning, Informal Learning, Nonformal learning. INTRODUCTION According to Schempp [2], “the degree of success that professionals experience in meeting societal demands is largely dependent upon the knowledge they generate and accumulate for the tasks and obligations that they undertake” (p.
    [Show full text]
  • A Comparative Study of Adult and Nonformal Education in Selected Countries of the Southeast Asian Region
    University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1978 A comparative study of adult and nonformal education in selected countries of the Southeast Asian region John Brown-Parker The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Brown-Parker, John, "A comparative study of adult and nonformal education in selected countries of the Southeast Asian region" (1978). Graduate Student Theses, Dissertations, & Professional Papers. 7664. https://scholarworks.umt.edu/etd/7664 This Professional Paper is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. A COMPARATIVE STUDY OF ADULT AND NONFORMAL EDUCATION IN SELECTED COUNTRIES OF THE SOUTHEAST ASIAN REGION By John Brown-Parker B.A., University of Papua New Guinea, 1976 Presented in partial fulfillment of the requirements for the degree of Master of Education in Administration UNIVERSITY OF MONTANA 1978 Approved by: irman, Boatd of Examiners Dean, Graduate Schooc (if., f V. f '1 7 Date Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: EP38465 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted.
    [Show full text]
  • Attacking Rural Poverty
    HOW NONFORMALEDUCATION CAN HELP PHILIP H. COOMBS WITH MANZOOR AHMED Public Disclosure Authorized ~~~~1 0091 Public Disclosure Authorized ua6-~Re ort Nc 95w4.09,r,_§ w ~~~IL bCOPY Public Disclosure Authorized Public Disclosure Authorized f qTLA ATTACKINGRURAL POVERTY How Nonformal EducationCan Help The InternationalCouncil for EducationalDevelopment (ICED)is a nonprofit researchorganization concerned with improvingthe contribution of education to social and economic developmentthroughout the world. ICED'sstaff, con- sultants,and governing board are multinational. The presentstudy was largelyfinanced by the World Bank,with supplemen- tary funds from the Ford Foundation. ICED NonformalEducation Projects Staff Philip H. Coombs .............. Director *Sven Grabe .............. Deputy Director of the World Bank Study *Roy C. Prosser .............. Deputy Director of the UNICEFStudy Manzoor Ahmed .... .......... Assistantto the Director *RoshanR. Billimoria .............. ResearchAssistant *StephenF. Brumberg .............. ResearchAssociate EllenG. Helfer .............. Documentalist Debra S. Hyde .............. Secretary BarbaraBaird Israel .............. Senior Editor FrancesO'Dell .............. Office Manager *FranciscoX. Swett .............. ResearchAssistant *Cynthia Wharton .............. ResearchAssistant Staffmembers who contributed to theWorld Bank Study for a portionof the periodrequired for the study'scompletion. ResearchInterns (Summer1971) RameshGaonkar Haile Menkerios Clifford Gilpin ThomasK. Morgan J. PaulMartin RichardF. Tompkins
    [Show full text]
  • National Qualifications Frameworks Developments in Europe 2019
    ENEN NATIONAL QUALIFICATIONS FRAMEWORKS DEVELOPMENTS IN EUROPE 2019 National qualifications frameworks developments in Europe 2019 Qualifications frameworks: transparency and added value for end users Luxembourg: Publications Office of the European Union, 2020 Please cite this publication as: Cedefop (2020). National qualifications frameworks developments in Europe 2019. Qualifications frameworks: transparency and added value for end users. Luxembourg: Publications Office. http://data.europa.eu/doi/10.2801/105773 A great deal of additional information on the European Union is available on the Internet. It can be accessed through the Europa server (http://europa.eu). Luxembourg: Publications Office of the European Union, 2020 © Cedefop, 2020 Except otherwise noted, the reuse of this document is authorised under a Creative Commons Attribution 4.0 International (CC BY 4.0) licence (https://creativecommons.org/licenses/by/4.0/). This means that reuse is allowed provided appropriate credit is given and any changes made are indicated. For any use or reproduction of photos or other material that is not owned by Cedefop, permission must be sought directly from the copyright holders. PRINT ISBN: 978‐92‐896‐3089‐4 doi:10.2801/978846 TI‐06‐20‐150‐EN‐C PDF ISBN: 978‐92‐896‐3090‐0 doi:10.2801/105773 TI‐06‐20‐150‐EN‐N Designed by Missing Element Prague Printed in the European Union The European Centre for the Development of Vocational Training (Cedefop) is the European Union’s reference centre for vocational education and training, skills and qualifications. We provide information, research, analyses and evidence on vocational education and training, skills and qualifications for policy- making in the EU Member States.
    [Show full text]
  • Nonformal Education and University Participation : Planning Considerations for Universities of Korea
    University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1984 Nonformal education and university participation : planning considerations for universities of Korea. Yong-hyŏn Kim University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Kim, Yong-hyŏn, "Nonformal education and university participation : planning considerations for universities of Korea." (1984). Doctoral Dissertations 1896 - February 2014. 2058. https://scholarworks.umass.edu/dissertations_1/2058 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. NONFORMAL EDUCATION AND UNIVERSITY PARTICIPATION: PLANNING CONSIDERATIONS FOR UNIVERSITIES OF KOREA A Dissertation Presented by YONG HYUN KIM Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION September 1984 Education © Yong Hyun Kim 1984 All Rights Reserved NONFORMAL EDUCATION AND UNIVERSITY PARTICIPATION: PLANNING CONSIDERATIONS FOR UNIVERSITIES OF KOREA A Dissertation Presented by YONG HYUN KIM Approved as to the style and content by: Dr. David C. Kinsey)' Member ill DEDICATION To my wife and daughters who stay with my lifelong learning; To my parents and colleagues who share with me informal learning; To my teachers and members of the CIE who empowered me with formal and nonformal learning. ACKNOWLEDGEMENT The accomplishment of this study was undertaken with the parti- cipation and collaboration of many persons both in the United States and the Republic of Korea.
    [Show full text]
  • Annual Report 2006
    Annual report 2006 Luxembourg: Office for Official Publications of the European Communities, 2007 Annual report 2006 Luxembourg: Office for Official Publications of the European Communities, 2007 The European Centre for the Development of Vocational Training (Cedefop) is the European Union's reference centre for vocational education and training. We provide information on and analyses of vocational education and training systems, policies, research and practice. Cedefop was established in 1975 by Council Regulation (EEC) No 337/75. Europe 123 GR-570 01 Thessaloniki (Pylea) Postal address: PO Box 22427 GR-551 02 Thessaloniki Tel. (30) 23 10 49 01 11, Fax (30) 23 10 49 00 20 E-mail: [email protected] Homepage: www.cedefop.europa.eu Interactive website: www.trainingvillage.gr Virtual communities: http://communities.trainingvillage.gr A great deal of additional information on the European Union is available on the Internet. It can be accessed through the Europa server (http://europa.eu). Cataloguing data can be found at the end of this publication. Luxembourg: Office for Official Publications of the European Communities, 2007 ISBN 978-92-896-0494-9 © European Centre for the Development of Vocational Training, 2007 Reproduction is authorised provided the source is acknowledged. Published under the responsibility of: Designed by Colibri Ltd. - Greece Aviana Bulgarelli, Director Printed in Belgium Christian Lettmayr, Deputy Director The European Centre for the Development of Vocational Training (Cedefop) is the European Union's reference centre for vocational education and training. We provide information on and analyses of vocational education and training systems, policies, research and practice. Cedefop was established in 1975 by Council Regulation (EEC) No 337/75.
    [Show full text]
  • For Official Use EDU/EDPC/ECEC(2013)14/ANN3
    For Official Use EDU/EDPC/ECEC(2013)14/ANN3 Organisation de Coopération et de Développement Économiques Organisation for Economic Co-operation and Development 10-Dec-2013 ___________________________________________________________________________________________ English - Or. English DIRECTORATE FOR EDUCATION AND SKILLS EDUCATION POLICY COMMITTEE For Official Use EDU/EDPC/ECEC(2013)14/ANN3 Network on Early Childhood Education and Care EDUCATION PROCESSES IN LIFE-COURSE-SPECIFIC LEARNING ENVIRONMENTS. d Supplementary document to EDU/EDPC/ECEC(2013)14 e i 10-11 December 2013 f Amora Hotel Wellington, New Zealand i This document is only available as a PDF s s a l c e Miho Taguma, Project Leader; Tel: +33 1 45 24 92 65; Email: [email protected] English - Or. English DDeclassified JT03350287 Complete document available on OLIS in its original format This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. EDU/EDPC/ECEC(2013)14/ANN3 2 Z Erziehungswiss (2011) 14:87–101 DOI 10.1007/s11618-011-0183-6 6 Education processes in life-course-specific learning environments Thomas Bäumer · Nina Preis · Hans-Günther Roßbach · Ludwig Stecher · Eckhard Klieme Abstract: Pillar 2 of the German National Educational Panel Study conceptualizes and opera- tionalizes the learning opportunities individuals experience throughout their lives. These learn- ing opportunities can take place in different formal, nonformal, informal, and familial learning environments. They are captured not only quantitatively but also concerning their quality. The quality of learning opportunities is framed within an opportunity-use model to bring together a social-environmental and an individual perspective.
    [Show full text]
  • The Base of the Iceberg. Informal Learning and Its Impact on Formal and Non-Formal Learning
    Rogers, Alan The base of the iceberg. Informal learning and its impact on formal and non-formal learning Opladen ; Berlin ; Toronto : Verlag Barbara Budrich 2014, 95 S. - (Study guides in adult education) Empfohlene Zitierung/ Suggested Citation: Rogers, Alan: The base of the iceberg. Informal learning and its impact on formal and non-formal learning. Opladen ; Berlin ; Toronto : Verlag Barbara Budrich 2014, 95 S. - (Study guides in adult education) - URN: urn:nbn:de:0111-pedocs-148444 http://nbn-resolving.de/urn:nbn:de:0111-pedocs-148444 in Kooperation mit / in cooperation with: https://www.budrich.de Nutzungsbedingungen Terms of use Gewährt wird ein nicht exklusives, nicht übertragbares, persönliches und We grant a non-exclusive, non-transferable, individual and limited right to beschränktes Recht auf Nutzung dieses Dokuments. Dieses Dokument ist using this document. ausschließlich für den persönlichen, nicht-kommerziellen Gebrauch This document is solely intended for your personal, non-commercial use. Use bestimmt. Die Nutzung stellt keine Übertragung des Eigentumsrechts an of this document does not include any transfer of property rights and it is diesem Dokument dar und gilt vorbehaltlich der folgenden Einschränkungen: conditional to the following limitations: All of the copies of this documents must Auf sämtlichen Kopien dieses Dokuments müssen alle retain all copyright information and other information regarding legal Urheberrechtshinweise und sonstigen Hinweise auf gesetzlichen Schutz protection. You are not allowed to alter this document in any way, to copy it for beibehalten werden. Sie dürfen dieses Dokument nicht in irgendeiner Weise public or commercial purposes, to exhibit the document in public, to perform, abändern, noch dürfen Sie dieses Dokument für öffentliche oder distribute or otherwise use the document in public.
    [Show full text]
  • The Value of Vocational Education and Training in a Non-Metropolitan Community
    AVETRA Conference Papers 1999 THE VALUE OF VOCATIONAL EDUCATION AND TRAINING IN A NON-METROPOLITAN COMMUNITY Jon Toms, Barry Golding, Ian Falk and Sue Kilpatrick Centre for Research and Learning in Regional Australia University of Tasmania ABSTRACT This study examines the question of how a non-metropolitan community consolidates and develops sustainable economic and social activity through the learning of community members. It includes an examination of the respective contributions of schooling, post-school education and training, and learning at work as well as learning at home. Introduction This study starts from the premise that learning occurs over a lifetime in a wide range of contexts outside of formal education, including in the workplace, community and home. Its methodology is oriented to collecting evidence of learning over a lifetime. It aims firstly to determine the ways in which learning at work, in community life and at home integrate in ways not detected by formal, linear or hierarchical models of skill and knowledge acquisition. Secondly, it anticipates that learning may not be confined to any one sector, and that much valuable learning may be informal or nonformal and occur in community and workplace settings beyond formal VET provision. Thirdly, it sets out to investigate the extent to which knowledge is valued outside the domain of specific industry, community or work sector. In effect, the study explores the discrepancy between vocational education and training (VET) as a set of policy terms and programs and the reality of vocational learning, as experienced and valued by people in their everyday lives. This discrepancy is one significant problem in VET research in Australia (Falk 1998).
    [Show full text]
  • ILETES: Informal Learning Environments and Teacher EducaOn for STEM Early Career Research Award AISL#1254075 Jennifer D
    ILETES: Informal Learning Environments and Teacher Educa9on for STEM Early Career Research Award AISL#1254075 Jennifer D. Adams, Brooklyn College and The Graduate Center, CUNY OVERVIEW This Early CAREER project is an integrated research and educaon project that OVERARCHING THEMES focuses on formal/informal collaboraons and ac8vi8es for STEM teacher educaon. This poster presents a) quan8tave survey findings based on ini8al • Teachers appropriated different aspects of informal science learning and theore8cal framework and b) emerging qualitave findings of 1.5 years of an enacted them in their teaching in ways that they saw best met their ongoing dialogue between a group of new teachers who engaged in dialogues and • Aims for “learning to be students’ needs as learners and resonated with their iden88es as shared teaching ar8facts in relaon to classroom science teaching and learning • Informal science learning spontaneous…[for] students to find that the educators. and informal science learning and expanded framework on teacher learning and means creang a space where students could engage in work is interes8ng and • The defini8ons of F, IF, and NF, as they play out in the lives of teachers iden8ty. The central ques8ons that guide the laer are 1) how do teachers define science learning in different want to learn more… ways and at their own pace ini8ate their own learning do not fall neatly into matrix of learner objec8ve and approach, but informal science educaon and 2) how do they enact their defini8ons in their it is hard to accomplish in • Methodological;
    [Show full text]
  • Non-Formal Learning Strategy Based on Tahfidz and Character in The
    INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 8, ISSUE 10, OCTOBER 2019 ISSN 2277-8616 Non-Formal Learning Strategy Based On Tahfidz And Character In The Primary School Imam Shofwan, Tri Joko Raharjo, Achmad Rifai RC, Fakhruddin Fakhruddin, Joko Sutarto, Utsman Utsman, Mintarsih Arbarini, Tri Suminar, Sungkowo Edy Mulyono, Bagus Kisworo, Abdul Malik, Amin Yusuf, Ilyas Ilyas, Liliek Desmawati, M Chairul Basrun Umanailo Abstract: Learning strategies have an important role in implementing learning for the success. Informal learning strategies are used to facilitate Tahfidz- based learning and character in elementary schools that use a informal education system. The Hanifah Semarang Primary School in the process of implementing those strategies profit informal learning that is different from elementary schools in general. This Elementary School has its own advantages, because students have the ability to memorize the Qur'an and the formation of character that do not exist in elementary schools in general. The purpose of this study was to discover informal learning strategies that carried out as well as to have knowledge of the differences with elementary schools in general. The focus of this study discusses Tahfidz-based models, methods and non-formal learning techniques. This study uses qualitative research approach with data collection techniques using the method of observation, interviews and documentation. As for the process of data analysis with stages data collection, data reduction, data presentation, and conclusion and verification. The results of this study are informal learning strategies carried out in elementary schools by prioritizing recitation of the Qur'an and character, this is what distinguishes elementary school learning in general, which only prioritizes subjects.
    [Show full text]