European Inventory on validation of nonformal and informal learning
25-January-2005
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European Inventory on validation of nonformal and informal learning:
Yet another major initiative around informal and non-formal learning. This topic is certainly the flavour of the month. On the one hand I welcome such approaches as a means to open up learning in different contexts and especially as attributing more value to work based learning. On the other hand I remain concerned that the direction of this and similar projects is constrained by the emphasis placed on validation and the development of tools, instruments etc. for formal accreditation of learning
European Inventory on validation of nonformal and informal learning:
Yet another major initiative around informal and non-formal learning. This topic is certainly the flavour of the month. On the one hand I welcome such approaches as a means to open up learning in different contexts and especially as attributing more value to work based learning. On the other hand I remain concerned that the direction of this and similar projects is constrained by the emphasis placed on validation and the development of tools, instruments etc. for formal accreditation of learning.
This moves us away form looking at how and where learning occurs and from developing those learning opportunities. It echoes my concern with the whole direction of ICT based learning, in attempting to replicate classroom learning with a heavy emphasis on measuring attainment, instead of recognising and developing new forms and opportunities for learning.
More on this later - especially when I can find the time to read some of the many papers posted on the Ecotec site.
"During the last four years a number of initiatives have been taken at different levels (European, national, sub-national, industry, third sector) supporting the development of new approaches to validation of non-formal and informal learning. Validation of non formal and informal learning has been identified as a European priority on repeated occasions, including the Communication on Lifelong Learning (2001), the Education Council Decision Concrete future objectives for European education and training systems (2002), the White Paper on Youth policies (2002) and the Copenhagen Declaration (2002).
A set of Common European Principles for the validation of non-formal and informal learning have been developed by the Commission in collaboration with a range of partners. This political emphasis on validation was further strengthened by an initiative to organise an informal ministerial conference on the subject in June 2004. These initiatives reflect the strong political momentum existing in this particular policy field and make the inventory project highly relevant for forming current and future policy debates at European, national and other decision-making levels."
