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RECOGNITION OF NON-FORMAL AND INFORMAL EDUCATION IN SLOVENIAN

HIGHER EDUCATION

3rd Annual EFYE Conference, University of Wolverhampton, Telford Campus,

7 to 9 May 2008

Aleksandra Kovač, Nada Trunk-Širca,

Doris Gomezelj, Živana Marčeta

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Introduction

• Recognition of non-formal and informal

learninng goes in line with the princilpe of

LLL, creation of flexible system of HE, equal

opportunities, and social inclusion

• One of the priorities to be realised in the

Bologna process (Bergen conference 2005)

• The European Qualifications Framework for

LLL (Recomendation of the EC, April 2008)

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Focus

• Some definitions

• Steps taken at the Slovenian national level

• Implementation of the recognition of non-

formal and informal learning at the Faculty of

Management Koper

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Definitions (1)

Recognition refers to learning achievements of

individuals which might lead to a qualification.

Recognised Individual’s knowledge might be used as

credit to benefit in the labour market in entry to formal

education, financially or in terms of status or self-

esteem (OECD, 2004).

Formal learning is associated with an educational

institution (or workplace) which offers instruction

programme and is intentional from the learner’s

perspective. Formal learning is always recognised in a

certificate or qualification (OECD, 2004).

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Definitions (2)

Non-formal learning is achieved when an

individual follows an organised programme of

instruction in an educational institution,

workplace or in the home. This kind of

learning is often embedded in planned

activities that are often not designated as

learning but which contain an important

learning element. It does not lead to formal

qualifications or certification (OECD, 2004).

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Definitions (3)

• Experiental learning knowledge and skills

acquired through life and work experience

and study, which are not formally attested

through any any education or professional

accreditation. It can include instruction based

learning provided by any institution, which

has not been examined in any of public

examination systems. (Evens, 1984).

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Definitions (4)

Informal learning is achieved outside of

organised education or training provision

and is not organised or structured. In most

cases it is unintentional and it is a result

from daily ‘experience’ which occurs

throughout life (work, family or leisure

activities). It does not lead to certification

(OECD, 2004).

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Definitions (5)

Lifelong learning is undertaken throughout

life and improves knowledge, skills and

competencies within personal, civic, social

and/or employment-related perspectives.

Thus the whole spectrum of learning,

formal, non-formal and informal is included

as are active citizenship, personal

fulfilment, social inclusion and professional,

vocational and employment related aspects.

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Benefits of recognition

Validation has numerous positive effects (Colardyn&Bjornavold,

2004):

• provides motivation to individuals for inclusion in formal education,

• increases interest among employees for participation in organized education program within a company,

• shortens the time of studies and thus makes them more available to those who rarely decide to participate due to obligations,

• decreases the costs (to students and institutions).

• increasing employment possibilities on the labor market (also greater mobility of labor force within the EU)

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Development in SLO (1)

Legal framework for non-formal and informal learning

• NO clear regulation (exeptions vocational education)

• Expectations that Bologna process will stimulate some changes in this respect

• HEA – loose regulation:

Allows all forms of LLL

Article 35: criteria for recognition of knowledge and skills gained before enrolment into a study program are part of the accredeted study program (also criteria for passing into the next year and the transition between study programs).

Article 49: HE Council is responsible to define criteria for accreditation of knowledge and skills acquired before enrolment into a first degree study program. (NOT done)

• Criteria for Accreditation of HEIs and Study programs (2004)

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Development in SLO (2)

The Ministry of HE, Science and Technology financed the Project on

recognition non-formal and informal education (2005-06)

Conclusions:

1. HEIs should define standardised procedure and criteria

2. The procedure should start with the introductory

interview with the candidate and creating his protfolio

(expert support of HEI)

3. Recognition commission recognise knowledge (take

decision)

4. Recommended to HEIs to cooperate (assure similar

standards of recognition)

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Recognition at the MF

• One of the first HE institutions in Slovenia to

introduce the process of prior learning

recognition.

• The process of determining, examining,

validating and recognizing knowledge is

regulated by the Rules (adopted in the Academic Year 2005-06).

• In accordance with the Rules on Knowledge

and Skills Recognition, prior learning can be

recognized before enrolment or during study.

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Recognition Process at the FM

• The recognition process takes one to two months.

• Applicants can benefit from an adviser’s assistance in making their portfolios.

• If an applicant submits a certificate or other document which clearly shows that 30 credits will not be exceeded, the Commission for the Recognition of Knowledge and Skills can reach the decision based on such documents alone. However, if an applicant submits documents which clearly show that 30 credits will be exceeded, the Commission for the Recognition of Knowledge and Skills must arrange an additional examination (conversation, interview, written or oral exam). This additional examination is carried out by an appointed teacher or Assessment Commission.

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Applications at the FM(2005-2007)

Approved

applications

Declined

applications

Undergraduate

level

46 5

Graduate level 5 8

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Applicants’ Characteristics, Gender

0

5

10

15

20

25

30

35

40

2005/06 2006/07

male female

The majority of applicants were female.

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Applicants’ Characteristics, Age

0

5

10

15

20

25

21-30 31-40 41-50 51 in več

2005/06 2006/07

The majority of applicants were 31 to 40 years old and employed in the public sector.

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Applicants’ Characteristics, Occupation

• The majority of applicants were employed in the

public sector:

• 25% in sales, administration and public

administration professionals

• 17% are office management staff

• 11% are service workers.

• 11% are client relations officers

• 8% are technicinas

• 8% are small company directors and managers etc.

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Conclusions 1

• On average, applicants were awarded 10

credits (30 credits max.) of study workload

towards formal qualifications.

• The applicants invoked the knowledge gained

in the fields of economy, legal studies,

business, administration, and on the basis of

work experience achievements or non-formal

education (courses, seminars, workshops

etc.).

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Conclusions 2

Through recognition we will:

– Improve the productivity of current labour force

– Shorten the period of formal education process

– Offer possibilities for further education at the

Bachelor’s or Master’s levels

– Promote personal growth

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Conclusions 3

• The FM is one of the first HE institutions in Slovenia to

be systematically dealing with the recognition of

knowledge and skills.

• The FM shared the expertise and support the

implementation of the recognition of knowledge and

skills also at the MFDPŠ in accademic year 2007/8.

• The early experience has shown this to be a complex

and lengthy process, which calls for professionally

trained staff and, at the same time, requires the

candidates to acquire skills to design their portfolios.

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Thank you for your attention!