This document discusses challenges and approaches for recognizing and validating non-formal learning. It provides definitions of non-formal learning from different sources and proposes using a continuum of formality and informality to analyze learning. Examples of approaches discussed include standardized exams, program reviews by credit recommendation services, and assessing broad competencies. Key challenges identified are determining the best validation methods for different types of non-formal learning and developing systems to recognize non-formal learning at national and international levels.
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3. World of Ubiquitous Learning
• Web 2.0 and Mobile learning
• Wikipedia, etc.
• Social networks --- Facebook, Twitter, etc.
• Gaming, Simulation, Virtual Worlds
• MOOCs –iversity, Open Ed Europa
• OERs -- Kahn Academy, Saylor Foundation
• OER Universitas, People’s University, etc.
• Badges – Mozilla Open Badges, OpenLearn,
etc.
4. Challenge for VNFIL?
• How to sort out different kinds of
learning?
• How to do it as quickly and efficiently as
possible?
• Which validation tools for which kind of
learning?
5. Focus on Non-formal
learning
European Civil Society Platform
on Lifelong Learning
The aim is to offer an alternative route to access
qualifications; it is not about formalising the
non-formal education sector. It is the learning
outcomes of each individual that count in this
process...’ (pp. 71-2)
6. What is Non-formal
Learning?
• Three descriptions
– European Commission, 2012
– NVL Folkbildning, 2015
– Colley et al, 2003
7. EC Recommendation of 2012
“Broadly, learning outside the formal
school/vocational training/university system, taking
place through planned activities (e.g. with goals and
timelines) involving some form of learning support, for
example:
– programmes to impart work-skills, literacy and other
basic skills for early school-leavers
– in-company training
– structured online learning
– courses organised by civil society organisations for
their members, their target group or the general
public”
8. NVL Folkbildning, 2015
“The learning is intended and the learning
situation is organized in order to make the
participants learn something. But there is no
curriculum and no specific pre-described
standards and goals for the learning outcomes,
which consequently might diverge quite a bit
with respect to character, content and level.”
9. What is Non-formal
Learning?
• Definition useful if can help practice
• Most helpful for me has been work of
Colley and colleagues in UK
10. Continuum of Learning
(Colley et al., 2003)
• Argued against use of definition
• Proposed practical tool to analyze any
particular learning situation
• Based on idea of formality-informality
continuum
• Four aspects: Process, Location and Setting,
Purpose, Content
11. Continuum of Learning
• Process – how the learning process is
controlled, supported and assessed.
• Location and Setting – whether the
environment is designed for learning,
production or some other purpose such as
socializing (e.g. pub).
12. Continuum of Learning
• Purpose – whether learning is a primary or
secondary focus of activity and whether the
purpose is controlled by the learner or an
external authority.
• Content – whether the learning outcomes are
highly specified; abstract or practical.an
everyday, practical skill.
13. Continuum of Learning
• Useful to determine which assessment
most appropriate for different kinds of
learning
• Illustrate with typical candidate
14. Typical Candidate --
• Mature student trying to obtain TRU-OL
credential for career advancement
purposes
– CMPST 101 from Thompson Rivers
University (TRU)
– CompTIA A+ certification
– Workshop on network management
– Three years work experience as a network
manager in a small business
15. F I
F I
F I
F I
Process
Location & Setting
Purpose
Content
16. F I
F I
F I
F I
Process
Location & Setting
Purpose
Content
CMPST 11
CMPST 101
17. F I
F I
F I
F I
Process
Location & Setting
Purpose
Content
CompTIA A+ certification
18. F I
F I
F I
F I
Process
Location & Setting
Purpose
Content
CompTIA A+ certification
19. F I
F I
F I
F I
Process
Location & Setting
Purpose
Content
Workshop on network management
20. F I
F I
F I
F I
Process
Location & Setting
Purpose
Content
Workshop on network management
21. F I
F I
F I
F I
Process
Location & Setting
Purpose
Content
Experience as a Network Manager
22. Non-credentialled, certified
learning
• Learning with formal aspects but not
recognized through widely accepted,
transportable credential
• “Extract evidence” from assessing the
learning situation, not the learner
• Examples of Program Review
23. Credit Recommendation Service of the
American Council on Education
– Operating since 1974
– Over 35,000 programs reviewed
– Network of over 2,000 colleges and
universities that offer credit towards formal
credentials for ACE reviewed programs
25. Credit Recommendation Service of
the American Council on Education
• CAEL 2010 study – ACE Credit
Recommendation frequently used
– 77% of 48 institutions in study
• No other data on uptake, outcomes
26. Consortium of 5 Adult-focused
Colleges/Universities
• Sharing reviews
– Review done by one accepted by all
• Setting QA standards for program
reviews
• Modelled on ACE process
27. Consortium of 5 Adult-focused
Colleges/Universities
• Review 5 main areas:
– Design/delivery
– Learning outcomes
– Learning materials including texts
– Instructor qualifications
– Assignments and Assessment Methodology
28. Learning Outcomes
– Are in line with course objectives
– Are measurable
– Are supported by the curriculum
– Meet generally accepted learning outcomes
for a similar course in the subject or field
– Are achievable in required time and with
types of learning engaged in (lecture,
practice, demonstration, etc)
29. Assignments and
Assessment Methodology
– Support the learning outcomes and are
aligned at the same level of learning
– Consistent with course content
– Graded or measured to support pass/fail
– Rubrics
– Assess higher level learning
– Consistent with best practices in field or
subject
30. Republic of Korea
Academic Credit Bank
System
• Learners accumulate credits in learning
account to earn higher education degrees
• ACBS accredits non-formal education and
training organizations
– Eligible for public funding if incorporate
National Competence Standards
• Recognizes vocational qualifications
• Accredits traditional and cultural artistic
activities
31. Republic of Korea
Academic Credit Bank
• Between 1998 and 2013
– Over 550,000 learners
– 250,000 degrees awarded
• As of 2013, 50,000 learners/yr.
• As of 2011, 537 accredited ACBS organizations
– 256 of these Lifelong Learning institutes
attached to universities or colleges
• No details available on accreditation process
33. England, Wales, N. Ireland
Register of Regulated Occupations
• Independent body established in 2010
• Offerings certified according to National
Qualifications Framework
– Only certify complete qualifications,
not just courses
• Complex set of rules
• Must use OFQAL Logo on exam
certificates
37. Scottish Credit &
Qualifications Partnership
• Non-profit organization manages Scottish
Credit and Qualifications Framework
• Actively supports credit rating of Non-Formal
Learning programs
• Over 400 registered programs (min. 10
notional learning hours)
• Providers: employers, trade unions, youth
organizations, community organizations and
adult education organizations
38. Scottish Credit &
Qualifications Partnership
• Credit Rating Bodies do ratings
– All Further Education colleges and Higher
Education universities in Scotland, other
certified organizations
• Credit Rating
– Quality assured process
– Done by trained personnel
• All rated programs stored in searchable
database
40. • Lots more examples in SCQF database (e.g.
Microsoft) http://scqf.org.uk/credit-rating-bodies/understanding-
the-scqf-database/
• Also two CRB Project Case Studies
Scottish Credit &
Qualifications Partnership
41. Finland – Program Review
Initiatives
• Not centralized service like USA, Korea,
England, Wales & N. Ireland or Scotland
• Examples of national certification of non-
formal learning
• Computer Driving Test
• Passports in various areas (e.g. Food Hygiene)
• National Language exams
42. Validation via Standardized
Exams
• Mentioned in VNFIL Guidelines
• Suitable when non-formal learning towards formal
end of continuum except assessment methods
and/or structure of subject well known (e.g.
languages)
• Large scale programs in North America: GED
(secondary), CLEP exams, Excelsior College exams
(postsecondary)
– Many subject areas
– Standardized exams: reliable, valid
43. Validation via
Individualized Methods
• Can assess against subject specific
learning outcomes or
• Can assess against general
competencies
– NVL Folkbildning Key Competencies
45. Assessment of Competencies
• NA tradition of “Liberal Education”
• Breadth as well as depth
• Institutions using Competency-
evaluation
• Alverno College
• School for New Learning, De Paul
University
• Athabasca University
• Thompson Rivers University
46. Challenges for
Non-Formal Learning?
• Identify aspects of formality and informality
present in all circumstances of learning
– Use Colley framework as a tool
• Use your diagnosis to focus on most
expeditious way to gain recognition for
learning from any particular circumstance
• Ultimately -- best way to serve the learners
47. Challenges for
Non-Formal Learning?
• What are you doing to develop systems to
accredit non-formal training?
– National, regional, EC level
• What are you doing to develop Standardized
Exams in high demand areas of non-formal
training?
• What are you doing to agree on how to assess
and recognize broad competencies acquired
through non-formal learning?
48. References
CAEL (2010) Fueling the race to post-secondary success.
http://www.cael.org/pdfs/PLA_Fueling-the-Race .
Colley, H., Hodkinson, P. & Malcolm, J. Informality and formality in
learning: a report for the Learning Skills Research Centre. Learning and
Skills Research Centre, www.LSRC.ac.uk .
EQF UK Conference, Making Learning Visible, Birminghan, Feb. 2014.
Presentations and reports available at
http://ccea.org.uk/accreditation/european/european_qualifications_frame
work/eqf_uk_conference
Park, Injong. (2011). ACBS in Korea. Presentation to Shanghai Open
University, Dec. 4, 2011. Korean Institute of Lifelong Learning.
pinjong@nile.or.kr
