The Missing Link to Connect Education and Employment: Recognition of Non-Formal and Informal Learning Outcomes

Autor/in	Werquin, Patrick
Titel	The Missing Link to Connect Education and Employment: Recognition of Non-Formal and Informal Learning Outcomes
Quelle	In: Journal of Education and Work, 25 (2012) 3, S.259-278 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2012.687574
Schlagwörter	Foreign Countries; Outcomes of Education; Lifelong Learning; Informal Education; Education Work Relationship; Competence; Competency Based Education; Adult Literacy; Vocational Education; Labor Market; Educational Policy; Educational Assessment; Human Capital; Belgium; European Union; Hungary; Iceland; Mexico; Norway; Spain; International Adult Literacy Survey; Program for International Student Assessment; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; Lernleistung; Schulerfolg; Life-long learning; Lebenslanges Lernen; Informelle Bildung; Nichtformale Bildung; Kompetenz; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Ausbildung; Berufsbildung; Labour market; Arbeitsmarkt; Politics of education; Bildungspolitik; assessment; Bewertungssystem; Humankapital; Belgien; Ungarn; Island; Mexiko; Norwegen; Spanien
Abstract	The concept of learning outcomes is at the heart of many research programmes and policy responses. International surveys (from the International Adult Literacy Survey, back in the mid-nineties, to the forthcoming Assessment of Higher Education Learning Outcomes two OECD surveys), National Qualifications Frameworks or the European Qualifications Framework engineered by the European Commission and the most recent laws and policies on recognition of non-formal and informal learning outcomes (RNFILO), all rely on the concept of learning outcomes. This paper claims that it is no coincidence that the concept of learning outcomes is at the core of these seemingly unrelated policies, programmes and research projects. Learning outcomes provide a base for equitable assessment in the world of education and lifelong learning. Learning outcomes also are relevant to the labour market and the expectations of end-users such as employers. It also claims that, beyond the hype and some misunderstanding, approaches relying on learning outcomes bring more equity to the world of education and training and to the world of work. This paper aims at focusing on RNFILO as a policy tool, and insists on possible applications and policy implementation. It proposes a definition of the key terms, a possible rationale for organising recognition programmes, and a list of pros and cons for doing so. (Contains 5 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10