Search results

In this chapter it is suggested that understanding and appreciation of non-formal and informal learning outcomes must be improved for the benefit of the wider population and the labour market. The chapter investigates the dimensions involved in learning, and differentiates between formal, non-formal and informal learning. It is recommended that the formality of learning situations should be distinguished only in relation to formal and non-formal environmental conditions. The author describes assessment for learning outcomes in non-formal settings, and reviews and analyses assessment trends from German continuous information technology (IT) training, the Realkompetanse project and the Finnish Recreational Activity Study Book. The chapter concludes with some implications for flexibility, mobility, transferability and equity.