Non-Formal and Informal Learning: International Recognition Practices

Marina Kicherova, Evgeny Zyuban and Ekaterina Muslimova

Voprosy obrazovaniya / Educational Studies Moscow, 2020, issue 1, 126-158

Abstract: Marina Kicherova - Candidate of Sciences in Sociology, Associate Professor, Department of General and Economic Sociology, Institute of Finance and Economics. E-mail: m.n.kicherova@utmn.ruEvgeny Zyuban - Candidate of Sciences in Economics, Associate Professor, Department of Economic Security, Accounting, Analysis and Auditing, Institute of Finance and Economics. E-mail: e.v.zyuban@utmn.ruEkaterina Muslimova - Assitant Teacher, Department of Modern History and World Politics, Institute of Social Sciences and Humanities. E-mail: e.o.muslimova@utmn.ruUniversity of Tyumen.Address: 6 Volodarskogo Str., 625003 Tyumen, Russian Federation.This article explores how non-formal and informal learning evolved in the light of the global processes of digitization and technology modernization. A crosscountry analysis of participation in non-formal and informal learning activities is carried out, dwelling on the key models of recognition of such learning (based on the findings from Europe, Asia, the United States, and Australia). It is shown that social and legal aspects relative to the recognition of non-formal and informal learning differ dramatically across countries, affecting their economies, socioeconomic development, and pace of technological innovation. Recognition of non-formal and informal learning occurs at three levels. Internationally, competence standards and recognition mechanisms are designed. On a national scale, every country elaborates public documents regulating its specific mechanisms of validating and recognizing non-formal and informal learning. National differences in competence recognition practices manifest themselves where a number of countries offer accreditation of competences, and some recognize the skills acquired in volunteering, leisure and sociocultural activities. Finally, the local level reflects the interests of labor market stakeholders, such as corporations, employees and employers. The article also emphasizes the role of corporate universities in advocating the policy of competence recognition in non-formal and informal learning.

Keywords: non-formal learning; informal learning; competence; recognition of non-formal and informal learning; validation of non-formal and informal learning; competence recognition; competence certification; nostrification; corporate universities (search for similar items in EconPapers)
Date: 2020
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Persistent link: https://EconPapers.repec.org/RePEc:nos:voprob:2020:i:1:p:126-158

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