Recognising Non-Formal and Informal Learning: Participant Insights and Perspectives. A National Vocational Education and Training Research and Evaluation Program Report

Autor/inn/en	Smith, Larry; Clayton, Berwyn
Institution	National Centre for Vocational Education Research
Titel	Recognising Non-Formal and Informal Learning: Participant Insights and Perspectives. A National Vocational Education and Training Research and Evaluation Program Report
Quelle	(2009), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-9214-1277-6
Schlagwörter	Informal Education; Prior Learning; Nonformal Education; Recognition (Achievement); Research Reports; Interviews; Case Studies; Barriers; Change Strategies; Foreign Countries; Educational Opportunities; Phenomenology; Educational Research; Achievement Rating; Australia + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Vorkenntnisse; Non-formal education; Non formal education; Soziale Anerkennung; Research report; Forschungsbericht; Interviewing; Interviewtechnik; Case study; Fallstudie; Case Study; Lösungsstrategie; Ausland; Bildungsangebot; Bildungschance; Phenomenological psychology; Phänomenologie; Psychologie; Bildungsforschung; Pädagogische Forschung; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Australien
Abstract	Recognition of the skills acquired through non-formal or informal learning is important for a number of reasons. Individuals gain a feeling of worth and self-confidence, which encourages them to continue to upgrade their skills and knowledge, often leading to formal qualifications and improved employment outcomes. The process of recognition of prior learning (RPL) also ensures that knowledge and skills already held do not need to be repeated. While recognition of prior learning is seen as an integral and valued component of the learning pathway and in many cases a critical catalyst to accessing formal education, both practitioners and learners have criticised recognition of prior learning for being difficult to access and implement. There have been many studies into the nature, value and uptake of recognition of prior learning. To date there has been only a limited exploration of the experiences of people who have sought to have the skills they acquired through non-formal or informal learning recognised. By offering interesting insights from the perspective of candidates who have presented themselves for recognition of prior learning, this report fills the gap. It covers how they become aware of their options and the factors that encourage or inhibit access to recognition of their skills and knowledge. Two appendices are included: (1) Methodology; and (2) Sample characteristics. [Funding for this report was provided through Department of Education, Employment and Workplace Relations.] (ERIC).
Anmerkungen	National Centre for Vocational Education Research Ltd. P.O. Box 8288, Stational Arcade, Adelaide, SA 5000, Australia. Tel: +61-8-230-8400; Fax: +61-8-212-3436; e-mail: ncver@ncver.edu.au; Web site: http://www.ncver.edu.au/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10