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Recognising non-formal and informal learning: participant insights and perspectives

By Berwyn Clayton and Larry Smith

Abstract

This study investigated the experiences of people who have used recognition of non-formal and informal learning to enable them to access a formal training qualification and/or further study. In particular, the study sought insights into how people not currently in education and training become aware of their options and opportunities regarding recognition of non-formal and informal learning. The study also investigated the factors that encourage or inhibit people from accessing the non-formal and informal pathways to formal learning. For the purposes of this report, formal learning is defined as learning that takes place through a structured program of instruction and which is linked to the attainment of a formal qualification or award. Non-formal learning is defined as learning that takes place through a structured program of instruction, but does not lead to the attainment of a formal qualification or award. Informal learning, on the other hand, is not intentionally accessed by the learner, and thus is neither structured nor institutionalised. These definitions were used to ensure clarity of meaning for the people interviewed, and vary slightly from the definitions generally used across the vocational education and training (VET) sector

Topics: 330000 Education, Work-Based Education Research Centre (WERC), ResPubID18168. recognition of prior learning, teaching and learning, non-formal and informal learning, education, Australia
Publisher: National Centre for Vocational Education Research NCVER
Year: 2009
OAI identifier: oai:eprints.vu.edu.au:1968

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