Non-Formal and Informal Learning: International Recognition Practices

Кicherova, Маrina N.; Zyuban, Evgeny; Muslimova, Ekaterina O.

doi:10.17323/1814-9545-2020-1-126-158

Cited by 8 publications

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“…Researchers are actively studying the issue of validating the results of non-formal education (Talbot, 2015) and recognizing the competencies acquired in the course of non-formal education (Kicherova et al, 2020), which, according to scientists, can have a great impact on the development of the socio-economic well-being of the country. Avramenko (2019) classifies the online marathon as a microlearning technology (organizing the educational process in small portions on an ongoing basis) and non-formal learning, which involves going beyond traditional educational institutions and practices.…”

Section: Problem Statementmentioning

confidence: 99%

Online Marathon – Technology Of Modern Education

Kukushkina¹

2021

European Proceedings of Social and Behavioural Sciences

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Section: Problem Statementmentioning

confidence: 99%

Online Marathon – Technology Of Modern Education

Kukushkina¹

2021

European Proceedings of Social and Behavioural Sciences

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“…Для человека самообразование -это эффективный способ справиться с изменяющейся средой, достичь экономического и жизненного успеха (Park et al, 2021). В свете роста требований к сотрудникам самообразование на рабочем месте становится неотъемлемой частью профессиональной деятельности , способствует увеличению ее продуктивности , повышает уровень удовлетворенности сотрудников работой и приверженность организации (Zhou et al, 2019), а также приносит прямые экономические выгоды, что, в свою очередь, влияет на развитие экономики конкретной страны или региона (Kicherova et al, 2020;Park et al, 2021).…”

Section: Introductionunclassified

The Phenomenon of Self-Education: Review of World Research Contexts

Lyz,

Lyz

2023

E&SD

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Modern education overcomes institutional, age, and spatial limits. It provides each person with the opportunity to lifelong learning, and it also allows managing the learning process. Self-education as a proactive human activity for the purposeful accumulation of experience is becoming a relevant subject of scientific research. The research contexts of self-education in world science are the following concepts: «adult learning», «continuous learning», «continuous professional development», «informal learning», «lifelong learning», «non-formal learning», «self-development», «self-directed learning», «self-education», «workplace learning». A review of the segments of the subject field formed by these concepts was carried out. The main goal was to compare and determine the possibilities of using these concepts for the study of self-education in educational, organizational (professional) and life contexts. The articles indexed in the Scopus database served as the basis for the review. Quantitative indicators characterizing the prevalence of terms and the content of the sought-for concepts in the most cited articles were identified. The results showed that the significant amount of knowledge about self-education is concentrated in the segments related to the concepts of lifelong learning, self- directed learning, informal learning, and workplace learning. The most promising is the study of self-education of students or professionals based on the theories of self-directed and informal learning. The theories of self-directed learning are necessary to consider the initiation, implementation, and control of person’s proactive learning activities. The theories of informal learning are necessary to analyze the spontaneous, but meaningful experience accumulation in the process of various activities. The materials of the review, which describe contexts for the study of self-education, will be useful for scientists to determine the current research perspectives and select an adequate theoretical framework.

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Qalification assessment practices: new possibilities and constraints

2021

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Introduction. The transformation of the educational system and the labour market determines the need for objective procedures for independent assessment of qualifications that meet the needs of all stakeholders. The need to overcome the qualification gap is becoming more acute, and it is necessary to change the configuration of connections and relationships in the process of qualifications assessment, which determines the relevance of the current research.Aim. The present publication is aimed to analyse social processes related to the development of practices for evaluating qualifications obtained in both formal and non-formal education in Russia.Methodology and research methods. The methodological framework of the research is based on the principles of the activity approach and the concept of structuration, in which the practice of qualifications assessment is viewed as a combination of social relations between individual and collective actors in the space of social and labour relations. Data collection and analysis was carried out using a qualitative methodology of the sociological approach. A semi-formal interview was selected as the method of expert survey. Twenty-four experts from various sectors of the economy (Moscow, Ekaterinburg and Tyumen) took part in the interviews.Results and scientific novelty. The possibilities and constraints of existing practices for qualifications assessment were identified: assessment centres, qualification assessment centres, internal certification, professional evaluation of working professions within the framework of the “WorldSkills” programme in Russia. The analysis of international experience is presented. Based on expert assessments, it was established that practices specific to the industrial model of the economy prevail in Russia. Thus, the infrastructure and regulatory field were established for the development of new practices of independent qualification assessment. However, the main participants of the process are not involved enough in mutual interaction. The primary sector of the economy hinders the development of the high-technology manufacturing industry and the employers who are interested in creating a competency framework. According to experts, the importance of non-formal education in the development of relevant competencies is increasing, and new mechanisms for qualifications assessment obtained in both formal and informal training are required. The authors presented the cases, which illustrate new configurations of participants’ relationships, when independent assessment of qualifications is integrated with the formal educational system at the stage of state final certification, ensuring the interrelated procedures. The article reveals the contradictions, which are manifested in the interaction between applicants/employees, employers and the state. It is concluded that such contradictions affect the institutional mechanisms for the formation of a national system of independent qualification assessment.Practical significance. The analysis of alternative models for qualifications assessment revealed the interests of different stakeholders involved in this process, the possibility of using “hybrid” forms of qualifications assessment, as well as a number of contradictions related to regulatory, functional and institutional features. The results of the study can be useful for managers of educational institutions and employers to synchronise the processes for mutual assessment of qualifications. As a result, recommendations for the development of an independent qualification assessment system in Russia are proposed, and the prospects for further research are outlined.

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Non-Formal and Informal Learning: International Recognition Practices

Cited by 8 publications

References 0 publications

Online Marathon – Technology Of Modern Education

Online Marathon – Technology Of Modern Education

The Phenomenon of Self-Education: Review of World Research Contexts

Qalification assessment practices: new possibilities and constraints

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