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2014 | 10(44) | 198-206

Article title

ІНТЕРПРЕТАЦІЯ ПОНЯТТЯ НЕФОРМАЛЬНА ОСВІТА: ПОГЛЯД НІМЕЦЬКОМОВНОГО СУСПІЛЬСТВА

Title variants

EN
Interpretation of concept of informal education: outlook of German-speaking society

Languages of publication

UK

Abstracts

EN
Variability of interpretation of concept of informal education from a position of the researchers of German-speaking countries is shown in the article, namely Germany, Austria, Switzerland and others. It is defined that education throughout life contains certain types of training: formal, non-formal and informal. It is proved that the concept of informal education has wide variability of the interpretation, its essence consists in existence of a certain organized, systematic educational activity which is carried out behind the territory of a formal education system for a guarantee to the chosen (certain) types of training of separate subgroups of the population, both adults, and children. The terms «formal», «non-formal» and «informal» serve the systematization and description of the multifaceted learning processes that may occur consciously or by chance in various contexts and be organized in very different ways; their use however is still not uniform. The terms have been discussed extensively, including in the feasibility study prepared as part of the «Lifelong learning passport with certification of informal learning». For the Commission of the European Communities on the other hand formal and non-formal learning are unequivocally intentional, informal learning is “not necessarily” so. Informal learning thus takes place in all life contexts; it may be intentional and directed but also, as in most cases, be done quite incidentally. It does not usually lead to any certification. Non-formal learning processes on the other hand under the EU’s definition take place outside the main systems of general and vocational education and may, but do not have to, lead to formal certificates. The definition used by the OECD in the guidelines for this activity defines different boundaries: Formal learning refers to learning through a programme of instruction in an educational institution, adult training center or in the workplace, which is generally recognized in a qualification or a certificate. Non-formal learning refers to learning through a programme but is not usually evaluated and does not lead to a certification. Informal learning refers to learning resulting from daily work-related, family or leisure activities. The main criterion that differentiates formal learning from the other two forms of learning for the OECD is the qualification and certification of learning. This means that CET resulting in a recognized certificate counts as formal learning. Non-formal learning also takes place in organized contexts but is generally not a subject to evaluation or certification – and hence does not lead to an entitlement. The OECD’s definition of informal learning primarily targets unintentional learning processes on the job, in the family or during leisure time.

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