ASSESSMENT AND RECOGNITION OF ACHIEVEMENTS OF NONFORMAL AND INFORMAL LEARNING – FUNCTION IN CONTEXT OF
LIFELONG LEARNING, ACHIEVEMENTS AND CHALLENGES
Margarita Teresevičienė, Vaiva Zuzevičiūtė, Monika Ivoškaitė
Vytautas Magnus University, K. Donelaičio g. 58, LT – 44248, Kaunas, Lithuania
Annotation
Problem of accessibility of learning is raised more and more often on the level of education politics: characteristics
of accessibility reflect its effectiveness, quality and correspondence to personal and public needs (Laužackas et al.,
2003). Non-formal education becomes more and more popular, because it adapts to changing needs of society more
flexibly. Development of assessment system of non-formal and informal learning at universities can have a special
importance for people who had no possibilities to seek higher education due to financial difficulties or participation in
labour market and inability to reconcile learning with professional occupation. In the article, this aspect is considered to
be one of the elements of learning environment, because, if achievements of non-formal and informal learning are
recognized, in these environments learning is legitimized (not only on rhetorical level of political or educational
discourse, but also on practical level), these environments are legitimized as learning environments. It is the issues of
legitimation that comprise the core of enrichment of learning environment.
Keywords: Assessment and recognition of non-formal and informal learning, legitimation.
Introductions
Research problem and relevance. Contemporary researches show that education is not always able to
stimulate modernization of society, critically assess or adopt innovations, preserve universal norms of morals
(Vasauskaitė, 2006). Problem of accessibility of learning is raised more and more often on the level of
education politics: characteristics of accessibility reflect its effectiveness, quality and correspondence to
personal and public needs (Laužackas et al., 2003). Popularity of non-formal education becomes grows,
because it adapts to changing needs of society more flexibly. The white book “Profesinis rengimas”
(“Vocational Training”) (1999) says that vocational training is uninterrupted process of education of people
that comprises pre-vocational training, primary vocational training, improvement of professional
qualification, professional requalification, and professional rehabilitation. Development of assessment
system of non-formal and informal learning at universities can have a special importance for people who had
no possibilities to seek higher education due to financial difficulties or participation in labour market and
inability to reconcile learning with professional occupation. In the article, this aspect is considered to be one
of the elements of learning environment, because, if achievements of non-formal and informal learning are
recognized, in these environments learning is legitimized (not only on rhetorical level of political or
educational discourse, but also on practical level), these environments are legitimized as learning
environments. It is the issues of legitimation, not only researches, educational and/or political discussions
about significance that comprise the core of enrichment of learning environment.
Subject: importance of assessment of achievements of learning informally and informally.
Aim: to reveal function of assessment (and recognition) of achievements of non-formal and informal
learning in legitimizing non-formal and informal learning.
Objectives:
 to theoretically substantiate process of legitimation of assessment and recognition of
achievements of non-formal and informal learning;
 to disclose attitude of adults and andragogues (working in systems of both non-formal and
formal education) towards necessity of evaluation of results (competences) of non-formal and
informal education, preparation for it and obstacles to it;
 to find out experts’ opinion about level of readiness to implement processes of assessment (and
recognition) of learning outcomes of non-formal and informal education.
1
Assessment and recognition of non-formal and informal learning: achievements, challenges,
context
Universities that serve the purpose in this system to reduce barriers, organize assessment and recognition
of previous education, search for ways to integrate individual learners, do not have experience in working
with individual learners, do not know how to organize assessment of non-formal and informal education,
what it needs, what procedures and methods are suitable. Existing legal foundation for assessment and
recognition of previous education is oriented towards system of vocational training and education; higher
education establishments stay away taking little into consideration the challenge of the time – to turn to an
adult, future student, whose previous learning experience differs from that of full-time students.
Participation of representatives of labour market (employers) is especially important, because they can
contribute to creation of standards. They know specific requirements of workplaces and can describe the
necessary competences best and help to develop assessment procedures (Stasiūnaitienė, 2006). There are also
other functions to which the representatives can significantly contribute. Institutions of formal education are
self-supporting establishments; therefore they not always can satisfy needs of society and employers.
Employers want to have more possibilities to contribute to and influence system of formal education.
Implementation of systems of recognition of assessment of previous education is an attempt to satisfy needs
for accessibility, flexibility and transparency. Need to transfer skills from labour market into system of
education are also taken into consideration. Recognition and assessment of non-formal and informal
education is enormously important for people who could not complete higher education because of financial
problems, labour market pressure, difficulties to reconcile studies and work, or any other reasons.
Generalizing analysis of theoretical sources and documents, arguments are presented on the basis of
which assessment of achievements of non-formal and informal learning is attributed to learning environment
(Zuzevičiūtė, 2008).
The first one: though learning informally and informally constitutes the greatest part of person’s learning,
its practical legitimation, that is, legitimation in aspect of an individual learner, still remains more at the level
of political discourse, separate initiative, and not implemented, known practice with legal ground. Therefore,
from the point of view of individual adult or even members of institutions, these environments may not be
regarded as learning environments (i.e., having various functions, including those related to labour world).
The statement is also illustrated by empirical data given further.
The second one: recognition of achievements of non-formal and informal learning is a process during
implementation of which not only individual achievements of a person (it is, beyond all doubts, very
important) are legitimized, but also – as a consequence – spheres of learning environment, learning
informally and informally, are legitimized. To put that differently, at present efforts are seen to legitimize the
phenomenon (learning informally and informally) by its manifestations (results of learning informally and
informally), and this is one of the ways to establish social order: description of an object according to
individual forms of expression of the object (Berger, Luckmann, 1999; Zuzevičiūtė, 2008; Teresevičienė,
Zuzevičiūtė, 2008).
Research methodology
Critical analysis of scientific literature and documents, empirical research (written survey and interview)
were carried out. Data were processed using methods of descriptive statistical analysis (quantitative ones)
and content analysis (qualitative ones).
Expression of assessment and recognition of non-formal and informal learning
Empirical researches were aimed at revealing attitude of adults and andragogues (working in systems of
both non-formal and formal education) towards need of, preparation and obstacles for assessment of results
(competences) of both non-formal and informal learning (Teresevičienė et al., 2007). Research was also
focused on experts’ (members of adult and higher education, 43 experts from Italy, Ireland, Spain, Holland,
Belgium and Lithuania) opinions about the level of preparation to implement processes of assessment (and
recognition) of outcomes of non-formal and informal learning (the research was carried out under the
framework of the Socrates/Grundvig 1 project Reaction No.223855-CP-1-2005-1-LT- GRUNDTVIG-G1).
2
In the research, the aim of which was to get opinion of learners on their learning, expectations related to
their future learning, form and priority of learning, paying attention especially to assessment and
acknowledgement of process of non-formal and informal learning, questionnaires were distributed to 600
respondents. 332 questionnaires were returned filled in and later processed. Contrastive data of opinions
from several European countries (Italy, Ireland, Spain, Holland, Belgium, Lithuania), i.e., opinions expressed
by adult learners and participants in various courses and activities of non-governmental organizations of
these countries. Age distribution of the respondents (of them, 36 % are men; 64 % are women) shows that
more than half of them belongs to age groups of 25-35 and 35-44 years old (Img. 1).
older than 55 y.o.;
14%
younger than 24 y.o.;
20%
45-55 y.o.;
14%
25-34 y.o.;
27%
35-44 y.o.;
25%
Img. 1. Average age of respondents in the group
Most of respondents in this group have more than 10 years of experience (Img. 2).
unexperienced;
9%
more than 10 years;
35%
less than 1 year;
14%
1-3 years;
18%
6-10 years;
14%
4-5 years;
10%
Img. 2. Average work experience of respondents
Analysis of data of empirical research showed that adult learners give priority to formal education. When
answering a question “where would they like to learn after completion of courses in non-governmental
organization”, the learners (adult learners in non-governmental organizations, such as Fundacion Radio
ECCA (Spain) Lithuanian Adult Education Association (Lithuania), ODYSEE (Netherlands) and other
similar organization) pointed out formal education (Img. 3.). Therefore, openness and accessibility of
universities for students with informal experience could be the major factor that enables lifelong learning. It
is only in Ireland that most of adult learners think that non-governmental organizations (74 %) or community
centre (61 %) is the best place to learn at. 50 % of adults in Spain and 35 % in Netherlands stated that the
3
best places to learn at are non-governmental organizations (NGOs). Only a few respondents in Lithuania
(14 %) and Italy (2 %) think that NGO could be the best place to learn at, and less than 5 % believe that
library or workplace would create good enough learning experiences/possibilities.
The majority of respondents in Italy, Spain or Ireland plan to continue higher education studies in the
nearest future, and a big part of respondents from Holland (64 %) and Lithuania (68 %) have no intentions to
continue higher education studies.
at formal education institution
(e.g., university)
at NGO
at community centre
at consultancy
at a library
elsew here
0
0,5
1
1,5
2
2,5
Img. 3. Places where respondents would like to continue learning most (average evaluation of
selection)
When studying why adults would like for higher education to recognize their competences (Item:
Recognition of my experiential learning (“Courses, seminars, participation in NGOs will give me…”), the
first place by importance is taken by personal reasons. As an example, responses from Spain and Ireland are
shown in Img. 4.
Percentage from selections when all selections comprise 100 %,
situation in Spain and Ireland
36.5
I will be more self-confident
29.8
I will have more self-respect
20.7
It means that NGOs provide higher...
13
Possibility to continue learning at university
0
5
10
15
20
25
30
35
40
Img. 4. Reasons for appreciation and recognition of competences acquired during non-formal or informal
learning
4
It turns out that society does not realize completely that knowledge, skills and competences, acquired
during non-formal or informal learning, can be evaluated and recognized formally. Adults think that formal
environment satisfies their needs best and traditionally seek higher education that is traditionally provided by
system of formal education (full-time, part-time or extramural studies). An obvious paradox of these two
answers was found: on one hand, adults would like to continue studies at formal education institutions
(universities, colleges), but, on the other hand, process of assessment and recognition of achievements of
non-formal and informal learning is understood as a tribute exceptionally to personal growth. These findings
significantly contribute to the main topic of this article, i.e., that for adults, understanding, reasons and
realized importance of learning are very different, sometimes even contradictory.
Efficient functioning of assessment and recognition of non-formal and informal learning requires
systematic consultation and education of the assessors, so that a high level of consistency would be reached.
It is a must to develop a clear methodology for program of consultation and education of the assessors. It
should encompass appropriate theory and practice, including comprehension of legal issues, terminology and
a full set of methods and means to assess competences of adults. Because the assessors must ensure quality
of processes, monitoring overview system should exist, which by itself would contribute to professional
growth. Experts from Belgium, Ireland and Lithuania name issues to be taken into consideration when
teaching, consulting and assessing:
 The process requires high-level skills of understanding and deep know-how knowledge, because
assessors should be able to recognize results of experiential learning.
 Methods of presentation of learning may be not such that are acceptable in traditional academic
contexts.
 Filing documentation of the process may take a lot of time.
 Assistance for personnel may take a lot of time.
As Evans (1999) underlines, quality of process to a large extent depends on competences (or possibly
even qualification) of members of academic community – consultants and assessors, therefore these issues
should in all countries be dealt with as a part of process of quality assessment and accreditation.
Experts from all countries emphasized that personnel may not be prepared appropriately, especially in
establishments where dominating model of learning is didactic instead of being oriented to learner and
facilitated. Methods of presentation of individual experience may be unacceptable for traditionally-thinking
academicians. Also, university personnel can feel being restricted by lack of well known and developed
criteria of evaluation. If there will be lack of evaluations and clear standards, it may seem that the process is
untrue and should not be tested.
Universities must reduce obstacles for learners so that appearing cases of assessment and recognition of
former education would be supported. But every situation is different. Experts from Belgium identified a
need to develop procedures of recognition of results of non-formal learning, and experts from Italy
emphasized a need to create such systems. Universities do not have experience of organizing individualized
fields of studies yet and may not know what procedures and methods should be applied for this purpose.
Concerns over price of all processes are also widespread.
Adult education experts in Spain, Ireland, Italy and Lithuania announced that the main reason why NGOs
seek accreditation for courses at universities is that most of learners want to study at university at some stage
of their career. The second reason is that it is well understood how the process will improve the quality of
courses (in case of Spain in particular). Respondents from Italy report that the main reason who NGOs seek
to receive accreditation for their courses is that it will enhance their prestige.
Experts from different countries emphasized that ways how these processes are legally regulated differ
considerably.
A new law (Order No. 1353 of Ministry of Education and Science of the Republic of Lithuania) that
allows the state to assess and evaluate person’s knowledge acquired during non-formal or informal learning
(experiential knowledge) is in force in Lithuania since year 2001. A person who acquired new competences
in workplace, independently or at seminars, has a possibility to take qualification examination on a
non-permanent basis and receive certificate or diploma recognized by the state. This possibility stimulates
accreditation on the level of vocational education. Meanwhile processes in area of higher education are still
under development and being defined. The right to have evaluated and recognized results of non-formal or
informal learning is regulated by law. Assessment and recognition must be open. In Lithuania, in Lifelong
Learning Securing Strategy (Ministry of Education and Science of the Republic of Lithuania, 2004) it is
noted: “All providers of education services must help any person who wants to learn to plan course of
learning, think it over well, plan and flexibly apply. Both institution and individual are responsible for that.
An institution must reduce possible obstacles and organize processes that enable assessment and recognition
5
of initial learning”. Data analysis indicated that in Lithuania, the following acts and laws lay legal foundation
for the system: Law on Non-formal Education of Adults (1998), Order No. 1353 of Ministry of Education
and Science of the Republic of Lithuania: “On approval of interim order of assessment of knowledge
acquired in non-formal adults education system and independently and acquisition of qualification and
documents that certify completion of high education and vocational training or their certain cycle or module
recognized by state”. (Valstybės Žinios, 2001, No. 58-2357); Order No. 70 of 31 May 2002 of Ministry of
Social Protection and Labour “On approval of order of selection of labour market vocational training
institutions, companies for external examination” (Valstybės Žinios, 2002, No. 58-2357) and order No. 38
of 22 March 2002 of Ministry of Social Protection and Labour on order of organization and execution of
labour market non-formal vocational training organized by labour exchanges (Valstybės Žinios, 2002 No.
33-1259) (Stasiūnaitienė, 2006; Laužackas et al., 2005; Teresevičienė, Zuzevičiūtė, Hyde, 2007).
Conclusions
1. Process of legitimation of assessment and recognition of achievements of non-formal and informal
learning is important for adults, particularly for those who could not receive higher education for some
reasons. Regrettably, today assessment and recognition of achievements of non-formal and informal
learning is still considered to be a challenge. One of many reasons of this is that universities have no
experience in this area; furthermore, problems of such assessment and recognition receive less attention,
with orientation being more towards system of vocational training and education. Process of assessment
and recognition of non-formal and informal education is not being fully implemented on practical level
yet, therefore process of legitimation of environments of non-formal and informal education based on
achievements reached non-formally and in themselves also remains an objective. It is obvious that
stimulation of work in this area at research, training of andragogues, and organizational-practical levels
should be continued.
2. Data of empirical research showed that adults/andragogues consider formal education to be important,
and relate assessment and recognition of competences acquired non-formally and informally to greater
self-confidence, respect and the least to that this process would open up possibilities to continue learning
at university. Therefore a statement could be made that the society is not fully aware that knowledge,
skills and competences acquired during non-formal and informal learning can be evaluated and
recognized formally.
3. When talking about process of assessment and recognition of achievements of non-formal and informal
learning, experts fear that personnel may lack competence in applying various procedures and methods
and are concerned about lack of concrete criteria for evaluation and clear standards. In addition, as
experience of countries differs, needs of application of this process and orientation to certain things may
also be different, i.e., what suits one country may not be suitable for another. Ways on basis of which
these processes are legally regulated are not the same in all countries, either.
Literature
1.
2.
3.
4.
5.
6.
7.
Baltoji knyga. Profesinis rengimas. (1999). Profesinio mokymo reformos programos koordinavimo centras.
Vilnius, Spauda.
Berger, P.L., Luckmann, T. (1999). Socialinis tikrovės konstravimas : žinojimo sociologijos traktatas. Vilnius,
Pradai, ALK, ISSN 1392-1673.
Evans, L. (1999). Assessment systems one end of unit assignment: AP(E)L in action. Collected papers. Contributions to
the European Conference. Bremen.
Laužackas, R., Stasiūnaitienė, E., Teresevičienė, M. (2005). Kompetencijų vertinimas neformaliajame ir
savaiminiame mokymesi. Kaunas, VDU.
Laužackas, R., Tūtlys, V., Kučingytė, I., Rakutis, R. (2003). Suaugusiųjų mokymosi prieinamumo modeliavimas:
subjektyvieji ir objektyvieji veiksniai. Profesinis rengimas: tyrimai ir realijos. Nr. 6. Kaunas.
LR Švietimo ir Mokslo ministro įsakymas „Dėl neformaliojo suaugusiųjų švietimo sistemoje ir savarankiškai įgytų žinių
įvertinimo ir valstybės pripažįstamų aukštesniojo išsilavinimo ir profesinio mokymo arba tam tikros jų pakopos ar
modulio baigimo dokumentų bei kvalifikacijos įgijimo laikinosios tvarkos patvirtinimo“, 2001 10 01, Nr,1353.
Mokymosi visą gyvenimą užtikrinimo strategija. ŠMM. Vilnius, 2004-03-26. Nr. ISAK-433/A-83.
6
Stasiūnaitienė, E. (2006). Profesinis rengimas: neformaliojo ir savaiminio mokymosi pasiekimų vertinimo
sistemos modeliavimas : daktaro disertacija : socialiniai mokslai, edukologija. Kaunas: VDU.
9. Teresevičienė, M., Zuzevičiūtė, V. (2008). Suaugusiųjų mokymasis. Andragoginės veiklos perspektyva. (rankraštis
įteiktas spaudai). Kaunas, VDU.
10. Teresevičienė, M., Zuzevičiūtė, V., Hyde, J. (2007). The Need of Validation and Recognition of Learning
Outcomes Acquired Non-Formally and Informally: Comparative Study.// Validation and Recognition of
Experiential Learning. The Final Book of The REACTION project. Kaunas, VDU (pp. 7 – 23). ISDN 978-995512-219-7.
11. Vasauskaitė, R. (2006). Pagyvenusių suaugusiųjų mokymosi motyvacijos ypatumai. [Rankraštis]: magistro tezės.
Kaunas, VDU.
12. Zuzevičiūtė, V. (2008). Mokymosi visą gyvenimą (MVG) kultūros dimensijos: prielaidos ir iššūkiai. Habilitacijos
procedūrai teikiamų darbų apžvalga. Kaunas, VDU.
8.
1. NOTE: the paper was also published in the journal Socialiniai tyrimai (Social Research) ,
ISSN 1392-3110; pp.67-73 INDEX Copernicus
http://journals.indexcopernicus.com/masterlist.php; SocINDEX:
http://ww.ebscohost.com/titleLists/sn-coverage.htm
7