Validation of Formal, Non-Formal and Informal Learning: policy and practices in EU Member States1

Abstract

The knowledge-based economy, new technologies, the growing speed of techno- logical changes and globalisation all influence the needs to improve the popula- tion’s skills and competences. In Europe, this has been acknowledged for several years. Lifelong learning has been emphasised as a major policy that enables eco- nomic competitiveness, employability, individual fulfilment and self-development (European Commission, 2002; OECD, 2001). Currently, at EU level, one approach to lifelong learning studies the distinction between formal and non- formal (and informal) learning to examine if the relationship and links between various types of learning would help in the formulation and implemention of life- long learning policies.The issue is whether this would be a valuable track to enable all individuals to be part of lifelong learning (Colardyn, 2002). In general, change has become a core concept in today’s working life. Lifetime employment becomes an exception, the majority of employees will, voluntarily or not, change job and career several times in their work lifespan. Labour market change, reflecting evolutions in technologies, markets and organisations, requires that skills and competences can be transferred and be ‘reprocessed’ within a new working environment. Employees who leave or lose their job must be able to transfer knowledge and experience to a new enterprise, sector or even a new country.