The missing link to connect education and employment: recognition of non-formal and informal learning outcomes☆

This paper is based on a large-scale OECD thematic review that the author undertook when he was with the OECD (see Werquin 2010a). It is based on documents prepared by countries and experts (see http://www.oecd.org/edu/recognition) as well as on the existing literature, especially the documents prepared by and for the European Union Commission. Interestingly enough, this thematic review went beyond the OECD borders, and countries from all five continents were involved in the exercise. Even if the primary focus here is upon European countries, this paper has benefited from exposure to many different systems and has shed light on the somewhat different approaches that countries have taken in the area of learning outcomes; especially, when it comes to the assessment and RNFILO.

Abstract

The concept of learning outcomes is at the heart of many research programmes and policy responses. International surveys (from the International Adult Literacy Survey, back in the mid-nineties, to the forthcoming Assessment of Higher Education Learning Outcomes two OECD surveys), National Qualifications Frameworks or the European Qualifications Framework engineered by the European Commission and the most recent laws and policies on recognition of non-formal and informal learning outcomes (RNFILO), all rely on the concept of learning outcomes. This paper claims that it is no coincidence that the concept of learning outcomes is at the core of these seemingly unrelated policies, programmes and research projects. Learning outcomes provide a base for equitable assessment in the world of education and lifelong learning. Learning outcomes also are relevant to the labour market and the expectations of end-users such as employers. It also claims that, beyond the hype and some misunderstanding, approaches relying on learning outcomes bring more equity to the world of education and training and to the world of work. This paper aims at focusing on RNFILO as a policy tool, and insists on possible applications and policy implementation. It proposes a definition of the key terms, a possible rationale for organising recognition programmes, and a list of pros and cons for doing so.

Keywords:

• learning outcomes
• assessment
• societal recognition
• non-formal and informal learning.

Acknowledgements

The author would like to thank Ms. M. Pielorz and Ms. L. Marrero for their comments on earlier versions.

Notes

This paper is based on a large-scale OECD thematic review that the author undertook when he was with the OECD (see Werquin 2010a). It is based on documents prepared by countries and experts (see http://www.oecd.org/edu/recognition) as well as on the existing literature, especially the documents prepared by and for the European Union Commission. Interestingly enough, this thematic review went beyond the OECD borders, and countries from all five continents were involved in the exercise. Even if the primary focus here is upon European countries, this paper has benefited from exposure to many different systems and has shed light on the somewhat different approaches that countries have taken in the area of learning outcomes; especially, when it comes to the assessment and RNFILO.

1. There exist many definitions of the term ‘learning outcomes’. See Kennedy, Hyland, and Ryan (2007) for a survey.

2. Incidentally, this paper will depart a little bit from the concept of knowledge, skills and competences: it will use the term competences only defined as a combination of knowledge, skills, values, beliefs and attitudes.

3. In this paper, ‘qualification’ and ‘certification’ will be taken as perfect synonyms.

4. A schedule, financing, clearly spelled out learning objectives and a structure, where the learning takes place.

5. In some countries, such as Germany, where the entire sector of adult learning falls under the non-formal learning category, non-formal learning is rather organised.