LINKING FORMAL WITH

NON-FORMAL AND
INFORMAL LEARNING:
VALIDATION OF LEARNING
OUTCOMES
Ilinka Terziyska, PhD
SWU Neofit RilskI

 Outside the formal system, unstructured.

A lifelong process through which learners
acquire attitudes, values, skills and knowledge
from daily experience
Organized learning outside of the formal
education system.
Tends to be short-term and voluntary.
Typically has a curriculum and often a
facilitator

"Formal education is highly institutionalized,

bureaucratic, curriculum driven, and formally
recognized with grades, diplomas, or
certificates"

Formal
learning
Nonformal
learning
Informal
learning

ESP forms of learning

Validation
Based on the assessment of the
individuals learning outcomes and may
result in a certificate or diploma.

Records and makes visible the

Identificat
individuals learning outcomes. This
ion
does not result in a formal certificate or
diploma, but may provide the basis for
such formal recognition.
To validate: to make
somethingofficiallyacceptableorapproved,especially
afterexaminingit. Cambridge Learners dictionary.

What does validation of learning

outcomes mean?

Why is validation of non-formal and

informal learning important?

The validation of learning outcomes, namely

knowledge, skills and competences acquired
through non-formal and informal learning can
play an important role in enhancing
employability and mobility, as well as
increasing motivation for lifelong learning,
particularly in the case of the socioeconomically disadvantaged or the lowqualified.
COUNCIL RECOMMENDATION of 20 December 2012 on the validation of nonformal and informal learning (2012/C 398/01)

Stakeholders in VFNIL

Formal
education

Enterprises

Adult education
providers

Voluntary
organization
s

Stakeholder obligations

Stakeholders, should establish, in accordance

with their rights, responsibilities and
competences, systems and approaches for
identifying and validating nonformal and
informal learning. These should include
appropriate quality assurance mechanisms.
Stakeholders should provide guidance,
counselling and information about these
systems and approaches to individuals.
Council of the European Union. Conclusions of the Council and representatives
of the governments of Member States meeting within the Council on common
European principles for the identification and validation of non-formal and
informal learning. (EDUC 118 SOC 253, 18 May 2004). Available from Internet:
http://ec.europa.eu/education/policies/2010/doc/validation2004_en.pdf [cited
3.2.2009].

Integration of VNFIL in National

Systems: Indicative classification of
countries (CEDEFOP)
High

MediumHigh

Finland,
France,
Netherlands,
Norway,
Portugal

Denmark,
Germany,
Romania,
Spain,
Sweden, UK
(England,
Wales,
Northern
Ireland,
Scotland)

MediumLow

Low

Austria,
Bulgaria,
Belgium
Croatia,
(Flanders and Cyprus,
Wallonia),
Greece,
Czech
Hungary,
Republic,
Latvia, Malta,
Estonia,
Poland, Turkey
Iceland, Italy,
Ireland,
Liechtenstein,
Lithuania,
Source: 2010 update of the European
Inventory on Validation of NonSlovakia,
formal and Informal Learning - Final
Report The focus of this
classification is on relative, ratherSlovenia
than absolute, levels of
performance.

VNFIL at the education and training level

Who is
involved?

What are the

results?

Why are they

doing it?

Local
Education
Education for
government
programmes
all Tailored
institutions
(standards)
training
Private
Certificates
Shortened
institutions
recognising
study period
Assessment
participation
Increased
centres
Diplomas
admission
Vocational
schools
Universities
Specialist
recognition
Source:
European guidelines for validating nonformal and
centres

How is this
done?
Defining
assessment
and validation
methods

informal learning.

VNFIL In Bulgaria

Presently, there is no acting system for

validation of VNFIL.
The National Strategy for Lifelong Learning has
included in its actions :
The introduction of a system for validation of
VNFIL;
Development and introduction of flexible forms
and paths to ensure inclusion in education and
training, incl. encouraging persons not covered
by the traditional education system by
expanding the range of learning opportunities.

VNFIL in vocational training in Bulgaria

According to the Law for Crafts, a journeyman can
be:
1. an apprentice who has successfully passed a
journeyman exam;
2. a person who was not an apprentice in a craft
enterprise, but exercise craft at least three years
and has successfully passed a journeyman exam;
3. a person who has a second or third level of
qualification under the Vocational Education and
Training, if it corresponds to a particular craft.

Thank you for your

attention!