Non-formal and informal learning
Non-formal and informal learning enable young adults to acquire valuable skills. In exchange projects, participants can reflect on and document their learning experiences. This promotes the individual and social recognition of non-formal and informal learning in particular.
Non-formal and informal learning enable young adults to acquire essential skills for navigating life, shaping their personalities, and engaging in society. These experiences also enhance their employability. For these reasons, it is important that these learning experiences receive greater recognition.
Definition of non-formal learning
Non-formal learning refers to learning processes that take place outside the formal education system but are nevertheless structured and organised. In contrast to informal learning, which is random and unplanned, non-formal learning takes place within a planned framework, for example through courses, workshops, seminars or educational programmes in associations, companies and social organisations.
Definition of informal learning
According to the SAJV, informal learning involves self-learning processes that take place in immediate life contexts (‘learning by doing’). (Voluntary) self-learning is usually unplanned, incidental and unintentional. In international projects, informal learning can take place during unorganised parts of the programme (e.g. meals, breaks, free evenings). Soft skills are often acquired through informal learning.
Non-formal learning methods in an exchange project
The learning programme is based on the needs of the participants, has learning objectives and uses participatory methods. Participatory methods actively involve learners in the activity and enable them to learn through their actions and experiences. The methods chosen support learners in achieving the learning objectives. Learning outcomes are recorded using various methods, ranging from self-assessment by learners to formal certificates.
In our toolkit, you will find eight different non-formal learning methods that you can integrate into your exchange project:
From the magazine
Recognition of learning outcomes
There are various ways in which participants' learning outcomes can be recognised.
For the youth work team, recognition of learning outcomes in youth projects means the following:
The participants document their learning outcomes themselves. This document is then signed by the organisation in charge of the learning activity.
These aids and tools can help you document the learning outcomes of an exchange project:
- Erasmus+ promotes the «Youthpass» tool. With «Youthpass», participants can reflect on and individually document their learning outcomes according to the eight key competences for lifelong learning. «Youthpass» is therefore also a confirmation of participation and contains a description of the activity. within the framework of the Swiss programme for Erasmus+, the official «Youthpass» may not be issued. Movetia recommends using the «Youthpass» model as a basis for designing your own certificate and adapting it to your needs.
- The Council of Europe has created an online tool called the Council of Europe Youth Work Portfolio, which allows participants to analyse and record the skills they have acquired.
- The SALTO Training and Cooperation Resource Centre has developed a competence model for youth workers (available in English) that highlights the skills and knowledge of youth workers. The model provides support for identifying personal learning outcomes.
Dimensions of recognition
According to «Youthpass» , there are four different dimensions of recognition of skills acquired through non-formal and informal learning in the youth field. These dimensions describe the different objectives and target groups of recognition.
Self-recognition
Self-recognition or individual recognition refers to personal awareness. It includes one's own assessment of learning outcomes and the ability to apply these learning outcomes in other areas. It also stands for awareness within the youth sector of the value of youth work. Self-recognition is an important basis for other forms of recognition and for quality development in youth work.
Social recognition
Social recognition means that various actors in society (parents, schools, employers, etc.) understand and acknowledge the value of youth work and the skills acquired in non-formal learning programmes.
Formal recognition
Formal recognition is often associated with the validation of learning outcomes and with the certification of a learning process and/or its results. Through this process, learning outcomes are usually compared with the qualifications acquired in formal education. Formal recognition can also refer to an official status (e.g. accreditation of a learning programme).
Political recognition
Political recognition is evident, for example, in policies and laws on youth work and non-formal education. It could be reflected in the extent to which non-formal learning and its providers are integrated into political strategies.