Recognition of Non-formal and Informal Learning
19-July-2006

Formal learning: Refers to learning through a programme of instruction in an educational institution, adult training centre or in the workplace, which is generally recognised in a qualification or a certificate.

Non-formal learning: Refers to learning through a programme but it is not usually evaluated and does not lead to certification.

Informal learning: Refers to learning resulting from daily work-related, family or leisure activities. In 1996, the OECD education ministers agreed to develop strategies for 'lifelong learning for all'.

The approach has been endorsed by ministers of labour, ministers of social affairs and the OECD Council at ministerial level.

The concept of ‘from cradle to grave’ includes formal, non-formal, and informal learning. It is an approach whose importance may now be clearer than ever.

How far have we come? Typically, learning that occurs outside formal education is not well understood, made visible or appropriately valued. This hinders overall benefits of ‘lifelong learning for all’ by focusing only on learning outcomes from formal education, instead of valuing all types of learning outcomes or allowing portability of such outcomes between formal, non-formal and informal learning.

The recognition of non-formal and informal learning is an important means for making the ‘lifelong learning for all’ agenda a reality and, subsequently, for reshaping learning to better match the needs of the 21st century knowledge economies and open societies.

Many countries face the problem of establishing standards for teaching, curriculum, and for reporting outcomes. Below are links to some sites which describe these standards by country.

Thematic Review on Adult Learning - Germany: Country Note
24-Mar-2006

The main purpose of the thematic review on adult learning is to understand adults’ access and participation in education and training and to enhance policies and approaches to increase incentives for adults to undertake learning activities in OECD countries

Governments should do more to help adults retain, develop skills
12/05/2005

"... surveys showed that parents’ levels of education had a significant impact on the literacy scores of their children, with young people aged 16 to 25 whose parents had low levels of education performing less well than their counterparts whose parents had higher educational attainments. "

Australia
National Reporting System

Canada
Canadian Language Benchmarks (ESL)

New Zealand
Key Competencies and Draft Descriptive Standards

United Kingdom (UK)

Basic Skills
National Standards for Adult Literacy, Numeracy, and ICT

United States

In the United States, there are many sets of standards at the state level. Some states have chosen a set of curriculum standards developed by the National Institute for Literacy called Equipped For the Future.

Content Standards in Adult ESL

Content Standards WareHouse: The Adult Education Content Standards Warehouse project, funded by the U.S. Department of Education's Office of Vocational and Adult Education, was designed to help states progress in the development, and alignment of state content standards. Users can search and retrieve standards documents, explore specific content within any given set of standards, and generate reports to show multiple standards within a discipline. The Warehouse includes content standards in English language acquisition (ELA), mathematics, and reading.Although the project has ended, the warehouse continues to be updated as new states develop standards in the above disciplines.

Introduction
Adult literacy education in developing countries
International comparative studies
International efforts to raise literacy levels
Technology
Useful International resources from the U.S. Department of Education