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A8 - Read any of the resources below and write a short reflection in your Learning Diary. For example, you could describe whether you think you already have a PLN and whether the connection with teachers outside your school will be important for you and why (not).

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A8 - Read any of the resources below and write a short reflection in your Learning Diary. For example, you could describe whether you think you already have a PLN and whether the connection with teachers outside your school will be important for you and why (not).

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As a school librarian from Croatia, I Have to say that we have a really good PLN: http://www.knjiznicari.hr/UDK02/index.php/UDK_02 We share our ideas, learning and education materials and even work together on our projects. It's really important to us because we used to share our ideas and work in teams.

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A6 - Read any of the resources below and write a short reflection in your Learning Diary. For example, you could describe how non-formal and/or informal learning play a role in your life now.

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A6 - Read any of the resources below and write a short reflection in your Learning Diary. For example, you could describe how non-formal and/or informal learning play a role in your life now.

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Informal and nonformal learning switched places with formal-learning in my learning experience. After finishing college, formal learning started to be a really rare form of learning. the most things I learned at this point come from informal and nonformal learning.

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What is INFORMAL LEARNING? What does INFORMAL LEARNING mean? INFORMAL LEARNING meaning

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Now available: Recognising Non-Formal and Informal Learning: Outcomes, Policies and Practices
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People are constantly learning everywhere and at all times. Not a single day goes by that does not lead to additional skills, knowledge and/or competences for all individuals. For people outside the initial education and training system, adults in particular, it is very likely that this learning, taking place at home, at the workplace or elsewhere, is a lot more important, relevant and significant than the kind of learning that occurs in formal settings.

However, learning that occurs outside the formal learning system is not well understood, made visible or, probably as a consequence, appropriately valued. Until this OECD activity on the recognition of non-formal and informal learning involving 23 countries on 5 continents, it has also been under-researched (see also ongoing EU work). Most research has focused on learning outcomes from formal education and training, instead of embracing all types of learning outcomes; allowing visibility and portability of such outcomes in the lifelong learning system, in the labour market or in the community.

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 and non-formal and informal learning outcomes are viewed as having significant value. Policy-makers in many OECD countries, and beyond, are therefore trying to develop strategies to use all the skills, knowledge and competences - wherever they come from - individuals may have at a time when countries are striving to reap the benefits of economic growth, global competitiveness and population development.

Formal learning is always organised and structured, and has learning objectives. From the learner's standpoint, it is always intentional: i.e. the learner's explicit objective is to gain knowledge, skills and/or competences. Typical examples are learning that takes place within the initial education and training system or workplace training arranged by the employer. One can also speak about formal education and/or training or, more accurately speaking, education and/or training in a formal setting. This definition is rather consensual.

Informal learning is never organised, has no set objective in terms of learning outcomes and is never intentional from the learner's standpoint. Often it is referred to as learning by experience or just as experience. The idea is that the simple fact of existing constantly exposes the individual to learning situations, at work, at home or during leisure time for instance. This definition, with a few exceptions (see Werquin, 2007) also meets with a fair degree of consensus.

Mid-way between the first two, non-formal learning is the concept on which there is the least consensus, which is not to say that there is consensus on the other two, simply that the wide variety of approaches in this case makes consensus even more difficult. Nevertheless, for the majority of authors, it seems clear that non-formal learning is rather organised and can have learning objectives. The advantage of the intermediate concept lies in the fact that such learning may occur at the initiative of the individual but also happens as a by-product of more organised activities, whether or not the activities themselves have learning objectives. In some countries, the entire sector of adult learning falls under non-formal learning; in others, most adult learning is formal. Non-formal learning therefore gives some flexibility between formal and informal learning, which must be strictly defined to be operational, by being mutually exclusive, and avoid overlap.

Because non-formal and informal learning is happening everywhere all the time, this OECD activity could not address all the issues related to non-formal and informal learning in general. In consultation with the participating countries, it was agreed to focus solely on the processes that make visible this learning that has not been formal. Therefore, this OECD activity focuses on the process of formal recognition of non-formal and informal learning. Whether through the awarding of a full certification, a partial certification, a right of access to the higher education system or to any programme in the formal lifelong learning system or any recognised document (portfolio of competences, competence passport...): this activity makes the case that individuals engaging in a recognition process for their non-formal and informal learning outcomes must be awarded a document that has social value and is widely recognised so that they can benefit from it, now or later in life, when returning to the formal lifelong learning system or to the labour market.

The assumption behind the work reported here is that all learning has value and most of it deserves to be made visible and recognised. It is a clear possible option, and a plausible alternative to formal education and training, to have non-formal and informal learning assessed. The real question is under which condition(s) the learning that has not been recognised can be codified, and lead to the awarding of a document. There are issues of cost and motivation of individuals that are somewhat difficult to address.

Nevertheless, many countries are putting recognition of non-formal and informal learning at the top of their policy agenda and the time has come for a thorough evaluation of what it entails. This is what this OECD activity attempts to do, in collaboration with the 23 countries, using the existing literature, the scarce data in the field and fact-finding study implicit in the thematic review visits carried out in 16 countries.

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

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assessment of higher education learning outcomes (ahelo)

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Recognition of Non-formal and Informal Learning - Home - OECD

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Data & research on skills beyond school, higher education & lifelong learning inc. Assessment of Higher Education Learning Outcomes, Higher Education Programme, Skillls Outlook, PIAAC, VET, 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.

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Linguistic Integration of Adult Migrants (LIAM)

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Educational systems exist to promote formal learning, which follows a syllabus and is intentional in the sense that learning is the goal of all the activities learners engage in. Learning outcomes are measured by and other forms of assessment. Adult migrants engage in formal learning when they take a course in the language of their host community. If the course is based on an analysis of their needs, it will follow a syllabus that specifies the communicative repertoire to be achieved by successful learners. The nature and scope of that repertoire should be reflected in whatever forms of assessment accompany the course.

Non-formal learning takes place outside formal learning environments but within some kind of organisational framework. It arises from the learner's conscious decision to master a particular activity, skill or area of knowledge and is thus the result of intentional effort. But it need not follow a formal syllabus or be governed by external accreditation and assessment. Non-formal learning typically takes place in community settings: swimming classes for small children, sports clubs of various kinds for all ages, reading groups, debating societies, amateur choirs and orchestras, and so on. Some non-formal learning arrangements become increasingly formal as learners become more proficient; one thinks, for example, of graded exams in music and other performing arts. Adult migrants engage in non-formal language learning when they participate in organised activities that combine the learning and use of their target language with the acquisition of a particular skill or complex of knowledge.

Informal learning takes place outside schools and colleges and arises from the learner's involvement in activities that are not undertaken with a learning purpose in mind. Informal learning is involuntary and an inescapable part of daily life; for that reason, it is sometimes called experiential learning. Learning that is formal or non-formal is partly intentional and partly incidental: when we consciously pursue any learning target we cannot help learning things that are not part of that target. Informal learning, however, is exclusively incidental.

These definitions and distinctions help us to understand the complexity of successful language learning. When children acquire their first language they do so not because they are taught. Their learning is an incidental result of their participation in family life, and the linguistic skills they develop and the concepts they master reflect the social practices of their immediate environment. Similarly, adults are said to learn a second or subsequent language "naturalistically" when they do so by living among speakers of the language and interacting with them on a daily basis. Their emerging communicative repertoire is shaped not by a conscious learning agenda but by their attempts to satisfy their social and material needs. These are both examples of informal learning. In either case informal learning may be supported by non-formal learning: intentional learning that is prompted, for example, by the explanations parents give to their children and adult learners receive from those with whom they interact.

When children learn to read and write in their first language, they generally do so as part of their formal education and as a result of conscious effort; and when adult migrants attend a course in the language of their host community, they are aiming to achieve a prescribed level of proficiency. In both cases, however, intentional learning is usually accompanied by incidental learning; and the effects of incidental learning in formal educational contexts are reinforced by informal and non-formal learning in the world outside. The literacy of young children benefits from their out-of-school engagement in the reading they undertake for pleasure or in pursuit of a special interest, and the proficiency of adult migrants in the language of the host community is likely to be enhanced when they have opportunities to interact informally with other speakers of the language.

These considerations prompt two questions. First, how can those responsible for organising language courses for adult migrants ensure that their learners have opportunities to use the language outside the classroom and thus benefit from informal/non-formal learning? One obvious answer is to arrange cultural visits and social activities that bring the learners into informal contact with members of the host community. Another is to encourage learners to participate in social activities, or to arrange such activities specifically for their benefit. Secondly, if adult migrants who have learnt the language of their host community "naturalistically" are required to demonstrate proficiency in that language in order to secure a residence permit or citizenship, can their informal/non-formal learning be recognised without requiring them to take a test? Any attempt to answer this question must consider alternative forms of assessment (the OECD has explored the recognition of non-formal and informal learning by adults in a three-year project).

At a time when many Council of Europe member states are receiving large numbers of adult refugees, the distinctions between formal, non-formal and informal learning help us to formulate radical and cost-effective responses to questions that have previously been answered in traditional ways. Instead of organising formal language courses, for example, in the short term it makes much better sense, and is certainly more affordable, to involve volunteers in the organisation of social activities that promote non-formal and informal language learning. If appropriately designed and efficiently implemented, such activities can provide migrant learners with a sound basis for participating in formal language courses at a later stage if that is judged to be desirable or necessary.
DL

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Formal, non-formal and informal learning

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Educational systems exist to promote formal learning, which follows a syllabus and is intentional in the sense that learning is the goal of all the activities learners engage in. Learning outcomes are measured by and other forms of assessment. Adult migrants engage in formal learning when they take a course in the language of their host community.

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My name is Josip Strija and I work as a school librarian at the Petar Preradović High School in Virovitica. :)

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Find local businesses, view maps and get driving directions in Google Maps.

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Mahara is an open source ePortfolio and social networking web application. It provides users with tools to create and maintain a digital portfolio of their learning and social networking features to allow users to interact with each other.

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Gimnazija Petra Preradovića - Naslovnica

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Energetska obnova zgrade Gimnazije Petra Preradovića na adresi Trg bana Josipa Jelačića 16, Virovitica

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Godišnjak Gimnazije Petra Preradovi?a za školsku godinu 2017./2018.

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Godišnjak Gimnazije Petra Preradovi?a za školsku godinu 2017./2018.