Conference on the social mobility of young people EYC Strasbourg, France 30/06 – 01/07/ 2010 “Recognition of non-formal education and its impact on young people’s employability” Athanasios (Sakis) Krezios Youth training & consultancy
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EYC Strasbourg, France
30/06 – 01/07/2010
“Recognition of non-formal education and its impact on young people’s employability”
Athanasios (Sakis) Krezios
Youth training & consultancy
Objectives of the conference
To keep in mind
Up to this point we have made only occasional reference to that bewildering assortment of non-formal educational and training activities that constitute - or should constitute - an important complement to formal education in any nation’s total education effort. These activities go by different names - ‘adult education’, ‘continuing education’, ‘on-the-job training’, ‘accelerated training’, ‘ farmer or worker training’, and ‘extension services.’ They touch the lives of many people and, when well aimed, have a high potential for contributing quickly and substantially to individual and national development. They can also contribute much to cultural enrichment and to individual self-realization.
Philip H. Coombs, The world educational crisis - A systems analysis, 1968
On non-formal education
Non-formal education may be defined as a planned programme of personal and social education for young people designed to improve a range of skills and competencies, outside but supplementary to the formal educational curriculum. Participation is voluntary and the programmes are carried out by trained leaders in the voluntary and/or public sectors, and should be systematically monitored and evaluated. The experience might also be certificated. It is generally related to the employability and lifelong learning requirements of the individual young person, and may require in addition to the youth work sector, the involvement of a range of government or non governmental agencies responsible for the needs of young people.
Lynne Chisholm, Towards a revitalization of non-formal learning for a changing Europe, 2000
On non-formal education
Social recognitionpoints to the status and esteem (‘feel good factor’) that individuals, organisations or sectors receive as a consequence of displaying certain characteristics, reaching certain achievements or engaging in certain activities – such as learning. It might also extend to material rewards, such as higher incomes for those with higher level qualifications.Codified recognition: for education and training purposes, regardless of sector and level, this term specifies a formal and often official (including legal) recognition of learning participation or outcomes, such as a certificate ora diploma.
Lynne Chisholm, Terminology Cheat Sheet, from “Bridges for recognition” report, 2005
- Resolution CM/Res(2008)23on the youth policy of the Council of Europe[…]ensuring young people’s access to education, training and working life, particularly through the promotion and recognition of non-formal education/learning; - Resolution of the Council and of the Representatives of the Governments of the Member States, meeting within the Council, on the recognition of the value of non-formal and informal learning within the European youth field (2006/C 168/1)[…] non-formal and informal learning can enable young people to acquire additional knowledge, skills and competences and contribute to their personal development, social inclusion and active citizenship, thereby improving their employment prospects;
- The “HadjeDa” paradigm, Serbia
- Increasing thematic focus
- In-sector employment
Which ways forward?
Bryony Hoskins, The Youth Sector and Non-formal Education/Learning: working to make lifelong learning a reality and contributing to the Third Sector, Report