Non-formal and informal learning

Units and recognition of learning outcomes
Given the pace of the evolution of requirements for many professions, there is an increasing need for professionals to update and upgrade their knowledge, skills and competence over their lifetime. However, many adult learners face practical barriers when it comes to taking part in formal education and training. Employment or family commitments an make it difficult for the learner to participate in a full-time learning programme. It is therefore necessary to put in place education and training provisions that give the opportunity to achieve qualifications progressively.
 
Here, the concept of units is useful. Since the units are groups of learning outcomes smaller than a full qualification, it facilitates the accumulation of learning over time. In some cases, the award of the qualification may follow automatically once all units have been achieved. In others, the competent authorities might wish to condition the award of the qualification with a requirement that students must successfully complete a final assessment that would indicate that they are capable of combining the knowledge, skills and competence from all units in view of a more complex product or project.
 
By using units as the basis for structuring an educational programme, the provider can create a less constraining structure, which is then easier to use by people who are not able to follow a strict full-time programme. At the same time, the learner is able to receive a formal recognition in the form of a qualification for the learning outcomes achieved.
 
Validation of non-formal and informal learning
The validation of non-formal and informal learning enables individuals to receive recognition for what they have learnt through professional activities, volunteering or leisure activities or any other learning. Validation and recognition can take many forms, from acknowledgement of one’s competences by an employer (appraisal or job offer) through guaranteeing access to a training programme or an exemption from part of the programme to the award of a (full or partial) qualification.

Updating workers qualifications
Qualifications on vocational education and training are related to one or a set of professions. Because of the everchanging nature of these professions, there is a constant need to update the qualifications of the employees. In some cases, when a sector is in decline, there may be a need to fully change the qualifications of a groups of individuals, so that they can reintegrate into new professions. ECVET can support such changes by making it easier to recognize the units of learning outcomes that the individuals hold toward the qualifications to be acquired.
 
Units of learning outcomes could be used by competent institutions to develop links between qualifications. While each profession requires knowledge, skills and competence that are specific to the tasks of that profession, there are also often learning outcomes which are shared with other professions. It is therefore possible for competent institutions to identify overlap or equivalence between units of learning outcomes of different qualifications. The institutions may then either use the concept of common units, whereby one unit can be found in several qualifications, or establish equivalence between units. The learning outcomes of the two units may not exactly the same, but are considered to be equivalent and the competent institution will recognize them as such.
 
By using ECVET, it can therefore be possible to shorten the process of achieving a new qualification for people who already hold relevant qualifications by asking them to only undergo learning for units that concern learning outcomes they have not yet achieved.