Table of Contents

  • Although learning often takes place within formal settings and learning environments, a great deal of valuable learning also takes place either deliberately or informally in everyday life. Policy makers in OECD countries have become increasingly aware that this represents a rich source of human capital. In many cases, this is fully recognised through the wage premiums paid to those with experience. However, there are some people who are not fully aware of their own stock of human capital or its potential value. There are also some individuals who are unable to put all the learning they have acquired to full use because they are cannot easily prove their capabilities to others. Recognition of non-formal and informal learning outcomes does not, in itself, create human capital. But recognition makes the stock of human capital more visible and more valuable to society at large.

  • This chapter sets the scene for a discussion of recognition of non-formal and informal learning outcomes in the 22 countries that participated in the study. It examines how recognition is perceived and the problems that can arise. It seeks to clarify vocabulary, proposes definitions, and describes the principal stages of the recognition process.

  • This chapter gives the arguments for establishing procedures for recognising non-formal and informal learning outcomes, with reference to documents prepared by the experts taking part in the OECD activity underlying this report. As far as possible, it also draws on research and surveys on the recognition of such outcomes.

  • This chapter identifies a number of issues to bear in mind if the introduction of a system for recognising non-formal and informal learning outcomes, or the strengthening of an existing system, is on the short- or medium-term agenda. A number of policy options, not necessarily mutually exclusive, are also proposed.