Contribution
Parameters of the system of non-formal and informal learning achievements.In Lithuania acquirement of qualifications and competencies in non-formal and informal way, as well as their assessment are discussed usually in different conceptions and declarations.Question for analysing scientific problem were formulated: What kind of parameters are common developing assessment system of non-formal and informal learning achievements? Research object - assessment of non-formal and informal learning achievements. Research goal is to validate and develop theoretically and empirically the parameters of assessment of non-formal and informal learning achievements. Research tasks are to:1. Describe conception and methodology of non-formal and informal learning assessment achievement. 2. Assess theoretical and practical presumptions for modelling assessment system of non-formal and informal learning achievements.3. Analyse parameters of the system of non-formal and informal learning assessment. 4. Validate empirically the parameters of non-formal and informal learning achievements.Methodological basis of this research refer to pedagogical and psychological theories, as well as conceptions and theories which base content of individual being prepared for activity and systematical approach.According to cognitive theory, which was developed by Jean Piaget (1896-1980), human behaviour refers to his intellectual processes - after acquiring knowledge each individual assorts behaviour in own manner influencing self-expression.Behaviouristic theory developed by John Broadus Watson (1878 - 1958) is based on attitudes about consistency of behaviour which might be applied for individual at any age.It was essential for the research the concept of humanistic education presented by A.H. Maslow (1908 - 1970) and Carl Ransom Rogers (1902 - 1987).Great importance for the research was given referring to the attitudes of the initiator of vocational training methodology in Lithuania R.Laužackas (1998, 1999, 2005) where the content of preparation of individual for contemporary professional activity is approaching new concept.Theory of the main contradiction of profession explains the nature and structure of profession. Contradiction theory of subjective and objective sides of profession reveals aspect of required compatibility in profession between activity and personality. The activity determined by competencies, their acquisition in formal education system, as well as in non-formal (for instance, improving qualification) and informal (for instance, gaining experience in workplace) learning is the main approach solving the contradiction of profession.Conceptions of professional identity analyse causes of the development of professional identity. One of the most important processes determining professional identity of a human being is the development and implementation of assessment systems of competencies in organizations seeking to promote those employees who have required competencies, as well as those employees who have possibilities to acquire competencies required for particular activity (C. Dubar, P.Tripier, 2003).Modeling of parameters of the system of non-formal and informal learning achievements the attitude of system theory was very important (Ludwig von Bertalanffy, 1901 - 1972) as it refers to the system as entirety of complex segments with common interrelations and dependence, unforgetting interaction with the settings for functioning and, in opposite, unforgetting the settings for interaction with the system.Research methodso Analysis of scientific literature and documents revealed concept of assessment of non-formal and informal learning achievements.o Systematical analysis covered characteristics of assessment of non-formal and informal learning achievements; o Method of meta-analysis and theoretical designing were applied seeking to design parameters for assessment system of non-formal and informal learning achievements.Most of the respondents agree that it is important to clearly name institutions which could be able to implement assessment of non-formal and informal learning achievements, as well as to determine activity and responsibility of those institutions legally.Respondents point out that it is important to regulate participation and responsibility of social partners who participate in assessment of non-formal and informal learning achievements.Expression of social partnership is eventual when social partners participate actively in assessment of non-formal and informal learning achievements policy making, as well as processes of standardization, system management, assessment of learning achievements and dissemination of information.Most of the respondents pointed out that the assessment of non-formal and informal learning achievements should be implemented by the centres established at colleges or independent competency assessment centres. Respondents agreed that it is important to develop infrastructural departments in those institutions which implement assessment in order to assure both the qualitative assessment process and its improvement and dissemination of experience. 1. Bjornavold J. (2000). Making Learning Visible: Identification, Assessment and Recognition of Non-formal Learning in Europe. CEDEFOP, Thessaloniki. 2. Common European Principles for Validation of Non-formal and Informal learning (2004). European Commission, Brussels.3. Dunn L., Morgan CH., O'Reilly M., Parry S. (2004). The Student Assessment Handbook. New Directions in Traditional and Online Assessment. London and NewYork: Routledge-Falmer, Taylor and Francis Group. 4. Laužackas R., Stasi?naitien? E. (2005). Assessment of Non-formal and Informal Learning Achievement Using Portfolio and Interview Methods.// Vocational Education. Research and Reality, (9) , 46-55. ISSN 1392-6241. Kaunas.VDU. 5. Laužackas R., Teresevi?ien? M., Stasi?naitien? E.. (2005). Competencies' Assessment in Non-formal and Informal Learning// ISBN 9955-12-075-4. Kaunas. VDU. Non-formal and informal learning assessment and recognition system is at the outset of its implementation in Lithuania. One of the main priorities for the development of this system should be composing and testing the methodology of achievements' assessment. This research is one of the initial attempts to describe individual's non-formal and informal learning achievements assessment in Lithuania, accordingly, this research is relevant referring to both scientific and practical approach.
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