Although European and national VET policy is calling for further recognition and certification of informal learning processes (cf. European Council 1999, pp. 1-3 and European Commission 2004, pp. 2-5), it is unclear in most sectors which knowledge and skills are acquired informally. There are so far few insights into exactly what shape in-company informal learning takes and what knowledge and skills are acquired at the workplace anyway (cf. Straka 2000, pp. 59f.). Thorough sector-related studies of informal learning in the work process are lacking.

One aim of the CAR CAREERs project[1] aims is to identify and develop procedures for validation of non-formal and informal learning within the automotive sector. In the course of the project the domain related competences of the employees are the crystallisation field for the understanding of non-formal and informal learning.

The need of validation of informal and non-formal learning in Europe is increasing; still a lot of countries have a medium or low degree of development (Otero, Hawley, Nevala 2007). One reason for this is that the interest for validation is differing in every country and even in every sector. A study about informal learning of skilled workers within the recycling sector in Germany showed that knowledge and skills that can be learned informally are the result of coping with the very specific company world which is perceived as a dynamic system that is subject to constant change. Work process knowledge and occupational competence arise from formally and informally acquired parts of knowledge, skills, experiences and strategies. There is considerable interplay in Germany between informal learning and formal skilled worker training or continuing training. The informally acquired knowledge can thus be classified also as work process knowledge, that consists of both formally and informally acquired knowledge and skills (cf. Blings 2008).

The skilled workers acquire informally specific knowledge of different dimensions of the dynamic company reality, such as customers, materials, plant processes, weather conditions, work organisation and workmates. Skilled workers informal learning at the workplace is essentially learning through experience. Thus the largest category of informally acquired in-company knowledge can be considered to be experiential knowledge. This is rarely systematic specialised knowledge; it is contextual knowledge about political, economic and process-related changes in the sector as well as specialised theoretical details from company documents or manuals and catalogues. Therefore the theoretical knowledge like sciences (chemistry, physics, biology and mathematics), process technology are acquired through informal learning to a very limited extent. (cf. Blings 2008). Extensive problem-solving skills are acquired through informal learning. Experiential knowledge of imponderabilities is developed here, and at the same time ways of resolving problem situations are learned with workmates or through personal trial and error.

[1] The project CAR CAREERs - Permeability and connection to tertiary education of qualification frameworks in the automotive sector is funded by the European Commission, Lifelong Learning Programme. The project group consists of six partners of five countries. Project coordinator: Institute Technology and Education - University of Bremen.

Blings, Jessica 2008: Informelles Lernen im Berufsalltag – Bedeutung, Potenzial und Grenzen in der Kreislauf- und Abfallwirtschaft. Bielefeld. Otero, Manuel Souto; Hawley; Jo and Nevala, Anne-Mari (eds) 2007: European Inventory on Validation of Informal and Non-formal Learning 2007 Update. A final report to DG Education and Culture of the European Commission. Birmingham. Straka, Gerald A. 2001: Informelles, implizites Lernen und Coca Cola. GDWZ, Nr. 6 Dezember 2001. Neuwied, S. 255–258. Straka, Gerald A. 2000: Lernen unter informellen Bedingungen (informelles Lernen) Begriffsbestimmung, Diskussion in Deutschland, Evaluation und Desiderate. In: Kompetenzentwicklung 2000. Berlin, S. 15–70.