Identifying and recognition of prior learning is a big issue in education in Europe. The European strategies have been developed to increase mobility and to acknowledge the competences and learning outcomes provided by vocational education (the Copenhagen Process) and by higher education (the Bologna Process) (Commission of the European Communities 2005). There are numerous research and development projects going on in different European countries which aim is to get better understanding about identifying and recognition of formal and informal learning (e.g. Duvekot et al., 2007; Tutschner, Wittig & Rami, 2009; Stenström & Leino, 2009; Soininen, Niskanen & Lepänjuuri, 2010). This presentation is based on the research how informal and formal learning outcomes are taken into account in Finnish initial vocational education and training (VET) and what kind of good practices can be identified. 

This research can be located in frameworks of Lifelong learning, Life-wide learning and European Qualifications (EQF) which all highlight the meaning of assessment of learning outcomes (skills, knowledge and competences). Recognition of learning outcomes means to acknowledge those competences that have been acquired in formal and informal learning environments. Competences can be mapped out (identified), assessed and acknowledged (certified). The acknowledgement can take place in a more formal (e.g. through certification) or in a less formal way (e.g. to check what has been learnt by the individual). (Niskanen, Lepänjuuri, & Rautio, 2006; Niskanen & Virtanen, 2008). Recognition of informal and formal learning concerns both young people and adults, and it is an established practice of intial VET.

Formal learning is typically provided by the education or training institution, it is structured and leads to certification. Non-formal learning is systematic and directed and it can provide the student with a certificate. Informal learning is acquired in daily activities; at work, in social relations, hobbies, through media and information tools. Informal learning is non-institutional but it can be planned. It is a side product of action, of mutual interaction or of trial-error experience. (Ministry of Education 2004).

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