Page 104 - Learning-while-working-Success-stories-on-workplace-learning-in-Europe

Definitions

Adult learning encompasses ‘all forms’ of learning undertaken by adults
after leaving initial education and training, however far this process may have
gone. Depending on the purpose, intentionality, location, timing, structure,
teacher-learner relations and outcomes, learning will be defined as ‘formal’,
‘non-formal’ or ‘informal’. Formal adult learning is generally organised by
institutions, is intentional, structured (in terms of learning objectives and
outcomes, programmes, time and support) and leads to certificates and
diplomas. Non-formal learning is structured and intentional from the learner’s
perspective but is generally not provided by a formal education or training body
and typically does not lead directly to certification. Informal learning resulting
from daily life activities related to work, family or leisure, is not structured
and typically does not lead directly to certification. It may be intentional but
is mostly non-intentional or incidental (European Commission, 2001).

Career management skills play a decisive role in empowering people to
shape their learning, training and career pathways. Career management skills
comprise ‘learning about the economic environment, business and occupations’,
‘being able to evaluate oneself, knowing oneself and being able to describe the
competences one has acquired in formal, informal and non-formal education
settings’; and understanding education, training and qualification systems”
and act upon that (Council of the European Union, 2008a).

Continuing training is understood as ‘education and training after initial
education or entry into working life, aimed at helping individuals to improve
or update their knowledge and skills; acquire new skills for a career move
or retraining, or continue their professional development’. Terminology of
vocational training policy. A multilingual glossary for an enlarged Europe
(Cedefop; Tissot, 2004).

Informal learning results from daily activities related to work, family or leisure.
It is not organised or structured (in terms of objectives, time or learning support).
Informal learning is mostly unintentional from the learners’ perspective. It
typically does not lead to certification. Terminology of vocational training policy.
A multilingual glossary for an enlarged Europe). (Cedefop; Tissot, 2004).