The document discusses European policy around recognizing non-formal open learning in formal education curricula. Key points of European policy include recognizing prior learning since 1997, and encouraging open recognition of learning achievements from formal, non-formal and informal settings. For non-formal open learning to be recognized, learning outcomes must be documented transparently using standards and quality assurance. Benefits include allowing access to higher education programs and exemptions from parts of study programs. However, barriers include regulations around assessment and recognition, and tensions between accessibility and cost-effectiveness. The document presents a traffic light model to help evaluate open learning offers for their recognizability.

1. Margarita Teresevičienė
Recognition of non-formal open
learning in formal curriculum

2. • Recognition of prior learning has been a key
priority of the European educational policy
since the Lisbon convention of 1997;
• CEDEFOP developments, namely “The
European Guidelines for Validating non-formal
and informal learning” (2015).
Short overview of European policy

3. “Bologna Open Recognition Declaration” (2016)
Objectives:
• Open recognition for all: It means encouragement of everyone—
learners, educators, citizens and organisations—to participate and
foster the open recognition movement.
• Open recognition technologies and infrastructure: an invitation to
establish a trustworthy system of human and machine verifiable
learning credentials; comparability and transferability of learning
credentials.
• Open recognition policies: policy makers are called to
implement inclusive policies facilitating and encouraging the
recognition of learning achievements whether in formal, non-
formal and informal settings, with bridges between all three.
Short overview of European policy

4. Recognition is a two step process
(Witthaus et al., 2016: 5)

5. • Learning carried out through non-formal OL must be
described in the form of learning outcomes.
• Where the OL brings with it some form of internal
credit, for example badges, these must explained and
documented in a transparent way encouraging trust.
• Standards underpinning credits or badges must be
clearly explained.
• Arrangements for quality assurance underpinning OL
must be transparently presented.
• Methods for assessment must be transparently
explained.
The main cornerstones for recognition of non-formal
open learning results in formal curricula (Cedefop 2015):

6. • Through recognition of non-formal open
learning individuals can gain access to study
programmes offered by HE institutions;
• registered students can be exempted from
part of the study programme in order to be
fast-tracked through their studies;
• a full HEI qualification could be provided as
distance learning offer (Witthaus et al. 2016).
Benefits of recognition - HE

7. • The value of online assessments is perceived less
than traditional forms of testing;
• High effort has to be undertaken to integrate
open learning into existing strategies and policies
for RPL;
• Tension between the accessibility ideal and cost-
effectiveness for providing these offers in the
form of OL.
• Assessment and recognition are challenged by
existing regulations, both in HE and VET.
Barriers to recognition of open learning
(Witthaus, et al.,2016; Hoffmann & Olmstead,2013)

8. The traffic light model
(Witthaus, et al.,2016)

9. • to support learning providers in the
development of their offers so credentials can
be issued suitable for recognition, formal
education institutions and employers to assess
and evaluate whether a particular open
learning course qualifies for recognition, and
to guide learners who seek to gain
recognisable credentials, which learning offer
to decide for.
The model intends

10. • What challenges do you see for creating
recognizable open learning offers? Which
elements discussed in the model can be
strongly present, presented to some extent or
not presented at all?
Discussion question