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Recognizing Non-formal and InformalLearning

By: Dr. Tanka Nath Sharma

Abstract

The purpose of this paper is to advocate for the need for recognizing non-formal/informal education and propose the mechanism for formalizing non-formal/informal learning. The paper discusses the need for recognizing non-formal learning by assessing the competency level of the learner. By discussing the usefulness of assessment and recognition of prior learning, the paper reviews in detail the internal practices in assessment and recognition practices of recognizing non-formal/informal learning. The paper has outlined barriers of recognizing prior learning, ways of addressing the barriers and proposed a scheme of recognizing non-formal learning.

Key words: recognition, validation, non-formal learning, national qualification framework, assessment certification of NFE

IntroductionDevelopment is a dynamic process. It cannot take place by

itself; it requires educated, skilled and competent people.Education plays important role in developing skilled humanresource to the nation. Thus education is the most essentialelement for any country’s overall development. Today, everynation aims to literate their citizen. There is a significantrelationship between Literacy and Development. Literacy educationis beneficial for both individuals & communities. It transformspeople, communities & the entire social structure and is a keyfor socio-economic development. Literate societies interact &contribute to the people’s participation in national development.The well literate people of the country can drive the nation

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towards sustainable development. It has been realized that thesociety with higher percentage of literates have higher levels ofdevelopment (Das & Sahoo, 2012).

Many countries of the world have a system of recognizing knowledge, skills and competencies gained through non-formal and informal education which have opened up pathways further education (DES, 2013). Such provision allows facilitating lifelong learning, acquiring further qualification while working and development of cross recognition and mobility across occupations and educational programs. Realizing the need for recognizing non-formal and informal learning in Nepal and facilitating cross mobility between non-formal/informal educationand formal education, a national framework for literacy assessment and recognition is to be prepared. The purpose of thisapproach paper is to conceptualize levels of literacy skills, define those levels, explore assessment of literacy skills and suggest equivalency with the formal education. It is expected to prepare a national qualification framework where literacy assessment scheme is shown with possible connections with other national qualifications. This paper advocates for the need for asystem of recognizing and validating non-formal and informal learning.

The Need for Assessing and Recognizing Non-formaland Informal Learning

Non-formal education policy has provision for providing equivalency to non-formal education aligning with formal education, especially to those who are deprived from formal education. In these connections, Dahal (2008) stated that there is a missing link between non-formal education and formal education as such connections was expected by the Nepal government’s non-formal education policy (MOE, 2006). Five components such as oral literacy, conventional literacy (reading

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and writing), occupational skills, post-literacy and continuing education are included in the literacy and non-formal education programs in Nepal. However, neither there are interconnected qualification levels, assessment standards or testing mechanism in place nor there is institutionalization of provision of recognizing non-formal learning and facilitating movement from non-formal or informal learning to formal education.

From the perspective of purposes of literacy assessment three approaches are in practice. The first purpose is to find out literate and non-literate persons using household survey. Most developing countries including Nepal use household surveys to fulfill this purpose. In this approach, information on an individual’s literacy is elicited by asking the individual or another respondent of the same household to offer an opinion on whether that individual is or not illiterate (Schaffner, 2005). The information collected through household survey, however, doesnot tell us what levels of literacy skills and cognitive understanding the individual has. It means that household survey only count literate and illiterate people, we may not consider household survey approach as literacy assessment approach.

Recognition of Non-formal/Informal learning as foundation ofLifelong Learning

The European Commission (OECD, 2013) has defined lifelonglearning as all learning activity undertaken throughout life,with the aim of improving knowledge, skills and competence,within a personal, civic, social and/or employment-relatedperspective. It has been further elaborated; Lifelong learning istherefore about:

Acquiring and updating all kinds of abilities, interests,knowledge and qualifications from the pre-school years topost-retirement. It promotes the development of knowledge andcompetences that will enable each citizen to adapt to theknowledge-based society and actively participate in all

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spheres of social and economic life, taking more control ofhis or her future.

Valuing all forms of learning, including: formal learning,such as a degree course followed at university; non-formallearning, such as vocational skills acquired at the workplace;and informal learning, such as inter-generational learning,for example where parents learn to use ICT through theirchildren, or learning how to play an instrument together withfriends.

Recognizing prior learning by developing a nationalqualification system which ensure the quality of outcomes andharmonizes competencies acquires from various modes and pathways.

Lifelong learning emphasizes that people are able to learn throughout the whole of their lifespan and that they need to keepon learning in order to keep abreast with the developments in contemporary society. Working population with low levels of education, out of school youths, people aspiring further education but unable to join conventional schools or educational institutions may utilize open and distance modes of learning and engage in lifelong learning. We require a national policy and a system of lifelong learning. Such policy and system will provide a new space in our learning environment for all learners regardless of their prior qualification and location where they are. This system are to be necessitated by the new technologies of communication-information and the emergence of new topologies of learning which incorporate the formal, informal and non-formalaspects of social, cultural and work life. Such lifelong learningsystem utilizing open and distance education can be operational following three principles (Torres,2006): (1) the continuum of the different forms of lifelong learning, (2) the interaction and integration of formal, non-formal and informal modes of learning,so that learning is extended in every space of life—school, workplace, social and personal life; and (3) the new framework oflifelong learning utilizing open and distance education should beimplemented as an essential part or sub-system of main stream education with national assessment, certification and recognitionof learning.

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One of the most significant points of literacy development in Nepal is about basic foundation knowledge that is an important capability required for performance improvement or lifelong learning theme. But we need to consider that quite a large percentage of our population still have great difficulties in reading, writing and arithmetic. How to develop those basic foundational knowledge and skills which are needed to progress inlearning along with social skills which are extremely important for further life is a challenge in the Nepalese context. Similarly, the new information and communication technologies that are becoming almost as important as writing in the learning process and in the work place are to be considered as basic skills. Assessing literacy and offering learners opportunity to further engage in learning developing literacy skills in a progressive manner is the viable alternative to make literacy skills instrumental for expanding opportunity for lifelong learning in a wider scope. Literacy skill assessment and recognition system can facilitate mobility of learners and contribute to the development of lifelong learning scheme.

Recognition and Validation of Non-formal and Informal learning

By validation and recognizing learning it is thought that it is possible to make explicit an individual’s knowledge and skills sothat they can use the credit gained by recognition to benefit in the labor market, in entry to formal education, financially or interms of status or self-esteem. In some countries the term validation specifically refers to legal processes that permit to an individual to obtain a certificate (for instance a vocational diploma) linked to an individual’s skills, knowledge and attitudes. In other countries validation is referred to as a means of making visible a person’s skills and competencies without requiring predetermined knowledge targets to have been achieved. Recognition is also considered to be a component of thepedagogical process in adult education and an important

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instrument in work on recruiting and motivation for participants to study (OECD, 2004).

Assessment of prior learning (APL) is a process, which uses a Varity of tools and techniques to help learners reflect on, identify, articulate and demonstrate learning. Such learning may have happened through self-study, attending non-formal education programs, work and other life experiences and is not recognized through formal transfer of credit mechanisms. APL allows evaluation of the past learning against established standards so that credit can be awarded to learners in the process of achieving recognized qualifications.

Learning activities that are undertaken throughout life improves knowledge, skills and competencies within personal, civic, socialand employment-related perspective. Learning that has happened through literacy, non-formal and informal learning if assessed and recognized covers the whole spectrum of learning (formal, non-formal and informal) and promote active citizenship, personalfulfillment, social inclusion and employability of the learner.

Recognition of literacy skills including non-formal and informal learning is also regarded as an important means of enhancing individuals’ employability by facilitating workers’ participationin formal education and training or by enhancing appreciation of their existing skills in the workplace (ILO, 2009). Individuals who have had limited access to formal education and training or those who learned skills predominantly in the workplace are oftendisadvantaged in gaining access to further training opportunities, or in securing employment which adequately reflects their skills and previous experience. The provision for recognizing the literacy and non-formal/informal learning inspires the working population who had no access to formal education earn qualification comparable with formal education andencourage them to move on the learning pathways, achieve professional growth and formally recognized competencies providesthem evidence of personal capital or qualifications leading to rewarding work opportunities.

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Tests and assessment in the process of recognizing literacy skills and non-formal/informal learning influence the teaching and learning process. Perhaps another unintended consequence is that although the purpose of recognition is to give the opportunity to have informal learning validated, it could encourage institutions to develop courses that prepare the individual for this assessment of their informal learning (IFL). One of the most significant aspects of recognition of literacy skills and non-formal/informal learning is to connect with the formal education in line with the national qualification framework. Opportunity of earning qualifications within the national framework allows the learner to move into the formal education programs. The link between the recognition of literacy skills and NFL/IFL and the formal qualifications systems are access, entry and credit toward the formal qualification.

Importance of Assessment and recognition of non-formal and informal learningAssessment and recognition of non-formal and informal learning isbecoming increasingly important area in many developed and developing nations. The following varieties of reasons have put the assessment and validation of literacy skills and non-formal education in the development agenda of these countries (Otero, McCoshan, Junge and Winter, nd).

The needs of the knowledge economy: Both developed and developing nations are moving toward the most competitive and dynamic knowledge driven economy. Nepalese people can take advantage of growing opportunities in these countries where worker will require sound knowledge base. In the process of improving national economy and enhancing the productivity of the Nepalese workforce, Nepal also will require increasing literacy levels andqualifications of Nepalese workers. Recognizing non-formal and informal learning experiences of the workforce offers opportunity for increased labor market, trainability and geographical mobility.

Meeting business needs for a qualified workforce: In a knowledge-based and globalised economy, Nepalese businesses and industries will need a well-trained workforce that is ready to learn continuously to meet changing demands. Validation of non-formal and informal learning crucially allows employers to identify employees’ training needs as well as their skills and job requirements more accurately

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Improving access to the formal education system: In Nepal and elsewhere access to further and higher education is only possible if certain level of qualification, gained in the formal system and certified with officially recognized body. Assessment and certification of literacy levels and recognizing them equivalent to certain levels of formal qualification willopen up the avenues of further learning or re-enter in the formal education system.

Improving the efficiency of the education and training system: By recognizing prior learning we can validate people’s prior experience and competencies which can be counted as credits as a part of certain levels of education and training. Depending on the non-formal and informal learning acquired by the individual and provision for recognizing them, the period of participation in the formal education and training program until they earngiven qualification can be accelerated and cost and time saving achieved.

Providing opportunities for disadvantaged or excluded people: Assessing and validating non-formal and informal learning also has an important social dimension. The social inclusion of disadvantaged people, such as women, Dalits, people living in the remote regions, migrant population is another important reason why Nepal should embrace initiatives to assess and validate literacy including non-formal and informal education. Assessment and validation of literacy or acquired competencies can help the socially excluded to continue the education and training and integrate into the labor market and society.

Improving access to the formal education system and the efficiency of education and training systems: In a country like Nepal where majority of children and youths leaveschool in early grades and those who have never attended schools will benefit from literacy programs and a system of assessing literacy. Recognizing and validating prior learning can open up pathways into further or higher education, or issuing national certificates for prior ornon-formal and informal learning. This scheme will motivate learners; engage in learning and progress to acquire further education training. Thefollowing approaches can be adopted to facilitate the access to further education and training:

Validation of non-formal and informal learning through access to formal examinations: Access to the formal education system if entry criteria are met through prior learning: Some countries (most notably Finland, Norway and the Czech Republic) give access to further and higher education courses to prospective students who lack the necessary formal certificates but can demonstrate that they have gained

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equivalent competences to those acquired in the formal education system, through prior learning

Individual competence assessment to shorten vocational training: In Denmark, prospective students can undergo a competence assessment before taking up vocational training. Relevant competences acquired through prior, non-formal and informal learning are then counted towards the training course the duration of which is shortened accordingly.

Making non-formal and informal learning an integral part of formal training. In some countries, like Sweden and Malta, methods have been developed that make non-formal and informal learning an integral part of a formal training program

Methods developed and employed by businesses serve three main purposes: Validating employees’ competencies gained at the workplace. Identifying employee skills in order to identify skills gaps in the company awarding professional qualifications on the basis of skills gained through non-formal and informal learning

International Experiences on recognizing non-formal and informal

modes of learning

The most crucial prerequisite for ensuring pathways through bridges and ladders in education relies in the system of awardingequivalency to the competencies gained through formal, non-formaland informal learning and recognizing less formal modes of learning in a similar spirit and standard as formal learning. In all Asian societies, formal educations are considered as the primary and most important means of education whereas in many cases, non-formal education is not considered as education at all(NALA, 2011). Some of the countries in Asia such as India, Indonesia, the Philippines, and Thailand, have considerable experiences in designing and implementing Equivalency Programs and some of the countries such as Bangladesh, Cambodia, China, Lao PDR, Myanmar and Mongolia are in the initial stages of developing Equivalency Programs (UNESCO, 2006). Sri Lanka has recently developed National Vocational Qualification (NVQ) systemto facilitate career and educational pathways for skill workers.

In India, The National Institute of Open Schooling (NIOs) offers “the Open and Basic Education (OBE) program as an equivalency program for primary and upper primary levels through open and

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distance learning methodology” (UNESCO Bangkok, 2006, p. 8). TheOBE program has three levels: Level A, Level B and Level C that are equivalent to formal school classes 3, 5 and 8 respectively. The program targets disadvantaged groups such as women, scheduledcastes, scheduled tribes, daily wage earners, etc. The OBE program follows the curriculum developed by NIOs, which is competency based where some key competencies have been identified. A learner has to acquire proficiency in these competencies in order “to qualify for a certificate” (UNESCO Bangkok, 2006, p. 8). The Continuing Education Centers (CECs) arethe study centers of OBE program. The national, state and district level government and non-government organizations implement the equivalency programs. There is flexibility for learners so that they can “take the final examination whenever they are prepared for it (UNESCO Bangkok, 2006, p. 9). However a National Qualification System is yet to be developed to ensure vertical and horizontal mobility for all learners and integrationof formal, non-formal and informal modes of learning.

In the Philippines “the Philippine Association of State Universities and Colleges (PASUC) recognize NFE A&E secondary level passes as eligible candidates to join colleges and universities” (Lamichhane & Wagley, 2006, p. 8). The certificatesobtained through NFE A&E system are recognized by the Civil Service Commission and they are as valid as elementary and secondary certificates for permanent appointment to government positions. A non-formal and informal learner has to take an Educational Placement Test to get accreditation and equivalency (Lamichhane & Wagley, 2006).

The status of recognition, validation, and certification of non-formal and informal learning found that national frameworks for recognition, validation and accreditation have been developed andelaborated by several countries in the North Africa, many countries in the South Africa such as Central African Republic, Malawi, Egypt, Togo, and Oman lack this capacity and still have along way to go. The report stated that some validation strategiesand mechanisms exist, but they are mostly erratic. Many countrieslike the Central African Republic lack the basic parameters relating to validation of non-formal and informal learning. For

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example, in Malawi, formal teaching institutions work for the validation of competencies and knowledge acquired non-formally orinformally. As these institutions follow formal guidelines for appraisal, learning elements, which are not taken into account bythe national curricula, do not receive recognition (UNESCO, 2005).

The member states of European Union at the end of 20th century came to realize that the lifelong learning agenda had to be discussed extensively at not only national level but also at continental level. Consequently, they started making necessary amendments at policy documents. Actually, “this began with the Lisbon Declaration of March 2000, when the Heads of State and Governments set out the strategic goal that the European Union should become the world’s most competitive knowledge-based economy by 2010” (Adam, 2007).

The countries in Europe can be divided into three types: high degree of implementation – countries where validation is a practical reality for individuals; medium level of development – countries where validation is emerging; and low level of activity– countries at initial development stages (CEDEFOP, 2008).

The countries with high level of implementation of validation include Belgium, Denmark, Estonia, Finland, France, Ireland, the Netherlands, Norway, Portugal, Slovenia, Romania, Spain and the UK. The countries with medium level of development in validation include Austria, the Czech Republic, Iceland, Italy, Germany, Hungary, Lithuania, Luxembourg, Malta, Poland and Sweden. And finally the countries with an initial level of development of validation include Bulgaria, Croatia, Cyprus, Greece, Latvia, Lichtenstein, the Slovak republic, and Turkey. As for example, the practices of some of the countries are described below (NRDC,2011). .

One of the fundamental aspects of validating non-formal and informal learning is Recognition of Prior Learning (RPL). According to UIL/UNESCO (2007) people can get “access to higher education without sufficient formal education” (UIL/UNESCO, 2007,p. 31) in Norway. The legislation of colleges and universities have been amended to “allow adults above 25 years of age to have

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their non-formal and informal learning assessed in order to gain admission to specific courses” (p. 31).

In Netherland, the recognition of informally acquired skills was initiated during the early 1990s. There is “a system of providingrecognition for non-formal and informal learning of migrant population. Portfolio method of assessment in which candidates give information on their personal data, educational and trainingprograms they have attended, paid and unpaid working experience, knowledge of language and computer experience” (Advies, Hagens, Hout, & Kraaijvanger, 2007, p. 9). The Netherland’s EVC program has two fundamental aims: economic development and fighting social problems. Recognition of non-formal and informal learning is an instrument for solving inequalities in society. EVC can be a starting point for the integration of marginalized persons (Advies, Hagens, Hout, & Kraaijvanger, 2007).

In order to facilitate mobility between the formal and less formal modes of learning the National qualification framework (NQF) was launched in Ireland in 2003. The Framework doesn’t espouse a particular philosophy of education and training, but embodies a vision for the recognition of learning. This is the vision based on an understanding of learning as a lifelong process. This vision requires the recognition of all learning activities throughout life with the aim of improving knowledge, skills and competences within a personal, civic, social, or employment related perspectives (National Qualifications Authority, 2009). The NQF in Ireland is designed to provide recognition to the learning outcomes achieved through formal means, non-formal means and informal means equally well. Ireland has been the first European country to publicly indicate how its national qualifications levels relate to the European Qualifications Framework for Lifelong Learning (EQF) (European Commission, 2009).

Australia has attempted has developed adult literacy framework aligned with Australian qualification framework (AQF) in order toopen up the avenues for the adult learners earn recognized qualifications. Circelli, Gillis, Dulhunty, Wu & Calvitto (2012) conducted a study to examine equivalency between adult literacy

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and life skill framework (ALLS) which is widely practiced in assessing literacy levels in international arena and Australian Core Skill Framework (ACSF) developed in line with Australian Qualification Framework allowing adult learner progress in lifelong learning. The study found that equivalence between the two frameworks at the lowest skill level was found — one does equal one. However, the alignment was not as direct at the higherskills levels, with the numeracy and reading constructs of the Adult Literacy and Life Skills survey found to be generally more complex than those of the Australian Core Skills Framework. Indeed, Level 3 ALLS — the minimum inspirational target of the National Foundation Skills Strategy for Adults — was similar in complexity to exit Level 4 of the ACSF.

A definite hierarchical structure within the levels of the Australian Core Skills Framework was confirmed, offering the potential to clearly demonstrate progress within a level. This research has shown that alignment between the two frameworks is achievable and that this alignment offers the potential for measuring progress against national objectives more regularly.

Indeed, the ACSF offers a way of monitoring any improvements in adult literacy and numeracy in a more nuanced manner. The magnitude of the low literacy skills problem among adults in Australia is similar to that in comparable, mainly English-speaking, countries, including New Zealand, Canada, the United States and the United Kingdom. The study examined that ALLS ACSF can be aligned to determine whether or not ACSF performance levels could be used as a proxy for ALLS performance levels. The study confirmed that it is possible to align and provide information on the literacy development in a more frequent basis rather than waiting for long currently available large scale international testing program (OECD, 2013).

The review of experiences from other countries has demonstrated that the process of developing system of recognizing non-formal and informal learning within the National Qualifications Framework (NQF) is a time consuming task, requires considerable resources (both human and financial), and ask for extensive

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consultation with and participation of the various stakeholders in spite of its several benefits (ILO, 2009; ILO, 2013). These stakeholders include the education and training community, employers, unions, different government ministries (such as ministry of education, ministry of labor and ministry of industry), and the university sector. It assumed that NQF providestrong incentives and multiple opportunities for education and training providers to develop and organize relevant learning process and activities connecting with the demands of the labor market. Since qualification is awarded based on the demonstrated outcomes, NQF is considered to provide overall quality assurance mechanism. NQF intends to enhance the access, relevance and quality of TEVT through: (a) unified national qualifications which are recognized nationally, (b) responding to the labor market needs, (c) promoting flexibility in learning, (d) promoting multiple pathways to learning and career mobility, (e) provision for recognition of prior learning (RPL), facilitating linkage between the literacy and non-formal education qualifications and qualifications at the tertiary level with the provision for bridge courses, if necessary, (f) provision of credit for part of a qualification, (g) facilitating vertical andhorizontal mobility offering multiple options to learners (Ministry of Labor and Human Resources, 2013).

In some countries, National Qualification Framework initially used as a means of ensuring quality of education and skill training being offered and further added by general education qualification (GEQ). The framework provides for a comprehensive, nationally consistent, yet flexible framework for all qualifications in the field of academics and technical/vocationaltraining. Recognizing the fact that schools sector, vocational education and training sector, and higher education sector, each have different industry and institutional linkages, the Qualification Framework connects these different sectors into single framework incorporating levels of study, titles of qualifications and guidelines covering learning outcomes, pathways to the qualification, assessment, certification and recognition. Some 70 countries across the world, from industrialized and economically developed such as EU member

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states to developing countries in Asia and Africa, are developingor planning an NQF (Werquin, 2010).

Barriers to the Recognition of Non-Formal and Informal LearningInternational reviews revealed that there are reluctances among the countries who participated in international assessment concerning recognizing non-formal/informal learning. Issues raised in the assessment have commonalities among the barriers. Based on the reviews the barriers can be categorized as follows: Psychological barriers: In countries where traditional examination system under formal education has been practiced for a long time are reluctant to accept qualification acquired by open assessment. Besides, some individuals, particularly those with low self-esteem, may not recognize the potential value of their knowledge and skills gained through non-formal and informal learning. People with low formal educational attainment may be fearful of re-entering a system, which they remember as a negative and painful experience for them.

Access may remain a problem even for those who have decided to participate in recognition systems. In absence of NFE learning structure, people may not have opportunity to progress in learning and take advantage of assessment and recognition of literacy and NFE.

Low perception of potential benefits: People may not give importance to assessment and recognition process. Low perception of potential benefits may lead individuals to question the value of the time they need to spend in recognition activities. Such perception of questioning the value of NFE assessment and recognition results in low participation Cost and time: Many people would be hesitant to participate because of the high cost of the NFE assessment and recognition process. Time also can be issues for individuals, particularly if they need to give up work or leisure activities in order to take part in recognition processes.

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Addressing Barriers in the SystemThe following mechanism is suggested to overcome the barrierof recognizing non-formal informal learning:

Maintaining consistency across the system: Any system for the recognition of non-formal and informal learning should have national standards for assessment and qualification systems to ensure thatthese are implemented consistently. The national standards shouldbe flexible for implementing them in various ways.

Parity of Esteem: Developing a national Qualification system which creates links between informal and non-formal learning and the formal qualification system can serve to break down some of the perceptions of non-formal and informal learning as ‘second class.In countries where there are well-established and independent systems for recognition of informal and non-formal learning, the parity of esteem can result from this independence. Nepal needs to explore a ways of creating such parity of esteem within the context of our own education system.

Financial incentives for providers or assessment agencies: Removing any financialdisincentive that exists in the system is also important. Ideally, providers or assessment agencies need to be funded by the national government for the delivery of recognition services and support mechanisms. This would both subsidize the costs to learners and provide an incentive to institutions.

Quality assurance and monitoring: The on-going NFE and literacy programs should be linked with the assessment standards. The programs which support the NFE/IFE including literacy should be monitored regularly. Besides, those involved in carrying out assessments of non-formal and informal learning for the purposes of recognition must be provided with on-going training and development to ensure that assessment is carried outprofessionally and standards are implemented consistently. These supports facilitate consistency, transparency and continual improvement assessment and recognition process.

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Proposed Scheme for Recognizing Literacy, Non-formal/Informal Learning

Recognizing non-formal/informal learning is not new for Nepal. Skill testing Board which was established in early 1980s has beenformalizing informal/non-formal learning through skill testing. Alternate school program under NFEC has also opened up avenues for out of school children and youths to continue their schooling. However, curriculum and assessment approach is same asformal system.

Recognition and validation of literacy and non-formal education is the process of defining competencies in terms of standard outcomes and test if learner has met those standards. It is guided by the principle that (a) people can learn in a various ways using formal, non-formal or informal modes and develop needed competencies, (b) those competencies can be defined and described as the standards of recognition of certain level of qualification, (c) those competency standards can be the basis oftesting tools that assess the expected outcome, and (d) the successful candidate in the test can earn the recognized certificate which is equivalent to certain qualification within the national qualification framework. Recognition and validation of non-formal/informal learning is as a part of lifelong learningprocess in which identification, assessment and recognition of skills and competencies which people develop throughout their lives and in different context, through work, education and leisure. The importance of validation has been highlighted in trying to value all type of learning whenever and wherever it takes place and with a view that it makes visible learning what has so far still remained invisible. The following three dimensions are proposed in the process of validation and recognition of literacy and non-formal education (Werquin, 2010).:

1. Reference to Learning Outcomes: Whichever way learning takes places, there is always reference to learning outcomes. The advantage of using such an approach is that focus is on whata person knows and/or is able to do rather than the process through which knowledge, skills and attitudes were acquired;

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2. Standards against which assessment takes place: There are various ways through which standards can be set. They can be set by the educational institutions themselves, by accrediting bodies, and even by practitioners within the sector themselves. Whatever way standards are set, validation involves at one point measuring an individual’s capabilitiesagainst some standard set of outcomes. Standards act as the yardstick against which individuals are assessed;

3. Measurement or Assessment: It is not enough to identify learning outcomes and to have standards against which to compare these learning outcomes. The process by which this ‘measurement’ or assessment is done. It plays a very important role as it ensures that the process is fair and transparent and that every individual receives a deserved judgment of his or her learning.

Recognition and Validation takes place in the case of formal, informal and non-formal learning situations. In the case of formal education involving education and/or training programs, validation leads to a certificate or diploma. This certification is usually placed within a national qualifications framework. This type of validation includes assessment of prior learning (APL). Validation in this area is usually recognized nationally and possibly also internationally, and has value within the labormarket.

We are designing testing and certification of adult learners whose learning needs and requirements are different from the children. Therefore, this paper argues that there has to be a separate curriculum, learning materials and assessment system forthe adult learners. Moreover, literacy skills varies among the different individuals, they can further develop the skills and competencies which can be categorized under various levels of proficiency. Literacy proficiency of different levels can be tested and recognized. In order to initiate testing and recognition of literacy skills and knowledge and skills gained through non-formal/informal learning (H.D.Nepal,2011) .

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Proposed framework for recognizing Literacy, Non-formal/Informal Learning for Nepal

Literacy and non-formal education assessment and recognition in Nepal require determining the levels of literacy skills and NFE and assessment domains with relevant criteria. Defining and describing levels and domain is the foundation for writing testing standards for recognition. It has been proposed that there will be 4 levels of literacy up to equate with each levels of schooling. Before describing levels and domains, each Literacy/NFE qualifications should be fitted in the existing (or proposed) qualification system.

Table 1: Proposed Structure of Nepal Qualification Framework

Formal Education and Training Sub-system

Non-formal Education

General Education

Technical & Vocational

Tartary Education

NVQ Levels

PhD, Ed.D, To be developed inthe Second Phase

Masters,Post Graduate DiplomaBachelors Degree. E.g BA, BSc, B.Ed

GEQ Level 4 Pre-university Diploma

Advanced Diploma

Diploma (Post Secondary)

NVQ Level 4

GEQ Level 3 Grade 12 Diploma NVQ Level 3GEQ Level 2 Grade 10 Technical SLC NVQ Level 2Literacy Level 4(GEQ Level 1)

Basic Education(grade 8)

Trade Certificate

NVQ Level 1

Literacy Level 3

Grade 5 Preliminary Level 0

Literacy Level 2

Grade 3 Livelihood Skills

Literacy Level 1

Preliminary Literacy

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Note: Qualifications shaded with orange color are yet to be developed.Qualifications shaded with green color are proposed qualifications proposed for the first phase (next five years).

As shown in the table above, preliminary (entry) level skill developed during literacy level can be assessed and awarded preliminary certificate. Literacy level 1 is to ensure the individual can read, write and count. In this level, the individual are expected to write words, write numbers and add andsubtract single digit numbers. Literacy level 2 is equated with elementary education (grade 3). Similarly, literacy level 3 is equated with grade five of general education. Finally literacy level 4 is equivalent to the Basic education level (Grade 8), comparable with the trade certificate.

The assessment and recognition of literacy/NFE levels are also equated with other existing qualifications. Table above shows theconnections and linkages with other existing qualification clearing up the pathways to learning to NFE learners. The proposed framework also facilitate mobility of the learners from one stream to another with the help of recognizing prior learning(RPL).Provision of bridge courses will also facilitate vertical and horizontal mobility across the qualifications.

The framework presented above has attempted to look into the horizontal and vertical mobility within the sub-sector of education with the provision of bridge courses and recognition ofprior learning. The framework also intends to provide access to open assessment to facilitate mobility. A comprehensive nationalqualification framework connected with school education and university education showing the pathways to learning integratingformal, non-formal and informal education has clearly presented in the above framework. The framework above also shows how integration among the learning pathways and modes of learning takes place.

Conclusion

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Testing and validating Literacy (non-formal and informal learning) require the definition of what is to be tested. Recognition and validation or recognition also requires certifying level of proficiency. Therefore, it is required that skill domains in which the learner need to be proficient should be identified and defined. Similarly, level of proficiency need to be defined and detailed standards should be prepared for testing the competence and determining in which standard (level) they are qualified.

Learning that is taking place outside the formal education and training is crucially important for individual and society at large. However, in spite of various valuable contributions, existing information about validation or recognition of literacy skills, non-formal and informal learning is still in shadow and is limited in scope in many countries including Nepal. The provisions are only limited to policy papers and publications.

Making informal and non-formal learning visible and validated is an intrinsically challenging methodological and political task. Aligning validation with qualification framework is a one of the more reliable practice of formalizing and recognizing non-formal and informal learning. It would be worthwhile to explore some of the assessment practices for validating and recognizing non-formal and informal learning, and use that information in developing detailed guidelines including competency standards, assessment approaches, assessment tools and certification and recognition arrangements for Nepal.

References

Allais, Stephanie (2010). The implementation and impact of National Qualifications Frameworks: Report of a study in 16 countries. Geneva: ILO, Skills and Employability Department

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