1. Matching formal and informal competences: a technical issue or an issue of judgement? Presentation for: The TIPEIL Project Final Conference Dr David Guile Centre for Learning and Life-chances in the Knowledge Economy/Society Institute of Education University of London

2. Aims To argue matching formal & informal learning & competence always been a conundrum first attempt found in Anglo-Saxon Adult Education via notion of “Learning Outcome” subsequent attempt in EU policies for Formal, Non-formal & Informal Learning perpetuates this “technicist” solution Socio-cultural conceptions of relation between context & practice provide basis to do avoid relying on technicist solutions offer “how to” examples from “Putting Knowledge to Work” (Evans, Guile & Harris, 2009)

3. Debates about forms of learning 1. Starting point – Resnick (1987) Learning in & Out of School “In”“Out” individualshared cognition pure mentationtool manipulation symbol manipulationcontextual reasoning generalisable skillssituated skills civic valuesoccupational values Explicit recognition: learning occurs outside “school” different types of competence developed in each context value of both Conclusion: not offer solution to the conundrum

4. Socio-cultural theories from 80s/90s (Lave, Rogoff & Engestrom) arguments in favour of importance of “informal” learning (Situated) concepts & methods to research informal learning identification of new kinds of competence (participation/knotworking) Conclusion: not offer solution to conundrum focus on context constitutes basis of solution Debates about forms of learning 2.

5. Parallel Developments Anglo-Saxon Adult Education (A-SAE) interested in recognition & accreditation of Non-Formal & Informal Learning & competence Strategies: Accreditation of Prior Learning (APL) Accreditation of Prior Experiential Learning (APEL) Anglo-Saxon Higher Further & Education (A-SFHE) concerned with pressures (drop out/switching etc) on traditional courses Strategies: Modularisation Learning Outcomes Credit Systems

6. Reconciling formal & informal learning 1. - technicist solution Non-formal learning: ‘credentialised” in relation to F/HE modules’ Learning Outcomes Informal learning: converted via “reflective” strategies into written product written product “credentialised” via Learning Outcomes F/HE modular Systems Learning Outcomes basis of technicist solution

7. Post Lisbon Memorandum Developments Definitions of Formal, Non-formal & Informal Learning: affirmed recognition of all 3 modes of learning Bologna Process: shift from focus on content & process of learning, TO outcome of learning (Learning Outcomes) Learning Outcomes provide basis for credentialising In/Non-formal Learning European Qualification Framework mechanism to support portability of qualifications

8. Reconciling formal & in/non- formal learning 2. - technicist solution Non-formal learning: ‘ credentialised” in relation to post-Bologna Learning Outcomes Informal learning: converted via “reflective” strategies into written product Written product: “ credentialised” in relation to post-Bologna Learning Outcomes Informal Competence: informal competence incorporated in qualifications Conclusion: perpetuates technicist solution original conundrum still not solved

9. Reconciling formal & in/non- formal learning 3. – reframing the conundrum Conclusion counter-intuitive definitions of learning enable recognition/accreditation of competence Problem definitions based on site & organisation of learning Formal/non-formal & informal learning/competence separate not related to one another Challenge - how to support people to mediate between different modes of learning credentialise mediated learning/ competence

10. Reconciling formal & in/non- formal learning – way forward Shift from viewing modes of learning & competence as: different from one another To recognising they have: relation with one another Relationship based on: process of recontextualised Recontextualisation is: pedagogic process (Evans, Guile & Harris, 2009) Recontextualisation strategies: occur prior to process of recognition/accreditation Examples: Industry Educators Learning Conversations

11. Reconciling formal & in/non- formal learning – way forward (continued) Industry Educators move between education & work Use conceptual & practical knowledge to: support cohorts of learners to relate academic & workplace knowledge in relation to one another Learning Conversations one-to-one “assessment”strategy to support learner to relate experiential learning to academic texts

12. Conclusion EU policies & mechanisms: provide a technical & dualistic solution to conundrum PKtW recontextualisation Strategies: provide examples of centrality of social practices (pedagogy) to matching of competences hallmark of pedagogy process of inference (what follows)