Re-theorising the recognition of prior non-formal and informal learning

Abstract

This paper analyses the recognition of non-formal and informal learning based on perspectives of critical theory and postmodernism in adult education. In light of contemporary findings in the theory of adult education, we demonstrate that the theorists and practitioners of the recognition lay too much hope in the philosophy and methodologies which should serve to assess, evaluate, accredit and recognize non-formally and informally acquired knowledge. On this basis, we will highlight the need for re-theorising the »self-evident« assumptions and »positive« effects which the recognition of non-formal and informal learning has on individuals and society. Having said this, we shall first a) define the concept of recognition; b) present various ideas, models and methods of recognizing non-formally and informally acquired knowledge; c) highlight the results of recent studies on the recognition of non-formal and informal learning; d) justify the need for re-theorising the recognition and demonstrate the possibilities for further development of the idea of recognizing non-formal and informal learning in adult education.