However, cultural expert, creative economy consultant and Head of the EU-EaP Culture and Creativity Programme, Tim Williams, says that the phrase “non-formal education” does not mean quite the same thing in Ukrainian and English. People (who “have” skills or qualifications) are not seen as tools of labour but as a key part of the new knowledge economy.
To make the UK’s education competitive, the government at the time began with transformation at the level of national education policy, moving from the concept of “human resources management” to the concept of “human capital management”.
#NON FORMAL EDUCATION OBTAINED FROM WORK EXPERIENCE FULL#
This may be called a culture of learning as one of the essential components of a full life. The British believe that non-formal education is rather a process and not a result, and the aim of it is not only to gain knowledge but also to support learning for the sake of learning. The UK can arguably boast the best formal education in the world, but non-formal education there does not lag far behind either. UK: EDUCATION AS A PROCESS RATHER THAN A RESULT In addition, what conclusions Ukraine can draw from this experience for its education system. We have tried to analyse how the system of non-formal cultural education works in three European countries: the UK, France and Estonia, how it can interact with formal education and how these effects operate in the long run. Its target audience could be anyone: children or adults, people with an incomplete high school education or those with higher education degrees. Today, virtually all training or rather the totality of experience gained, which does not lead directly to a diploma, may be considered non-formal education. In combination with the concept of “lifelong learning”, this makes non-formal education the ideal tool for people with absolutely different goals – from filling gaps in basic education to acquiring knowledge for one’s profession. The fundamental principles that describe non-formal education are accessibility and that it is voluntary.
Photo: monkeybusiness/ DepositphotosĪccording to the classic definition, non-formal education is any organised and continuous educational process outside the traditional (formal) education. In the 1960s, the concept of “an education for a lifetime” was replaced with “lifelong learning”. It was then that the division into formal, informal and non-formal education emerged. It became clear that it was impossible to obtain the necessary knowledge in the official system of education, and the out-dated concept of “an education for a lifetime” was replaced with “lifelong learning”. During an international conference in Williamsburg, USA, in 1967, the issue of crisis in world education as a result of out-dated curricula and the poor capacity of formal education to adapt to global changes was put forward. The concept of “non-formal education” came into circulation in the late 1960s. Interestingly, in other European countries, where non-formal education is sometimes over a century old, attention to it continues to grow. Non-formal projects in Ukraine today are not simply filling the existing vacuum, but also trying to launch certain renewal processes in education. This is entirely logical, since reforming middle and high school is a huge project and non-formal education is, after all, more flexible and adapts to updates more easily – and often spearheads them. Non-formal educational programmes in Ukraine began to emerge on a compensatory basis, filling gaps in formal education. Just 5-7 years ago, only enthusiasts were working in this field – at the time, instead of a developed infrastructure of national non-formal education, it was nothing more than a twinkle in the eyes and thirst for real change. Non-formal education in Ukraine is on the rise now, if not to say experiencing a “boom”. How the system of non-formal cultural education works in three European countries: the UK, France and Estonia, how it can interact with formal education and how these effects operate in the long run?
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