Preview

Образование и наука

Расширенный поиск

ПРИЗНАНИЕ НЕФОРМАЛЬНОГО И НЕОФИЦИАЛЬНОГО ОБУЧЕНИЯ: МОДЕРНИЗАЦИЯ РОССИЙСКОГО ВЫСШЕГО ОБРАЗОВАНИЯ ИЛИ РЕГРЕСС?

https://doi.org/10.17853/1994-5639-2015-4-142-157

Аннотация

Цель исследования состоит в том, чтобы оценить уместность или, наоборот, бесполезность «валидации неформального или неофициального обучения» (VNIL) для российских университетов – методов, которые существуют с 1930 гг. и используются во всем мире, но не в России.

Методы. Проведен обзор ведущих научных исследований по заявленной проблеме, а также анализ литературы по практическому применению системы VNIL.

Результаты. Описано социологическое исследование, которое демонстрирует, как система VNIL применяется в одном из университетов Англии. Рассмотрены причины, почему представители ЮНЕСКО, ОЭСР и политические деятели ЕС полагают, что данная система должна получить широкое распространение в мире. Главный аргумент состоит в том, что она отвечает потребностям граждан и организаций в сфере глобальной экономики. Автор приходит к выводу, что система VNIL столь же важна для педагогической практики в РФ, как и в других развитых странах.

Научная новизна. Система VNIL является недостаточно изученной в России. Данная публикация – попытка восполнить этот пробел. Дано авторское определение понятий «система VNIL» и «методы VNIL».

Практическая значимость. С целью распространения данной системы VNIL излагаются главные преимущества ее применения в современной высшей школе России. 

Об авторе

Джон Тальбот

Великобритания

старший преподаватель, доцент Института профессионального обучения Честерского университета, Честер (Великобритания). 



Список литературы

1. Aghlion P. & Howitt P. Endogenous growth theory. Cambridge, Mass.: MIT Press, 1998.

2. Altbach P. and Levy D. (eds.). Private higher education: a global revolution. Rotterdam: Sense Publishers, 2005.

3. American Council on Education (ACE). Guide to credit by examination. Washington, DC: American Council on Education, 1981.

4. Andersson P., Fejes A. & Ahn S., Recognition of Prior Vocational Learning in Sweden. Studies in the Education of Adults. 2004. Vol. 36, No 1. Р. 57–71.

5. Andersen M. & Laugesen C. Recognition of Prior Learning within formal adult education in Denmark. Prior Learning Assessment Inside Out (PLAIO). 2012. Vol.1, No2. Available at: http://www.file:///C:/Users/jtalbot/ Downloads/Recognition%20of%20Prior%20Learning%20within%20Formal%20Adul t%20Education%20in%20Denmark.pdf.

6. Annen S. Recognising Non-formal and Informal Learning: Typology and comparison of selected European approaches. Literacy Information and Computer Education Journal (LICEJ). 2013. Vol. 4. No 1. Р. 928–937.

7. Barro R. & Sala-i-Martin X. Economic growth. (2nd ed.). London: MIT Press, 2004.

8. Becher T. Academic tribes and territories: intellectual enquiry and the culture of disciplines. Open University Press, Buckingham, 1989.

9. Becker G. Human capital. New York: Colombia University Press, 1964.

10. Belanger C. & Mount J. Prior Learning Assessment and Recognition (PLAR) in Canadian Universities, Canadian Journal of Higher Education. 1998. Vol. 28, No 2–3. Р. 99–119.

11. Billett S. «Changing work, work practice: Consequences for vocational Education», in Maclean, R & Wilson D. (Eds.) with Chinien C. (Ass. Ed.). International handbook of education for the changing world of work: Bridging academic and vocational learning: Springer UNEVOC, 2009. Р. 175–189.

12. Bjornavold J. Making learning visible: identification, assessment and recognition of non-formal learning, Vocational Training. 2000. No 22. Р. 24–32: Luxembourg, European Centre for the Development of Vocational Training (Cedefop).

13. Boutin F., Chinien C., Moratis L. & van Baalen P. «Overview: changing economic environment and workplace requirements: Implications for reengineering TVET for Prosperity», in Maclean, R & Wilson, D. (Eds.) with Chinien, C. (Ass. Ed.). International handbook of education for the changing world of work: Bridging academic and vocational learning: Springer UNEVOC, 2009. Р. 81–96.

14. Brigham C. & Klein-Collins R., Availability, use and value of Prior Learning Assessment within Community Colleges. The Council for Adult and Experiential Learning (CAEL). Chicago, 2010. Available at: http://www.cael.org/ pdfs/123_pla_communitycolleges.

15. Brown R., ‘Taming the beast’, in R. Brown, R. (ed.), Higher education and the market. New York: Routledge, 2011. Р. 158–200.

16. CEDEFOP (European Centre for the Development of Vocational Training) (undated), European Inventory on validation of non-formal and informal learning 2010update: Country studies (Web page). Available at: http://www.cedefop.europa.eu/en/events-and-projects/projects/validationnon-formal-and-informal-learning/european-inventory-2010

17. Colardyn D., Bjornavold J. Validation of formal, non-formal and informal learning: policy and practices in EU Member States. European Journal of Education. 2004. Vol. 39, No 1. Р. 69–89.

18. Cooper L., Harris J. Recognition of prior learning: exploring he ‘knowledge question’. International Journal of Lifelong Education. 2013. Vol. 32, No 4. Р. 447–463. DOI:10.1080/02601370.2013.778072.

19. Corradi C., Evans N., Valk A. (Eds.). Recognising experiential learning: practices in European universities. Estonia: Tartu University Press, 2006.

20. Cummings W. The Third Revolution of Higher Education: becoming more relevant. The George Washington University, Work in Progress. 2006, June 6. Available at: http://www.rdisa.org.mx/documentos/Articulos/ Cummings%202006.pdf.

21. Dewey J. How We Think. Lexington, MA: D. C. Heath, 1910. Reprinted, Buffalo. New York: Prometheus Books, 1991.

22. Di Rienzo P. Recognition and validation of non-formal and informal learning: Lifelong learning and university in the Italian context. Journal of Adult and Continuing Education. 2014. Vol. 20, No 1. Р. 39–52.

23. Eraut M. Developing professional knowledge and competence. London: Farmer Press, 1994.

24. European Centre for the Development of Vocational Training (CEDEFOP). European guidelines for validating non-formal and informal learning, Luxembourg: Office for Official Publications of the European Communities, 2009. Available at: http://www.scqf.org.uk/content/files/resources/ European_Guidelines.pdf.

25. European Commission; Cedefop; ICF International. European inventory on validation of non-formal and informal learning 2014. Final synthesis report. Available at: http://libserver.cedefop.europa.eu/vetelib/2014/87244.pdf.

26. European Council, Council Recommendation of 20 December 2012 on the validation of non-formal and informal learning (2012/C 398/01). Official Journal of the European Union. 22.12.12. C398/1. Available at: http:// eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:398:0001:0005: EN:PDF

27. Gibbons M., Limoges C., Notwotny H., Schwartzman S., Scott P. & Trow M. The new production of knowledge: the dynamics of science and research in contemporary societies. London: Sage, 1994.

28. Golubeva T. & Tsurkan D. Problems of cooperation development between vocational training institutions and industrial employers in Tver region, The Education and Science Journal. 2014. No 5. Р. 44–53.

29. Gorshkov N. & Kliucharev G. The potential of continuous education and modernization processes in today’s Russia. Russian Education and Society. Vol. 55, No 8, August 2013. Р. 40–92. DOI: 10.2753/RES1060– 9393550803

30. Hall B. «The right to a new utopia: Adult learning and the changing world of work in an era of global capitalism» in Maclean R. & Wilson D. (Eds.) with Chinien C. (Ass. Ed.). International handbook of education for the changing world of work: Bridging academic and vocational learning: Springer UNEVOC, 2009. Р. 97–110.

31. Hoffmann T., Travers N., Evans M., & Treadwell A. Researching critical factors impacting PLA programs: A multi-institutional study on best practices. CAEL Forum and News. 2009, September.

32. Hurlimann A., March A. & Robins J. (), University curriculum development – stuck in a process and how to break free, Journal of Higher Education Policy and Management. 2013. Vol. 35. No 6. Р. 639–651. DOI: 10.1080/1360080X.2013.844665.

33. Knowles M., Holton E. & Swanson R. The adult learner: the definitive classic in adult education and human resource development. (5th Ed.). Woburn Mass: Butterworth-Heinemann, 1998.

34. Lave J. & Wenger E. Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press, 1991.

35. Lewin K. Field theory in social science; selected theoretical papers. D. Cartwright (ed.). New York: Harper & Row, 1951.

36. Lucas R. On the mechanics of economic development. Journal of Monetary Economics. 1988. No 22 (1). Р. 3–42.

37. Mironov V. On the reform of Russian education. Russian Education and Society. 2013. Vol. 55, No 12. Р. 3–63. DOI: 10.2753/RES1060–9393551201.

38. National Institute of Adult Continuing Education (NIACE). Using the Recognition of Prior Learning (RPL) within the Qualifications and Credit Framework (QCF): A report to the Skills Funding Agency. NIACE: Leicester, 2013. Available at: http://www.niace.org.uk/sites/default/files/project-docs/niace_rpl_report_ v0_2_formatted.pdf.

39. Nicolescu B. Manifesto of transdisciplinarity. New York: State University of New York Press, 2002.

40. Nonaka I. The knowledge-creating company. Harvard Business Review. 1991, November – December. Р. 96–104.

41. OECD (undated). Recognition of non-formal and informal learning – participating countries with related documents and publications. (Website with description of practices in 22 nations). Available at: http://www.oecd.org/ edu/skills-beyond-school/recognitionofnon-formalandinformallearningparticipatingcountrieswithrelateddocumentsandpublications.htm

42. OECD. Recognising Non-Formal and Informal Learning: Outcomes, Policies and Practices. Paris: OECD, 2010.

43. Oleynikova O. Prerequisites for developing and implementing the national qualification system. The Education and Science Journal. 2014. No 5. Р. 4–13.

44. Omerzel D. & Sirca N. The motivation of educational institutions for validation of non-formal and informal learning. International Congress for School Effectiveness and Improvement (ICSEI). Portorož, 2007 Available at: http://www.fm-kp.si/zalozba/ISBN/978–961–6573–65–8/105–116.pdf.

45. Ovsiannikov A. The potential of the modernization of higher education in Russia: The communications of competences of college professors and students. Russian Education and Society. 2013. Vol. 55, No 3. Р. 34–67. DOI: 10.2753/RES1060–9393550302.

46. Pitman T. & Vidovich L. Converting RPL into academic capital: lessons from Australian universities, International Journal of Lifelong Education. 2013. Vol. 32, No 4. Р. 501–517. DOI: 10.1080/02601370.2013.778075.

47. Pokorny H. APEL research in English higher education, in J. Harris, C. Wihak, & M. Breier (Eds.), Researching prior learning. Leicester: National Institute for Adult Continuing Education, 2011. Р. 106–206.

48. Polanyi M. The tacit dimension. Gloucester, Mass: Peter Smith, 1983.

49. Reich R. The work of nations: preparing ourselves for twenty first century capitalism. New York: Knopf1, 989.

50. Schultz T. The economic value of education. New York: Colombia University Press, 1963.

51. Sergeev N. University pedagogical education under today’s conditions Russian Education and Society. 2013. Vol. 55 (2), Р. 82–97. DOI: 10.2753/RES1060–9393550204.

52. Schwinges R. (ed.) Humboldt International: der export des deutsche universitatsmodells im 19. und 20. Jahrhundert. Basel: Schwabe & AG Verlag, 2001.

53. Scott I. But I know that already: rhetoric or reality the accreditation of prior experiential learning in the context of work-based learning. Research in Post-Compulsory Education. 2010. Vol. 15, No 1. Р. 19–31. DOI: 10.1080/13596740903565285.

54. Service Skills Australia. RPL (Ease of access and Critical barriers) Survey Results. Canberra: Service skills Australia, 2010. Available at: http://www.serviceskills.com.au/sites/default/files/Recognition%20of%20Pr ior%20Learning%20Survey%20Nov%202010.pdf.

55. Sin C. Lost in translation: the meaning of learning outcomes across national and institutional policy contexts. Studies in Higher Education. 2014. Vol. 39, No 10. Р. 1823–1837. DOI: 10.1080/03075079.2013.806463.

56. Thorsten N. The Humboldt legacy: reflections on the past, present and future of the European university. Higher Education Policy. 2003. Vol. 16, No 2. Р. 141–160.

57. Travers N. L. United States of America: PLA research in colleges and universities. InJ.Harris, C.Wihak, & M.Breier (Eds.). Researching prior learning. Leicester: National Institute for Adult Continuing Education, 2011. Р. 248–283.

58. Travers, N. What Is Next after 40 Years? Part 1: Prior Learning Assessment: 1970–2011. The Journal of Continuing Higher Education. 2012. No 60. Р. 43–47. DOI: 10.1080/07377363.2012.650571

59. UNESCO Institute for Lifelong Learning. UNESCO guidelines for the Recognition, Validation and Accreditation of the Outcomes of Non-formal and Informal Learning, Hamburg: UNESCO, 2012. Available at: http:// unesdoc.unesco.org/images/0021/002163/216360e.pdf Accessed 8.1.15.

60. United States Senate. The failure to safeguard the Federal investment and ensure student success. Washington DC: Majority Report by the Committee on Health, Education, Labor and Pensions, 2012.

61. Vygotsky L. Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press, 1978.

62. Weber Guisan S., Voit J., Lengauer S., Proinger E., Duvekot R. & Aagaard K. Cooperate to Validate OBSERVAL-NET experts’ report on Validat ion of Non-formal and Informal learning (VNIL) 2013. Available at: http://observal.eucen.eu/.

63. Werquin P. Recognition of non-formal and informal learning: country practices. Paris: OECD, 2010. Available at: http://www.oecd.org/education/ skills-beyond-school/44600408.pdf.

64. West R. & Frumina E. European standards in Russian higher education and the role of English: a case study of the National University of Science and Technology, Moscow (MISiS). European Journal of Education. 2012. Vol. 47, No 1. Р. 50–63.

65. Whittaker R., Brown J., Benske K. & HawthorneM.Streamlining RPL processes: facilitating the award of credit for prior informal learning. Glasgow: Centre for Research in Lifelong Learning, Glasgow Caledonian University, 2011. Available at: http://www.enhancementthemes.ac.uk/docs/publications/ streamlining-rpl-processes-facilitating-the-award-of-credit-for-prior-informallearning.pdf? sfvrsn=4.

66. Zolotaryova N. Developing the vocational training system for the Russian innovative economy. The Education and Science Journal. 2014. No 5. Р. 14–22.

67. Yudkevich M. The Russian University: recovery and rehabilitation. Studies in Higher Education. 2014. Vol. 39, No 8. Р. 1463–1474. DOI: 10.1080/03075079.2014.949537


Рецензия

Для цитирования:


Тальбот Д. ПРИЗНАНИЕ НЕФОРМАЛЬНОГО И НЕОФИЦИАЛЬНОГО ОБУЧЕНИЯ: МОДЕРНИЗАЦИЯ РОССИЙСКОГО ВЫСШЕГО ОБРАЗОВАНИЯ ИЛИ РЕГРЕСС? Образование и наука. 2015;1(4):142-157. https://doi.org/10.17853/1994-5639-2015-4-142-157

For citation:


Talbot D. RECOGNISING NON-FORMAL AND INFORMAL LEARNING: MODERNISING RUSSIAN HIGHER EDUCATION OR IRRELEVANT? The Education and science journal. 2015;1(4):142-157. https://doi.org/10.17853/1994-5639-2015-4-142-157

Просмотров: 1848


Creative Commons License
Контент доступен под лицензией Creative Commons Attribution 4.0 License.


ISSN 1994-5639 (Print)
ISSN 2310-5828 (Online)