Roudil further emphasized that non-formal learning is of increasing importance in relation to themes such as poverty reduction, job creation, employability, and social inclusion.
The added value of these non-formal learning activities is that they result in a variety of skills, ranging from economically beneficial and socially useful skills, to skills for self-development.
However, it extends beyond formal education to non-formal and informal learning for out-of-school youth and adult citizens.
The RVA of non-formal and informal learning is indeed gaining relevance with regard to education and training policy.
In recent years, some Member States have developed mechanisms for the recognition, validation and accreditation (RVA) of non-formal and informal learning, and many more are in the process of doing so.
On the first day of the meeting, different perspectives on RVA-NQF linkages will be explored, covering national and regional perspectives as well as different themes such as the implementation and impact of NQFs on skills development and the different approaches to the recognition of non-formal and informal learning outcomes.
Promote and use OER to widen access to education at all levels, both formal and non-formal, in a perspective of lifelong learning, thus contributing to social inclusion, gender equity and special needs education.
According to UNESCO, a CLC is as a community-based non-formal educational institution or organisation which provides a range of services and learning opportunities to out-of-school children, youth and illiterate or semi-literate adults from socially disadvantaged rural and urban communities.
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