The Candidates' Counselling in the Validation of Informal and Nonformal Learning

• Author: Cocorada, E. - Pavalache-Ilie, M. - Pacquola, C.
• Position: Departement of Psychology, Transilvania University of Brasov - Politecnico Calzaturiero, Caprici de Vigonza, Italy
• Pages: 9-20

Bulletin of the Transilvania University of Braşov

Series VII: Social Sciences • Law • Vol. 5 (54) No. 2 - 2012

THE CANDIDATES’ COUNSELLING IN

THE VALIDATION OF INFORMAL AND

NONFORMAL LEARNING

E. COCORADA1 M. PAVALACHE-ILIE1 C. PACQUOLA2

Abstract: The validation of the competences acquired other than by formal

means is a current preoccupation at natio nal and European policies level, an

opportunity for the young and the adult people alike, a desire, but at the same

time a reality of everyday life. The optimal conducting of the validation of

nonformal and informal learning entails, according to the European

documents, the supporting of candidates. The article presents, in its first part

three case studies from different national contexts, Romania, France and

Italy, focused on the counselling activity, In its second part, the article

analyses the perception of a counselling framework possibly to be

implemented in the human resources departments of Romanian companies as

a complementary manner to the counselling offered by accredited evaluation

centres.

Key words: validation, counselling, case study.

1 Departement of Psychology, Transilvania University of Braşov.

2 Politecnico Calzaturie ro, Caprici de Vigonza, Italy.

1. Introduction

The idea of a knowledge-based society

has simultaneously accelerated knowledge

acquisition and the need to rapidly

integrate it in social activity, by using both

traditional souces and the available

knowledge supplies [6]. In a fast-changing

world, formal learning has proven to be

insufficient and at times inadequate,

raising the issue of encouraging and

capitalising on other typ es of learning. The

three types of learning, formal, nonformal

and informal can be characterised from

various perspectives: according to the

degree of control that the learner has on the

learning process [33], according to the

tacit/explicit criterion [29], [37], based on

the degree of intentionality [16], [23] or

depending on the places where and the

time when they are to happen [23]. The

capitalisation of some complementary

learning methods enables a wider frame of

workplace mobility and helps the

professional and personal de velopment of

all individuals [17].

While formal learning is mandatorily

ended with a type of certific ation, the

other two categories which have long

been perceived as sources of personal

knowledge have lacked social

recognition. Recent labour market

requirements and the expressed

development need of both individuals

and organisations have brought up the

issue of certification for competences

acquired by other than formal means

alike. Thus came into being the term and