Studentų požiūris į neformaliojo ir savaiminio mokymosi pasiekimų pripažinimo svarbą
The Topicality of Relevance of Non -Formal and Informal Learning to Students

Summary/Abstract: Straipsnyje aptariama neformaliojo ir savaiminio mokymosi pasiekimų vertinimo ir pripažinimo problematika, apibrėžiama tokio mokymosi pripažinimo socialinė vertė. Analizuojamas studentų poreikis vertinti ir pripažinti neformaliuoju ir savaiminiu būdu įgytus mokymosi pasiekimus. Diskutuojama apie tai, kad neformaliojo ir savaiminio mokymosi pasiekimų vertinimas ir pripažinimas padeda siekti aukštojo mokslo prieinamumo, individualizuotų studijų, lankstesnės studijų organizavimo tvarkos. Learning is a complex and multidimensional subject-matter that exceeds far beyond formal education boundaries. Modern world regards learning as a variety of activities; it regards learning as both activities and roles that change depending on time and situation. Life-long learning widens the concept of teaching and learning, and learning self-management and autonomy are becoming important peculiarities of a person’s activity and identity. Practical employment of life-long learning involves several main aims. First of all, it is a factor of economic growth, and the main incentive for the development of state, enterprise, and individual competitive ability. Secondly, it is a factor for citizenship promotion: learning is important for social integration, multicultural linkage, and community maintenance. Finally, learning is important for personal development, strengthening of personal value and life quality assurance. The aim of the research is to highlight the topicality of validation of non-formal and informal learning achievements. The object of the research is the topicality of validation of non-formal and informal learning achievements. The aim of the article has been achieved by having analysed and generalised scientific literature and having highlighted (by means of questionnaire survey) the topicality of relevance to Vytautas Magnus university students to recognize and validate non-formal and informal learning achievements. The article reveals the topic the validation of non-formal and informal learning achievement with regard to recognition of social value of such learning. It also highlights the students’ objective to recognise and validate non-formal and informal learning achievements. In addition, it discusses how assessment and recognition of non-formal and informal learning achievements make higher education more accessible and make the process of study organisation more individualised and flexible.

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