Recognition, Accreditation and Validation of Non-Formal and Informal Learning: Prospects for Lifelong Learning in Nepal
Author: Regmi, Kapil Dev
Date: 2009-10-07
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Constructivism (Learning),Informal Education,Indigenous Knowledge,Continuing Education,Lifelong Learning,Foreign Countries,Certification,Phenomenology,Administrators,Validity,Activism,College Faculty,Educational Policy,Surveys,Statistical Analysis,Qualifications,Guidelines,Skill Development,Employment Potential,Questionnaires,Tables (Data),Interviews

This study was an exploration on the various issues related to recognition, accreditation and validation of non-formal and informal learning to open up avenues for lifelong learning and continuing education in Nepal. The perceptions, experiences, and opinions of Nepalese Development Activists, Educational Administrators, Policy Actors and University Professors became the major part of this research. Some of the reviews of the good practices in the field of validation of non-formal and informal learning and development of National Qualifications Framework at international level; and the progresses Nepal has made so far in this field were also equally incorporated in the study. It was a two-phased Sequential Mixed Method study in which Survey and Phenomenology representing positivist and constructivist paradigms were used sequentially to draw the findings. The quantitative part of the research dealt with the three themes of the research. The first theme was &quot;providing options for learners to learn through formal, non-formal and informal modes of learning equally&quot;; the second theme was &quot;bringing parity among the three modes of learning&quot; and the third theme was &quot;developing a National Qualifications Framework&quot; to recognize, accredit, and validate non-formal and informal learning to enhance lifelong learning in Nepal. During the analysis of qualitative part of the research eight different themes generated. They were making people free to acquire knowledge; making the three forms of learning equal; recognition, accreditation, and certification of non-formal and informal learning; recognition, accreditation and certification of indigenous knowledge; assessing non-formal and informal learning; adaptability and employability of non-formal and informal learners; developing a National Qualifications Framework; and enhancing lifelong learning. These themes either directly or indirectly are related to validation of non-formal and informal learning to create an environment conducive for lifelong learning in Nepal. From the analysis of both quantitative and qualitative data it was found that the Educational Stakeholders were positive and enthusiastic towards enhancing lifelong learning by recognizing, accrediting and validating non-formal and informal learning in Nepal. They opined almost in a similar spirit that the three forms of learning should get equal focus to make one's learning a lifelong endeavor. They had a consensus on developing a mechanism to assess non-formal and informal learning outcomes including indigenous knowledge and skills. They also claimed that non-formal and informal learners are equally employable and adaptable as formal degree holders if the formers were provided with an environment conducive for fostering their knowledge, skills and competencies. Above all, from the triangulation of qualitative results with quantitative data and review of literatures it was found that if a mechanism for recognizing, accrediting and validating non-formal and informal learning is developed on the basis of a National Qualifications Framework, then the goal of enhancing lifelong learning could be achieved. Three appendixes are included: (1) Tables; (2) Questionnaire; and (3) Interview Guide. (Contains 5 figures and 73 tables.)