The notion of informal learning within policies for the validation of nonformal and informal learning: A comparison between Austria and Italy

Abstract

In 2012, European Union Member States committed to implement policies for the Validation of Nonformal and Informal Learning (VNFIL). In this article, we examine Austria and Italy and ask how VNFIL policies in these two countries relate to informal learning (IL) and how this can be interpreted from a workplace learning (WPL) perspective. The notion of IL in VNFIL is largely based on a psychological understanding of learning. We argue that a WPL perspective complements this understanding and serves to better understand learning at work. Based on assumptions concerning the influence of national education and training systems on VNFIL, a comparison is made along three categories: the preferred type of VNFIL, the notion of IL, and the references to workplaces. Despite preferences for summative types of VNFIL, Austria acknowledges a range of types, while Italy is still in the process of development and prefers the so-called autonomous type. Findings suggest a minimalistic understanding of IL in Austria contrasting with Italy, in which IL is seen as firmly embedded within Lifelong Learning. The references to workplaces are weak in both countries. We finally address the role of employers as a delicate issue for VNFIL, when embedded in educational policies. © 2023 The Authors. International Journal of Training and Development published by Brian Towers (BRITOW) and John Wiley & Sons Ltd.

Keywords

Author Keywords

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Index Keywords

Author Affiliations

Department of Educational Science, Universität Graz, Graz, Styria, Austria

Department of Philosophy, Università degli Studi di Padova, Padua, PD, Italy

Funding & Acknowledgements

Karl-Franzens-Universität Graz

We thank the anonymous reviewers for their constructive feedback that helped us to fine‐tune the focus and the argument of the article. The study was financially supported by the Arqus European University Alliance and the University of Graz. Direct quotations from German or Italian sources were translated into English. No reproduced material from other sources was used.

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The notion of informal learning within policies for the validation of nonformal and informal learning: A comparison between Austria and Italy

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