Recognition of non-formal and informal learning is one of the priorities of European Union's educational systems. As it is evident from the literature review and research results, a lot was done on the legislative field, but educational institutions still miss more guidance on procedures for evaluating non-formal and informal learning. The paper also presents the results of the »Lifelong Learning 2010 (LLL2010)« project, that cover issues related to this topic.
COBISS.SI-ID: 48708194
The relationships between parents and teachers were mostly unproblematic, at least in terms of the educational role of the school and its function with respect to the ideological apparatus of the state, once state school systems were established during the Reformation. Teachers generally had the support of parents with respect to questions of discipline, educational objectives and the transfer of knowledge. However, during the Reformation, theorists began to think seriously about the kind of cooperation needed between teachers, schools and parents, and they identified such cooperation as one of the conditions for a successful educational system. Even in the eighteenth century when compulsory education was enforced, the problems in parent-school relations were still seen primarily as financial rather than as pedagogical in nature.
COBISS.SI-ID: 48504162
The monograph is about to be published. The monograph deals with various aspects of non-formal learning. It examines its social role, shows its different perspectives and tackles the concepts of non-formal learning and non-formal education as well as their social role interdisciplinary. The monograph also shows the historical importance of non-formal knowledge, defines the emancipatory potential of non-formal education, non-formal learning and dialogue. Teacher's professional excellency in non-formal education is debated, while three papers discuss the recognition of non-formal learning.