Traduction de «Apprentissage formel » (Français → Anglais) :

formal learning

formal learning [ structured learning ]

formal learning model

non-formal learning

organisation with a non-formal learning dimension

validation of prior learning | validation of non-formal and informal learning | accreditation of learning outcomes | assessment of learning outcomes | certification of learning outcomes | recognition of learning outcomes | transferability of learning outcomes | validation of of learning outcomes | recognition of prior learning [ VPL | RPL ]

Central American Seminar/Workshop on Teaching and Learning of Democratic Values in Formal Education Systems

Definition: A disorder characterized by impairment of memory, learning difficulties, and reduced ability to concentrate on a task for more than brief periods. There is often a marked feeling of mental fatigue when mental tasks are attempted, and new learning is found to be subjectively difficult even when objectively successful. None of these symptoms is so severe that a diagnosis of either dementia (F00-F03) or delirium (F05.-) can be made. This diagnosis should be made only in association with a specified physical disorder, and should not be made in the presence of any of the mental or behavioural disorders classified to F10-F99. The d ...[+++]isorder may precede, accompany, or follow a wide variety of infections and physical disorders, both cerebral and systemic, but direct evidence of cerebral involvement is not necessarily present. It can be differentiated from postencephalitic syndrome (F07.1) and postconcussional syndrome (F07.2) by its different etiology, more restricted range of generally milder symptoms, and usually shorter duration.

non-formal education and training

formal statutory basis | formal legal basis

* The specificities of non-formal learning in the youth field, its objectives and tasks should be looked at in more detail, and the relevance of non-formal education and the complementary character of formal and non-formal learning should be made more visible; dialogue between the relevant actors in the field, as well as social partners, researchers and policy makers, will be needed with a view to improving the recognition of non-formal learning.

* Non-formal learning: learning in ‘non-formal’ situations (such as in sports clubs or youth clubs) in contrast to ‘formal’ learning (school, university, etc.).

The Recommendation of the European Parliament and of the Council of 18 June 2009 established a European Credit System for Vocational Education and Training (ECVET) to be used for the transfer and accumulation of individuals’ learning outcomes achieved in formal and, where appropriate, non-formal and informal contexts.

The European Credit Transfer and Accumulation System (ECTS) established in 1989 within the framework of the Erasmus programme awards credits for formal learning based on learning outcomes and student workload, and also facilitates the award by higher education institutions of credits based on learning outcomes for non-formal and informal learning experiences.