Recognition of informal learning: challenges and issues

Traditionally, dominant ideas on education have placed higher value on formal education/learning than on informal learning. Recognition of informal learning therefore poses challenges to this traditional view and for policy makers and researchers. This paper focuses on a major instance of informal learning, that is workplace learning and issues are raised that challenge the dominant ideas about education. Four types of recognition are discussed: recognition of informal learning as credit towards formal qualifications; recognition by the educational establishment that other knowledge is valuable; recognition by the self of learning that has occurred; and recognition of the role of the many relevant contextual factors influencing workplace learning.