This article explores how non-formal and informal learning evolved in the light of the global processes of digitization and technology modernization. A crosscountry analysis of participation in non-formal and informal learning activities is carried out, dwelling on the key models of recognition of such learning (based on the findings from Europe, Asia, the United States, and Australia). It is shown that social and legal aspects relative to the recognition of non-formal and informal learning differ dramatically across countries, affecting their economies, socioeconomic development, and pace of technological innovation. Recognition of non-formal and informal learning occurs at three levels. Internationally, competence standards and recognition mechanisms are designed. On a national scale, every country elaborates public documents regulating its specific mechanisms of validating and recognizing non-formal and informal learning. National differences in competence recognition practices manifest themselves where a number of countries offer accreditation of competences, and some recognize the skills acquired in volunteering, leisure and sociocultural activities. Finally, the local level reflects the interests of labor market stakeholders, such as corporations, employees and employers. The article also emphasizes the role of corporate universities in advocating the policy of competence recognition in non-formal and informal learning.
Kicherova et al. (Wed,) studied this question.