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1
Creating New Opportunities through Literacy and
Recognition of Non-formal and Informal
LearningDr. Patrick WerquinProfessor, CNAM,
Paris and Independent ConsultantFormerly Senior
Economist, OECD (Education)Formerly Programme
Specialist, UNESCO (Education)
2
Agenda

• Main Idea and Background Literacy, Adult
  Learning and Recognition of Non-formal and
  Informal Learning (RNFIL)
• Terms and Concepts Literacy and Recognition
• Rationale Literacy and RNFIL
• Analysis of RNFIL Cost/Benefit RNFIL vs.
  Training
• Applications Examples from Country Practice
• Critical Factors for Sustainability

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
3
Qualifications Systems as a Policy Tool
With Mike Coles (QCA)
For a short summary ? see www.oecd.org/dataoecd
/10/2/38500491.pdf
Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
4
Main Conclusions (in 2007)

• Together with
• Qualifications Frameworks
• Credit Transfer Systems
• Involvement of all Stakeholders
• Information and Guidance
• recognition of non-formal and informal learning
  is (RNFIL) is a potential mechanism to promote
  Lifelong Learning
• Therefore new OECD activity (2007-2009)

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
5
Main Conclusions (in 2007)

• Together with
• Qualifications Frameworks
• Credit Transfer Systems
• Involvement of all Stakeholders
• Information and Guidance
• recognition of non-formal and informal learning
  is (RNFIL) is a potential mechanism to promote
  Lifelong Learning
• Therefore new OECD activity (2007-2009)

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
6
Adult Learning
Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
7
Adult Learning Main Lessons

• General under provision ?
• Motivation (of adults) is the main issue

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
8
Enrolment in Educational Institutionsby Age Group
Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
9
Adult Literacy IALS, ALL, (PIAAC)
Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
10
Adult Literacy What is it?

• Real competencies unknown
• but there is a need to know them
• We need to know them, in short, for policy action
• Qualification vs. competences
• Initial education and training vs. adult learning

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
11
Adult Literacy What is it?

• How skills are acquired and lost?
• How policies can shape the process of skill
  formation, especially in view of the increasing
  orientation of structural funds towards human
  capital objectives?
• Target groups and individuals most in need not
  necessarily observable
• Technological progress gt Communication easy and
  cheap, innovation, KE
• Wider benefits (social inclusion, citizenships
  issues)

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
12
Adult Literacy What is it?

• - Not a basic threshold of reading ability.
• No longer Can you read? but How well do you
  read?.

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
13
Adult Literacy What is it?
The ability to understand and employ printed
information in daily activities, at home, at work
and in the community to achieve one's goals, and
to develop one's knowledge and potential.
Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
14
Adult Literacy What is it?

• - Skills that are teachable
• - Skills that can be learned
• - Skills used to facilitate other activities
• - Skills important to learning other new skills
• Skills that are individual attributes that form
  the basis of independent action
• In short foundation skills, needed to learn
  further

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
15
Adult Literacy What is it?
- 3 domains PROSE DOC(ument) QUANT(itative) -
20 Countries or Regions. - 6 years of work
(1994-95, 1996 and 1998).
Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
16
Adult Literacy What is it?

• - From 0 to 500 in the 3 domains (PROSE, DOC and
  QUANT)
• - Scores have been grouped so as to show
  different skills in different levels of
  proficiency.
• - 5 Levels
• Level 1 0 and 225
• Level 2 226 and 275
• Level 3 276 and 325
• Level 4 326 and 375
• Level 5 376 and 500

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
17
The 5 Levels in Detail ?
Level 1 indicates persons with very poor skills,
where the individual may, for example, be unable
to determine the correct amount of medicine to
give a child from information printed on the
package. Level 2 respondents can deal only with
material that is simple, clearly laid out, and in
which the tasks involved are not too complex. It
denotes a weak level of skill, but more hidden
than Level 1. It identifies people who can read,
but test poorly. They may have developed coping
skills to manage everyday literacy demands, but
their low level of proficiency makes it difficult
for them to face novel demands, such as learning
new job skills. Level 3 is considered a suitable
minimum for coping with the demands of everyday
life and work in a complex, advanced society. It
denotes roughly the skill level required for
successful secondary school completion and
college entry. Like higher levels, it requires
the ability to integrate several sources of
information and solve more complex
problems. Levels 4 and 5 describe respondents who
demonstrate command of higher-order information
processing skills.
Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
18
The 5 Levels in Short ?
Levels 1 and 2 Represent a shortfall relative
to the desirable minimum. Level 3 Minimum
suitable (everyday life, workplace, modern
society) Levels 4 and 5 Good handling and
processing of information
Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
19
Distribution of Literacy
Distribution of Literacy
SWE
CAN
DNK
US
US
Patrick Werquin, International Conference
CERI-OECD, Evidence from the IALS, Paris, 13
February 2008
20
Adult Literacy What is it?

• Who is at Prose Level 1
• Low Ed. Attainment -With vocational preparation
• Rather feminine - Rather old - More often single
• Low income - Also at Document Level 1
• Do NOT go to library or concert
• More often born abroad
• Deny having issues with literacy

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
21
Adult Literacy Main Lessons

• Large proportion of individuals with a low level
  of literacy (BestSweden 25 at level 1)
• Low level people deny the issue
• The mismatch

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
22
Adult Literacy the Mismatch
Among Adults Low Literacy High Literacy
Low educational attainment
High educational attainment
10
40
40
10
Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
23
Adult Literacy the Mismatch
Among Adults Low Literacy High Literacy
Low educational attainment
High educational attainment
10
40
40
10
There are self-learners ??
Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
24
Main Idea behind RNFIL

• Recognising all learning outcomes, whatever the
  context(whether formal, non-formal or informal)

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
25
Issues and Questions

• What is it?
• How do you measure it?
• How do you assess it?
• What is recognition?
• Who does it?
• Does it work?
• How much does it cost?

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
26
Based on an OECD Activity in
22 countries on the 5 continents Australia,
Austria, Belgium-Flanders, Canada, Chile, Czech
Republic, Denmark, Germany, Greece, Hungary,
Iceland, Ireland, Italy,Korea, Mexico, the
Netherlands, Norway, Slovenia, South Africa,
Spain, Switzerland and the United Kingdom (Same
issues, different responses) www.oecd.org/edu/rec
ognition
Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
27
Possible Outcomes of RNFIL

• RNFIL has value in the lifelong learning (LLL)
  system and in the labour market, e.g
• Exemptions (academic prerequisite)
• Credits (toward a qualification)
• Interim qualification (toward a qualification)
• Partial qualification (some component of a job)
• Full qualification/certification

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
28
Terms

• Many terms (in English)
• RPL (Australia, South-Africa, Ireland), PLAR
  (Canada), APL or APEL (UK)
• RAS (Recognition of Acquired Skills ?)
• (Recognition of previous knowledge ?)
• Recognition of Learning Outcomes

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
29
Terms and Concepts

• Many terms (English)
• RPL (Australia, South-Africa, Ireland), PLAR
  (Canada), APL or APEL (UK)
• RAS (Recognition of Acquired Skills) or RAC
  (Recognition of Acquired Competences)
  BEL-Flanders
• (Recognition of previous knowledge ?)
• Recognition of Learning Outcomes EU
• Other languages
• EVC (Flanders, Netherlands), VAE (France), RANFI
  (Mexico), Acreditación and Certificación (Spain)

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
30
Terms (contd)

• Other languages
• Anerkennung von non-formalem und informellem
  lernen (Austria, Germany)
• EVC (Flanders, Netherlands)
• Validation (VAE, France)
• RANFI (Mexico), Acreditación (Spain)
• Japan (no name!!!)
• Italy (varies by Province)
• Nordic European countries (also varies)

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
31
Recognition of What NFIL

• Many definitions of NFIL ? - Not consensual ??
• Formal learning
• Structured in terms of content, scheduling,
  organisation and financing
• Informal learning
• Not structured, never intentional
• Non-formal learning
• Varies a lot (the least consensual ???) in
  between formal and informal, with variations to
  allow for national/regional/local or sectoral
  specificities)

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
32
Recognition

• Recognition too has many meanings ?
• Keyword here its social recognition ???
  whether outcomes have value and are used in the
  society, in the labour market typically? (not
  specific to RNFIL). (As soon as you agree, you
  have issues because this not happening - Not yet
  appealing to young people for them to drop out
  from school)
• Key issue recognition does not necessarily mean
  a high level of formalisation, but it needs some
  (continuum of outputs, from self esteem to
  qualifications for the labour market). Where
  quality assurance comes in!!

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
33
Definitions Recommendations

• Do not waste time
• Better to focus on learning outcomes, as opposed
  to just learning its easier. A key concept that
  EQF and RNFIL have in common.
• Better to focus on non-formal and informal
  learning, as opposed to formal learning its
  more innovative/promising (and not already done)
• Better to focus on recognition, as opposed to
  just non-formal and informal learning its
  easier because its visible(process)
• In short recognition of non-formal and informal
  learning outcomes is what matters
• And recognition does not necessarily means
  highly formalised

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
34
Rationale (Labour Market and LLL)

• Time and Cost (cheaper, not free, not cheap)
• Untapped human capital
• Motivation (not starting from scratch)
• Demography
• Job matching
• Unqualified individuals/workers may have skills
• Crisis (assessment a good start before
  reskilling)
• Certificates awarded by vendorsgtCertification MOE
• Employers do it all the time (practical/informal)
• In short a lot has to do with competences,
  qualifications and the labour market

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
35
Main Rationale

• Creating new routes to qualifications!

But why do we need more qualifications?
Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
36
Rationale A More Qualified Labour Force!

• Visibility of skills, knowledge and competences
• Skills shortages (availability or visibility)
• Distribution of qualifications, occupational
  mobility
• Regulated occupations, and labour markets
• ISO processes (quality)
• Public contracts

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
37
Rationale A Policy Tool

• Time and Cost (untapped human capital)
• Motivation (not starting from scratch)
• Demography
• Employers do it all the time (practical/informal)
• Consistent with qualifications frameworks
  (outcomes)

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
38
Rationale A Policy Tool

• Its flexible continuum of outputs, from self
  assessment (portfolio) to full certification
• Job matching
• Training has a cost (RNFIL is cheaper)
• Unqualified individuals/workers may have skills
• Motivator for resuming formal studies
• Crisis (assessment a good start before
  reskilling)
• Certificates awarded by vendorsgtCertification MOE

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
39
How Does it Work?

• Here again, approaches vary a lot. Common
  patterns
• Information and guidance
• Documentation
• Assessment
• (full) Certification/Qualification (or not)

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
40
How Does it Work in Detail?

• In detail
• Information and guidance (needs vary a lot)
• Documentation (Portfolio, previous jobs or
  training periods)
• Assessment (Portfolio - Simulation, Observation,
  Written tests, Interview, Panel)
• (full) Certification/Qualification (or not)

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
41
How Does it Work and the labour market?

• The labour market is everywhere
• Information and guidance (information or even
  decisions often come from employers, colleagues,
  unions)
• Documentation (many documents come from previous
  jobs/employers)
• Assessment (many methods involve the workplace)
• (full) Certification/Qualification (or not)
  (mainly useful in the labour market)

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
42
RNFIL and NQF/EQF
Creating new routes to qualifications!
? (Developing existing (formal) routes) It is
NOT about awarding underserved qualifications to
everybody (frequently heard comment) ?
Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
43
Link between VET/LM and RNFIL

• Visibility of skills, knowledge and competences
• Skills shortages (availability or visibility)
• Distribution of qualifications
• Regulated occupations
• ISO processes
• Public contracts
• Many of these arguments can also be used for
  establishing a qualifications framework

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
44
Applications of RNFIL
Type of Application Exemplar Countries Typical Examples
Second chance school certificate(Higher Education) Canada, Mexico, Norway, Chile, Spain GED, Bachillerato, adult education referenced to school system


Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
45
Applications of RNFIL
Type of Application Exemplar Countries Typical Examples
Second chance school certificate(Higher Education) Canada, Mexico, Norway, Chile, Spain GED, Bachillerato, adult education referenced to school system
Entry to higher education South Africa, UK, Belgium (Flanders) Universities working together (CENEVAL), access to higher education courses

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
46
Applications of RNFIL
Type of Application Exemplar Countries Typical Examples
Second chance school certificate(Higher Education) Canada, Mexico, Norway, Chile, Spain GED, Bachillerato, adult education referenced to school system
Entry to higher education South Africa, UK, Belgium (Flanders) Universities working together (CENEVAL), access to higher education courses
Exemptions from formal programmes (Higher Education) Hungary, Chile, UK, Belgium (Flanders) Modular higher education programmes, with exemptions available, specific credits. University discretion over exemptions
Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
47
Applications of RNFIL
Type of Application Exemplar Countries Typical Examples
Labour competence certification Netherlands, Germany, South Africa, Belgium (Flanders) Exceptional procedures to allow those with established competence to gain existing formal qualification


Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
48
Applications of RNFIL
Type of Application Exemplar Countries Typical Examples
Labour competence certification Netherlands, Germany, South Africa, Belgium (Flanders) Exceptional procedures to allow those with established competence to gain existing formal qualification
VET system redesign Spain, Mexico, Hungary, Australia, UK Creation of RNFIL-friendly qualifications

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
49
Applications of RNFIL
Type of Application Exemplar Countries Typical Examples
Labour competence certification Netherlands, Germany, South Africa, Belgium (Flanders) Exceptional procedures to allow those with established competence to gain existing formal qualification
VET system redesign Spain, Mexico, Hungary, Australia, UK Creation of RNFIL-friendly qualifications
Discrete applications Belgium (Flanders), Hungary, Canada, Greece, Germany ECDL, language certificates, professional bodies
Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
50
Country Practice in Short

• Some countries have a legal framework
• Some dont
• Some countries recognise academic knowledge,
  skills and competences (Portugal)
• Some focus on competences for the labour market
• Some may award full qualifications on the basis
  of recognition of non-formal and informal
  learning, many do not
• Some use existing standards (from the world of
  education), some create specific ones (close to
  the labour market needs)

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
51
Cost-Benefit Model
Main idea comparing Learning (L) and Certified
learning (C)
Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
52
Recognition vs. Training
Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
53
Recognition vs. Training (contd)
Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
54
Barriers to RNFIL

• Work on barriers, some clearly psychological
• Legitimacy of NFIL (culture shift)
• Credibility (undeserved award)
• Understanding what it is about (you will give
  degrees to everybody)
• Input process unknown (therefore not quality
  assured)
• Many actors and stakeholders are against RNFIL
  universities (fear of competition), employers
  (upward pressure on wages), trade unions (reduced
  commitment to learning)
• Shift from learning to assessment
• Ownership of the standards

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
55
Critical Factors for Sustainability

• Clear rhetoric
• Clear definitions, clear (mutually exclusive)
  concepts
• Information, advice and counselling
• Legal framework or social consensus
• Piloting/Evaluation (Data ?)
• Physical support e-portfolio and the like
  (ProfilPASS, Competence passport/card),
  certification
• Assessment methods examinations, simulation,
  observation, interview (standards)

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
56
Critical Factors for Sustainability

• Financing and fees
• Quality assurance
• Dedicated assessment centre(s)
• Appropriate definition of objectives and
  expected outcomes exemptions, credits, full
  qualification
• Qualification for RNFIL officers/staff/assessors
• Critical mass for opening a recognition process
• Group recognition of NFIL (even if
  fundamentally a concept for an approach by
  individual)

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
57
Critical Factors for Sustainability

• Do NOT oversell the concept
• Recognition of NFIL may not be suitable for
  people without knowledge, skills and competences
• Recognition of NFIL will not directly create
  economic growth
• Recognition of NFIL does not create the skills,
  knowledge and competences it is meant to
  recognise even if it is still a learning
  process
• Recognition of NFIL is not free (not even always
  cheap, but cheaper than formal learning)
• Recognition of NFIL is probably not a universal
  solution

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
58
M e r c iQuestions and comments please to
patrick.werquin_at_gmail.com
59
Read More?

• Slander Veronika (with Primoz Hvala Kamenscek,
  Meta Slander and Barbara Kuncic), 2007. New OECD
  Activity on Recognition of non-formal and
  informal learning, Draft Country Background
  Report for SLOVENIA. August. www.oecd.org/dataoecd
  /4/23/41680347.pdf
• Mernagh Edwin, Fred Séchaud and Patrick Werquin,
  2008. Recognition of non-formal and informal
  learning in Slovenia, Country Note prepared for
  the OECD activity.

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
60
Read More?

• Werquin P., 2012. The Missing Link to Connect
  Education and Employment Recognition of
  Non-formal and Informal Learning Outcomes,
  Journal of Education and Work. (forthcoming)
• Charraud AM. and P. Werquin, 2011.The
  Implementation of a National Qualifications
  Framework and a Regional Qualifications Framework
  in ECOWAS Countries, Policy Document prepared for
  the UNDP, Dakar, Senegal
• Werquin, P. and C. Wihak, 2011. Islands of Good
  Practice Recognising Non-formal and Informal
  Learning, in Harris J. (ed.), Researching
  Recognition of Prior Learning, NIACE, UK.
• Werquin P., 2010. Recognition of Non-formal and
  Informal Learning Country Practices, OECD,
  Paris, February, 65 p., www.oecd.org/dataoecd/22/1
  2/44600408.pdf

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
61
Read More?

• Werquin Patrick (2010). Recognising Non-formal
  and Informal Learning Outcomes, Policies and
  Practices, OECD-Publishing, Paris, 91 p.
• Recotillet Isabelle and Patrick Werquin (2009).
  The French VAE Recognition of Non-formal and
  Informal Learning as a Visa for a Job?, European
  Journal of Vocational Training, N 48, 2009/3.
  (forthcoming) www.cedefop.europa.eu/etv/projects_n
  etworks/EJVT/DEFAULT.asp
• Werquin Patrick (2009) Recognition of
  Non-formal and Informal Learning in OECD
  Countries an Overview of Some Key Issues. In
  REPORT, No. 3, http//www.report-online.net/englis
  h/start/

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
62
Read More?

• Werquin Patrick (2008). Recognition of
  Non-formal and Informal Learning in OECD
  Countries A Very Good Idea in Jeopardy,
  Lifelong Learning in Europe, 3 2008, p. 142-149.
  http//www.lline.fi
• Werquin Patrick (2007). Moving Mountains Will
  Qualifications Systems Promote Lifelong
  Learning, European Journal of Education, Vol.
  42, No. 4, p. 459484. http//www.wiley.com/bw/jo
  urnal.asp?ref0141-8211
• Werquin, Patrick (2007) Terms, Concepts and
  Models for Analysing the Value of Recognition
  Programmes. www.oecd.org/dataoecd/33/58/41834711.
  pdf

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
63
Read More?

• Werquin P., 2007. Moving Mountains Will
  Qualifications Systems Promote Lifelong
  Learning, European Journal of Education, Vol.
  42, No. 4, p. 459-484. www.wiley.com/bw/journal.as
  p?ref0141-8211
• Coles M. and P. Werquin, 2007. National
  Qualifications Systems to Modernise VET Systems,
  in Descy, P. and M. Tessaring (eds.), Fourth
  report on VET in Europe. Luxembourg.
• OCDE, 2007. Qualifications for Lifelong
  Learning, OECD Policy Brief, March.
• OCDE, 2007. Qualifications Systems Bridges to
  Lifelong Learning, OECD Publishing, 282 p.
• Miyamoto K. and P. Werquin, 2006. Participation
  in Adult Learning Another Look at the Story the
  Numbers Tell, Working paper, OECD, Directorate
  for Education, Paris.

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011
64
Read More?

• OCDE and Statistics Canada, 2005. Learning a
  Living, OECD Publishing, Paris, 339 p.
• OCDE, 2005. Promoting Adult Learning, OECD
  Publishing, Paris, 171 p.
• Werquin P., 2005. Literacy Words Count, The
  OECD Observer, N 251, p. 32-34, September.
• OCDE, 2003. Beyond Rhetoric Adult Learning
  Policies and Practices, OECD Publishing, Paris,
  269 p.
• Pont B. and P. Werquin, 2000. Literacy in a
  Thousand Words, The OECD Observer, N. 223, p.
  49-50, October.
• OCDE and Statistics Canada, 2000. Literacy in the
  Information Age, OECD Publishing, Paris.

Dr. Patrick Werquin, Creating Opportunities
through Literacy and Recognition, SIAE,
Ljubljana, 7 December 2011