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Non-formal learning learning that is not provided by an education or

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					European Observatory of validation of non formal and informal Skills in the
      sector of landscape and urban planning and risk prevention /
                            EU-OBSERVER


 Non-Formal and Informal learning in the sector of
 landscape and urban planning and risk prevention.
                        The case of Greece
       Mediterranean Agronomic Institute of Chania


                                           This project has been funded with support from the European Commission.
                                           This publication [communication] reflects the views only of the author, and the
                                           Commission cannot be held responsible for any use which may be made of the
                                           information contained therein.
Greece was late to incorporate environmental issues in general and
  more specific those such as landscape, urban planning and risk
  prevention into its education system.
Experience has been largely with experimental programs and some
  teacher education. Since 1990 environmental education was
  integrated into the curricula of the secondary school while the
  cooperation between governmental and non-governmental
  agencies has begun.
However the complex and traditional curriculum structure that
  characterize formal education is an obstacle.
Formal Learning

   Formal learning is planned learning that derives
    from activities within a structured learning setting.
   Formal learning is enrolling on a programme of
    study, attending lectures, preparing coursework,
    engaging in seminar/tutorial discussions.
Formal learning in the sector of landscape and urban
planning and risk prevention is offered by:

   The secondary schools – Environmental Education
   Higher Education through several University
    Departments around Greece i.e University of
    Thessaly, Aegean University, University of Patras,
    Aristotle University of Thessaloniki, Architecture
    Departments, etc.
Non-formal learning:
Learning that is not provided by an education or training
institute and typically does not lead to certification. It is however
structured (in terms of learning objectives, learning time or
learning support).
Non-formal learning is intentional from the learner’s
perspective.
Non Formal Learning in Greece in the sector of landscape and urban
planning and risk prevention
   Non-formal learning in Greece is mainly offered by the Regional Training Centrers for
    School teachers an independent public educational institution that collaborates with
    universities, the Pedagogical Institute and the Directorate of Primary and Secondary
    Education. The purpose of the establishment of these Centers is the training of all
    educational workers of Primary and Secondary Education, who have graduated from
    the Pedagogical Departments of Primary Education, Early Childhood Education
    Department, the Departments of Education, Psychology and Philosophy, and other
    university departments.

   Another example of non-formal learning is Environmental Education which is the
    process which aims to develop in different sectors of society, environmental concepts,
    skills, attitudes and environmental ethos, carried out by various institutions and which
    may include schools and Universities.

   Various public institutions offer online courses for secondary school pupils (eg
    www.scoolnet.gr in the General Secretariat for Youth) as well as courses provided
    under the supervision of private sector companies

   Finally, one of the most important activities of non-formal education is to create the
    "Vocational Training Centers (KEK) that offer a substantial number of courses to
    both employed and unemployed. Several Vocational Training Centers today provide
    seminars – courses in the sector studied.
Informal Learning



 Learning resulting from daily life activities related to work,
 family or leisure. It is not structured (in terms of learning
 objectives, learning time or learning support). Informal
 learning may be intentional but in most cases it is non-
 intentional (or “incidental”/random)
InFormal Learning in Greece in the sector of landscape and urban planning
and risk prevention


   Examples of forms of informal education in our country are free
    environmental education programs. One of the most interesting forms of
    informal learning is museum education that is education provided by specific
    museums (such as: Museum of Natural History , Goulandris, etc.). The use of
    museum education training is of particular interest to our country given the
    abundance of museums and exhibition spaces in general. It offers a wonderful
    opportunity for the promotion of informal education.

   Another example of promoting non-formal education is the Community
    action program "Youth" which was introduced in 2000 by decision of the
    European Parliament and aims at creating a framework for development
    cooperation policies for youth, based on informal education. In addition, the
    EQUAL Community Initiative which is launched by the European
    Commission for the period 2000-2006 and seeks to contribute to the
    dissemination and consolidation of continuing education and training in
    SMEs.
Validation of formal and non-formal
learning
   As regards validation of non-formal and informal learning, an
    institution was set up in 1997 that could potentially take this
    forward in the future.
   The National Accreditation Centre of Vocational Training
    Structures and Accompanying Support Services (EKEPIS)
    was created through Law 2469/1997.
   It operates independently, supervised by the Ministry of
    Labour and is responsible for accreditation of structures
    offering continuous vocational training.
   EKEPIS currently employs 51 people of high expertise in a wide
    range of fields. The Centre also keeps a Register of Evaluators,
    who are external-expert collaborators in the EKEPIS projects.
  The role of EKEPIS
EKEPIS aims at:
 ensuring quality assurance in vocational training
 improving effectiveness of training services
 reinforcing reliability in vocational training
 linking vocational training with employment and the demands of the labour market
 interlinking the systems of VET (linking initial with continuing vocational training
  systems)
 promoting lifelong learning

Furthermore:
  Accreditation of Vocational Training Centres and Special Centres for the Social
   and Vocational Integration of people with disabilities and ex-drug users.
  Monitoring and Evaluation of Accredited Vocational Training Centres and Special
   Centres
  Accreditation of Trainers of Continuing Vocational Training.
  Accreditation of Support Services Providers.
  Accreditation of Job Profiles
  Accreditation of Continuing Vocational Training Programmes
  Accreditation of knowledge, skills and competencies
The role of EKEPIS
   The content of the courses offered has been checked and
    accredited but the qualifications that individuals gain by
    attending these courses are not officially recognised yet.
   Courses offered by KEKs are not connected with the general
    VET system and do not lead to official accreditation or
    diploma. This aspect of accreditation is currently under
    development by the EKEPIS.
   The intention is that by establishing standards for the contents
    of courses, and by accrediting the curricula, this will lead to an
    automatic recognition of the knowledge gained by persons
    participating in the training.
   Hence, there are plans for EKEPIS to develop the
    accreditation of qualifications in the future.
Future Challenges

   Meet the need of a knowledge economy
   New roles for learning and training organisations
   Learning is no longer restricted to a defined space and time
    (schools, universities, training organisations, periods of life)
   Learning becomes a continuous process including formal
    periods (initial and further education), but also non-formal
    and informal learning
   It requires new roles and attitudes for teachers or trainers
    (organising, mentoring learning gained through experience)

				
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