Supporting the non-formal learning value of the Project

The below table summarizes the differences between formal , informal and non-formal learning .Generally non-formal learning is a mid-way between formal and informal learning and deserves to be visible and recognized by national authorities and potential employers. This report aims to support the non-formal learning value of the “Museum: the actionography of European people” project . 

Formal Learning	Informal Learning	Non-formal learning
Provided by education or training institutions	Results from daily life activities related to work, family or leisure	Usually is not provided by an education or training institution
Has learning support	Has not learning support	Has learning support
Always organized	Never organized	Organized activities
Has learning objectives (learning outcomes)	Has no set learning objectives (learning outcomes)	Has learning objectives (learning outcomes)
Is always intentional (from the learner’s point )	Is usually not intentional (from the learner’s point )	Is intentional (from the learner’s point )
Has timelines	Has no timelines	Has timelines
Is visible & recognized ( certified )	Is usually not visible neither recognized	Deserves to be visible & recognized
Examples: -initial education -workplace training	Examples : -learning through family -Daily life experience	Examples: -Lifelong learning -“Museum: the actionography of European People” project

The project “Museum: the actionography of European people” is not provided by an education or training institution (e.g. school or university ) however it has learning support. The project, is intentional from the learner point of view, has timeline and specific learning objectives. The activities of the project are also organized,  are visible and deserves to be recognized by local authorities and potential  employers as non-formal learning via the YOUTHPASS certification. 

According the “bilan de competences” method for identification we can divide the knowledge and skills the participant has acquired during the project, in 5 sections :

1. Knowledge (connected with branches of learning )

a) The central scientific sector linked with the project is museology.

 

Participants have attended scientific conferences and lectures related with the museums. The approaches over museums were presented mainly by archaeologists , museologists, historians and museum directors but also there were also multi-scientific approaches presented by scientist coming from the sectors of epistemology , social anthropology , journalism , architecture , marketing as well as positive and engineering sciences. 

In brief, the participants have learnt;

-The history of the European museums. 

-The traditional and contemporary approaches over the role and the function of the museum the challenges and changes occurred. 

-The educational / social / cultural role of the museums in a globalize environment.

-Technology in / for the museums.

-Contemporary practices over museums in multiple levels.

-Case studies of museums and archaeological sites, especially in Greece, Russia and Romania.

-The process and techniques of the excavation (interactive learning method)*

*During the Chiliomody Tenea Project, the participants attended and actively participated, the excavation process of an ancient cemetery of the Archaic period at Chiliomodi, under the guidance of the director of the excavation.

 As a YOUTH IN ACTION project is not a training course nor was scientific conference, the learning process over museums not restricted to lectures but participants involved directly into the knowledge production by preparing photo museum presentations of their countries. The participants took photos of the museums of their countries and they also had to collect information and finally present them to the audience. Meanwhile the participants visited museums and historical/archaeological sites during the period of mobility, making in this way the learning process more practical and interactive.  

b)An other scientific sector linked with the project is the cultural studies , although the educational actions over culture were not directly visible or defined as “educational”  (with the exception of some lectures) mainly because of the learning methodology and the aims of related activities. 

The participants have learned many aspects of Greek, Russian and Romanian cultures and that occurred via the method of learning through the experience. During the cultural evenings, the participants learned to cook traditional dishes, heard traditional music and learned to dance other country’s traditional dances. During the workshop of traditional costumes creation, they have also leaned for traditional dressing. They also learned through the communication with others. 

In summary it is estimated that they have learned

-Greek, Russian and Romanian folklore elements (e.g. dances, music, dressing)

-History of three countries as well as contemporary cultural aspects.

-The comparative approach of cultural understanding.

-The participatory fieldwork approach (learning for other's culture through e.g. communication, cook etc. with others)

2. Basic competences ( skills )

The basic competences which is estimated the participant achieved are :

-Communication skills in foreign language (English)

-Designing and preparing a project in a team

-Working in a multinational team (cross-cultural collaboration)

-Self expression in a multinational environment 

-Learning new ways to learn

3. Technical competences ( know - how )

-Organizing an exhibition (photo and traditional costumes exhibition)

-Proposing and formulation of an idea (alternative museum workshop)

-Archaeological excavation techniques ( Chiliomodi Tenea Project)

4. Behavioural competences 

-Teamwork and openness

-Working in a multicultural environment 

-Intercultural communication skills

-Cross-cultural sensitivity

-Innovation

-Practical learning

-Diversity awareness

5. Attitudinal competences 

-Leadership qualities

-Planning and administration

-Self-assessments 

-Sense of responsibility

-Patience

-Project management

-Time management

References 

http://ec.europa.eu/education/index_en.htm

http://ec.europa.eu/education/lifelong-learning-policy/informal_en.htm

http://www.oecd.org/education/skills-beyond-school/recognitionofnon-formalandinformallearning-home.htm

http://www.cedefop.europa.eu/etv/Upload/Information_resources/Bookshop/480/5174_en.pdf