vovrВысшее образование в России (Vysshee obrazovanie v Rossii = Higher Education in Russia)Vysshee Obrazovanie v Rossii = Higher Education in Russia0869-36172072-0459Moscow Polytechnic University10.31992/0869-3617-2020-29-11-98-111vovr-2503Research ArticleПЕДАГОГИКА ВЫСШЕЙ ШКОЛЫHIGHER SCHOOL PEDAGOGYПризнание квалификаций, полученных в результате неформального и информального обучения: зарубежный опыт и перспективы российской практикиRecognition of Qualifications Obtained as a Result of Non-Formal and Informal Learning: Foreign Experience and Prospects for Russian PracticeСатдыковА. И.SatdykovA. I.

Сатдыков Айрат Илдарович – зам. директора НИЦ профессионального образования и систем квалификаций

129319, Москва, ул. Черняховского, 9, стр. 1

Airat I. Satdykov – Deputy Director of the Research Center for Vocational Education and Qualifications Systems

9, Chernyakhovskogo str., Moscow, 125319

satdykov-ai@ranepa.ruСазоновБ. А.SazonovB. A.

Сазонов Борис Алексеевич – канд. техн. наук, доцент, ведущий научный сотрудник

129319, Москва, ул. Черняховского, 9, стр. 1 

Boris A. Sazonov – Cand. Sci. (Engineering), Assoc. Prof., Leading researcher of the Research Center for Vocational Education and Qualifications Systems

9, Chernyakhovskogo str., Moscow, 125319

sazonov-ba@ranepa.ruФедеральный институт развития образования Российской академии народного хозяйства и государственной службыРоссияFederal Institute for Education Development оf the Russian Presidential Academy of National Economy and Public Administration (Ranepa)Russian Federation202028112020291198111Copyright © Сатдыков А.И., Сазонов Б.А., 20202020Сатдыков А.И., Сазонов Б.А.Satdykov A.I., Sazonov B.A.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://vovr.elpub.ru/jour/article/view/2503

В статье рассматриваются современные подходы к процедурам присвоения квалификаций по результатам неформального и информального образования. Анализируются лучшие зарубежные практики, получившие признание мирового образовательного сообщества. Рассматриваются инновационные инструменты оценки квалификаций. В этой связи интересен описанный в статье опыт Южной Кореи, использующей в качестве основного инструмента признания квалификаций Реестр академических зачётных единиц. Похожие системы используются во Франции и Дании. В Германии, Норвегии и Японии активно внедряются современные информационно-коммуникационные системы по аккумуляции информации о квалификациях взрослого населения. В Италии законодательно установлено, что квалификации, полученные формальным, неформальным и информальным путём, равноценны. Опыт Италии ценен тем, что в ходе процедуры признания квалификации принимаются во внимание результаты не только неформального, но и информального обучения. Образовательное законодательство Российской Федерации позволяет учитывать отдельные задокументированные результаты неформального и информального обучения, полученные в ходе освоения программ дополнительного образования, в том числе и по программам высшего образования. Однако с признанием некоторых результатов обучения, особенно если они не задокументированы, могут возникать трудности. В статье предлагается проектная модель признания квалификаций, полученных в ходе неформального и информального обучения, которая могла бы рассматриваться как перспективная для Российской Федерации.

The article discusses modern approaches to the procedures for awarding qualifications based on the results of formal, non-formal, and informal education. The article analyzes domestic and best foreign practices that have received recognition from the world educational community. Innovative tools for assessing qualifications are considered. In this regard, the experience of South Korea described in the article is interesting, using the Register of Academic Credit Units as the main tool for the recognition of qualifications. Similar systems are used in France and Denmark. In Germany, Norway and Japan, modern information and communication systems are being actively introduced to accumulate information about the qualifications of the adult population. In Italy, it is legally established that qualifications obtained through formal, non-formal, and informal means are equivalent. The experience of Italy is valuable in that the results of not only non-formal but also informal learning are taken into account during the qualification recognition procedure. The educational legislation of the Russian Federation makes it possible to take into account certain documented results of non-formal and informal learning obtained in the course of mastering additional education programs, including in relation to higher education programs. However, some learning outcomes can be difficult to recognize, especially if they are not documented. The article proposes a project model for the recognition of qualifications obtained in the course of non-formal and informal education, which could be considered as promising for the Russian Federation.

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The authors declare that there are no conflicts of interest present.