@ARTICLE{26583242_26724254_2010, 
	author = {Boris Zhelezov}, 
	keywords = {, formal education, education, informal education, recognition of education results, qualifications framework, competence-based approachnon-formal education},
	title = {Non-Formal and Informal Learning Recognition in OECD Countries: New Challenges for National Educational Policy Systems and Academic Community},
	journal = {INTERNATIONAL ORGANISATIONS RESEARCH JOURNAL},
	year = {2010},
	volume = {5},
	number = {1},
	pages = {51-62},
	url = {https://iorj.hse.ru/en/2010-5-1/26724254.html},
	publisher = {},
	abstract = {Boris Zhelezov, PhD in Political Science, Deputy Vice-Rector, Head of International Relations Department of the State University - Higher School of Economics; E-mail: bzhelezov@hse.ruThe paper presents results from the OECD research project on policy of recognition of non-formal and informal education (NIE) in OECD countries, implemented by the OECD Committee on Education Policy in 2006-2008 within 22 OECD member states and partner countries. Author analyses national policy practices on recognition of NIE adopted within the project participating countries, comparing achievements and challenges occurred in different economic, social and political contexts to realize this policy area at national level. Elucidates role and interest rate of different national stakeholders in this process, in particular the role of institutions of formal education, and others. The typology of prevailing NIE models of recognition across different OECD member states and partner countries is suggested by author at the conclusion. },
	annote = {Boris Zhelezov, PhD in Political Science, Deputy Vice-Rector, Head of International Relations Department of the State University - Higher School of Economics; E-mail: bzhelezov@hse.ruThe paper presents results from the OECD research project on policy of recognition of non-formal and informal education (NIE) in OECD countries, implemented by the OECD Committee on Education Policy in 2006-2008 within 22 OECD member states and partner countries. Author analyses national policy practices on recognition of NIE adopted within the project participating countries, comparing achievements and challenges occurred in different economic, social and political contexts to realize this policy area at national level. Elucidates role and interest rate of different national stakeholders in this process, in particular the role of institutions of formal education, and others. The typology of prevailing NIE models of recognition across different OECD member states and partner countries is suggested by author at the conclusion. }
}