Learning is an important condition for the unemployed to become socially included, as only through learning people can create their own social and emotional ability to communicate with other people and develop good social skills, improve their welfare through learning related to a profession, regain self-confidence by increasing self-knowledge, and thus become fully-fledged members of society, i.e. become socially included. The aim of the paper is to provide a rationale for informal learning of the unemployed as a factor of social inclusion.

The article analyses how students’ group learning skills, acquired by informal learning, are reflected in the formal university studies. There are presented aspects of theoretical group development and formation, highlighting the students’ approach to learning in groups. A model of the group learning skills’ development is prepared.

Straipsnio tikslas yra išanalizuoti galimybes ir visuomenės vertinimą, susijusį su neformalaus ir savaiminio mokymosi pasiekimų vertinimu ir pripažinimu, bei pasikeitimus vykstančius Europos šalyse šioje srityje. Autorės pristato žvalgomojo tyrimo rezultatus apie neformalaus ir savaiminio mokymosi pasiekimų vertinimą bei pripažinimą.

The concept of lifelong learning is relevant for business. It is well elaborated by researchers in various sectors, however tourism sector is not explored enough in this field. This paper focuses on lifelong learning and competence acquisition and development of front-line employees in tourism sector. The aim of the paper is to define how front-line employees in Lithuanian tourism sector develop competence during lifelong learning. The paper consists of literature analysis on lifelong learning and competence development, empirical research and presentation of findings along with conclusions. The purpose of empirical research is to picture the competencies of employees in Lithuanian tourism information centers (TIC) as well as the learning forms the competencies are acquired by. The qualitative survey, semi-structured interview of seven TIC directors has been conducted in 2009. The survey has identified a number of competencies of frontline employees in tourism sector. It has also disclosed how the competencies are acquired. The findings show that informal learning is considered to be more significant and occurring more often comparing with formal and non-formal learning in Lithuanian tourism sector. Practical implications are revealed by disclosing the competencies significant for front-line employees in tourism sector and the learning forms having the biggest impact in competencies acquisition and development. It enables front-line employees to choose the most effective learning methods and save time and costs. The paper is original in the way empirical research has been conducted. Qualitative research especially in tourism sector is still rare in Lithuania. Also the findings identify the most effective forms of learning of front-line employees in Lithuanian tourism sector.

This article addresses the gradual introduction of arrangements for validation of nonformal and informal learning in Europe. While the debate on how to identify, assess and recognise learning achievements acquired outside formal education and training institutions has been going on for several decades, we can now observe that these approaches are becoming a practical reality in an increasing number of countries. The article pays particular attention to the characteristics of validation processes and how these can be compared to assessment and testing in the formal education and training system. The main part of the article addresses the actual developments in Europe. Three main groups of countries are identified; those were validation has been turned into a regular part of national qualifications systems; those countries where these practises are emerging, although still at a test and piloting stage; and those countries where validation is given low priority. The final part of the article addresses a series of challenges stakeholders trying to take forward validation. The article is based on extensive research coordinated by Cedefop and the European Commission in the period 2006-2007 in relation to the ‘European Inventory on validation of nonformal and informal learning’. Carried out by ECOTEC, this inventory1 provides an updated overview over developments in this field.