Neformaliojo ir savaiminio mokymosi pasiekimų vertinimas ir pripažinimas - funkcija mokymosi visą gyvenimą kontekste, pasiekimai ir iššūkiai

Problem of accessibility of learning is raised more and more often on the level of education poli- tics: characteristics of accessibility reflectits effecti- veness, quality and correspondence to personal and public needs (Laužackas et al., 2003). Non-formal education becomes more and more popular, because it adapts to changing needs of society more fexibly. Development of assessment system of non-formal and informal learning at universities can have a spe- cial importance for people who had no possibilities to seek higher education due to fnancial diffculties or participation in labour market and inability to reconci- le learning with professional occupation. In the artic- le, this aspect is considered to be one of the elements of learning environment, because, if achievements of non-formal and informal learning are recognized, in these environments learning is legitimized (not only on rhetorical level of political or educational discour- se, but also on practical level), these environments are legitimized as learning environments. It is the is- sues of legitimation that comprise the core of enrich- ment of learning environmentVytauto Didžiojo universiteta