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The purpose of this paper is to examine and summarize the findings of a survey carried out to identify the role of a human recourse manager in Lithuanian organisations today, emphasizing that the role of a human resource (HR) manager should focus on the facilitation of individuals' learning.

The methodology of this study includes a critical and systemic analysis of available literature on the subject as well as quantitative research, which was completed in 2006‐2007. The following methods are used: analysis of recent legal and political educational documents, the questionnaire comprising of open and closed type questions.

It is found that researchers emphasise the diversity of sub‐roles that a human recourse manager is expected to perform in organisations. It can be concluded that in Lithuanian organisations, the role of a HR manager is comprised of the following functions: to support and organise learning in organisations that is related to professional development in specific professional fields; to support and also organise learning in organisations that is related to opportunities for upward mobility (promotion); to negotiate and maintain good relations with the system of formal education (various institutions within it), as members of organisations still highly value formal education as a preferred context for learning; to inform employees about the opportunities for learning at all levels, with emphasis on those holding lower positions, since employees in lower positions reported not having received information about possibilities to learn, or employees do not considered these opportunities designed for them; to encourage employees, especially in lower positions, to use the available opportunities for learning, as employees in those positions need additional support and investment and to expect that a HR manager will support and facilitate learning for pursuing personal interests.

As only members of organisations in the Klaipeda District (one of ten administrative districts in Lithuania) took part, this may be considered as the primary limitation of the study.

The findings could be used to design procedures for educating professionals to perform the role of HR manager in contemporary organisations, as well as to develop study programs of HR managers for initial education in HE.

A targeted study enables an informed identification of the attitudes of members of organisations towards the perceived role of HR managers and the support for learning in organisations.

The purpose of this paper is to contribute to the issue of bridging the gap between the labour market and university through recognition of non‐academic learning.

The purpose is achieved by proposing portfolio use for documenting adults' personal and professional growth as part of their learning outcomes gained through non‐academic learning, including informal learning, work‐based learning and non‐formal learning that occurred outside one's workplace. To gain insights into the use of the portfolio for documenting adults' personal and professional development through different learning environments qualitative/content analysis was used, with the focus on the descriptions of adults' learning outcomes according to Carter's taxonomy. The study involved 11 portfolios drafted by candidates having claims for academic credits in a management study programme at Mykolas Romeris University in Vilnius, Lithuania. A learning format combining a portfolio development seminar followed by online consultations was created by the university; it was aimed at supporting candidates seeking academic recognition of their learning outcomes gained outside academia in exploring their non‐academic learning experience.

A structured portfolio and, more specifically, the portfolio based on Carter's taxonomy used as a tool for empowering the candidates has highlighted three important aspects of their learning claim, i.e. personal qualities, skills and knowledge as acquired in the non‐academic environment and built the basis for proof of personal and professional development in line with the requirements of existing university modules.

The research is not intended to compare the taxonomy of personal qualities, skills and knowledge against any specific curriculum requirements; rather, it should be subject to further discussion. The research is based on one of the very first attempts to introduce a validation procedure of non‐academic learning and thus bears limitations of a pilot project.

A clearly structured portfolio of learning outcomes enables adults to highlight important aspects of their learning claim and match their proof of learning in line with the university requirements for academic credit.

While portfolio has been frequently identified as an effective tool for learning, assessment and professional development in higher education, little known research has focused on the use of portfolio as a tool for documenting adults' learning outcomes gained outside academia.

This paper aims to examine and summarize the findings of a comparative survey carried out to assess how learning outcomes acquired non‐formally or informally are validated and recognized. Owing to limitations of the study, this paper just seeks to consider the challenges that higher education faces, and the new possibilities that might emerge.

The methodology of the study includes critical and systemic analysis of references, also quantitative and qualitative research, which was completed as a three‐stage survey. The following methods were used: analysis of recent legal and political educational documents, structured interviews of experts, and a questionnaire comprising open and closed type questions.

The EU is committed to the principles of transferable learning but, until the principles and processes of recognition and validation of learning are integrated within national policy, this is unlikely to happen in any meaningful way. The current situation of autonomous HE management militates against consistency and equity of access for students wishing to have learning recognised and accredited.

A total of 55.3 per cent of questionnaires were returned (as 600 questionnaires have been sent out to NGOs in the countries mentioned), so this must be seen as a limitation of the study.

Findings can be used in designing and implementing procedures of validation and recognition in higher education (of learning outcomes acquired non‐formally and informally, e.g. in work place).

A targeted study enables one to make an informed comparison of practices (in the field of validation and recognition) among different countries, and to identify elements of the process that are successful in a variety of contexts.