Transcript Introduction on Cedefop

Validation of non-formal and
informal learning in Europe
The challenging move from policy to practise
Jens Bjornavold
Rotterdam, 10 April 2014
1
Two decades of European
cooperation on validation
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1995 – Commission White Paper on Teaching and learning;
2000-2005 – Communication on lifelong learning (2002), Copenhagen
declaration (2002), Council conclusion on common validation
principles (2004);
2005-2012 - European Inventory & European Guidelines
1995-2012 – extensive testing and piloting through the Leonardo,
Socrates, Youth, Grundvig and EQUAL programmes.
2012 – Council Recommendation on validating non-formal and
informal learning
European cooperation – strengths
and weaknesses
- A catalyst for national developments
- Increased available resources for experimentation
- Built up a knowledge base of methods and practises
……but…..
- Lack of continuity; project based approach
- Low political visibility; until 2012 not treated as
independent policy area
Two decades of national
developments
Validation of non-formal and informal learning moved higher
up on the political agenda.
• Became a more visible part of lifelong learning policies.
• Played a part of reforms of qualification systems and
frameworks
• Was seen as relevant to human resource management
in enterprises
National policies on validation predominantly taken forward
as part of education and training policies – less linked to
employment policies
Two decades of national developments
• A limited number of countries where validation became
a visible part of education and employment
• A significant number of countries where validation was
partially introduced
• Still a significant number of countries where validation
only exist at project level and still being questioned by
many
• A steady but slow implementation
• Fragmentation and a lack comprehensive systems and
arrangements
• Transparency and trust are still major issues
2009 European Guidelines
• A way to clarify opportunities, challenges and
choices
• A way to support and focus cooperation
2014 European Guidelines
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They will reflect the 2012 Recommendation
They must add value to policies and practises
They must generate dialogue and motivate to
action and cooperation across national, sector and
institutional borders
DRAFT principles
1. The individual is at the centre of the validation process:
validation is (by principle) voluntary; the privacy of the individual
must be protected and respected; the outcome of validation is
(normally) the property of the individual; equal and fair treatment
must be guaranteed.
2. Information on validation should be made available close to
where people live, study and work: information on existing
validation opportunities will be provided in a coordinated way,
reflecting the divisions of roles and responsibilities between public,
private and non-governmental bodies.
DRAFT principles
3. Validation has different purposes:
validation arrangements will distinguish
between four main stages - identification,
documentation, assessment and
certification of non-formal and informal
learning; the individual is free to choose at
what stage the validation process is to be
concluded.
DRAFT principles
4. Guidance and counselling is essential for individuals
to be able to adapt validation to their needs and interests:
individuals will need to have access to professional guidance
on how validation can address their particular needs and
interests; guidance and counselling will clarify the benefits as
well as the costs of validation and support individuals making
the right choices to validation.
DRAFT principles
5. Validation should be part of national
qualifications systems and frameworks;
individuals should have the possibility to
obtain a qualification, or part of this, on the
basis of validation of their learning
outcomes.
DRAFT principles
6. Qualifications standards are defined and
described through learning outcomes formulated as
knowledge, skills and competences; the same or
equivalent standards should be used for learning
experiences in formal, non-formal and/or informal
settings in order to avoid the development of "A" and
"B" qualifications; the value of a qualification reflects
whether somebody has successfully met the
requirements set by a standard, not the type or context
of learning leading up to the qualification.
DRAFT principles
7. Quality assurance should be an explicit and
integrated part of the validation process: for
individuals to benefit from validation, the results of the
process must be broadly trusted by society; explicit and
transparent quality assurance arrangements will
support the validation process at all stages; quality
assurance of validation includes a strong focus on the
reliability and validity of the entire process from
identification to (final) recognition.
DRAFT principles
8. The professional competences of validation
counsellors and assessors should be developed: for
validation to add value, systematic development of the
professional competences of those supporting the process is
essential; professional development of validation practitioners
must take into account the cross-sectoral character of
validation and reflect individual needs; the role of counsellors
and assessors is of particular importance.
DRAFT
principles
9. Validation should strengthen
the employability of individuals;
by offering skills audits to
individuals who are unemployed or
risk unemployment; and by
encouraging employers and trade
unions to explore ways in which
company internal competence
assessments can be documented
so as to facilitate careers and
further learning.
DRAFT principles
10. Documentation of validation: outcomes of
validation should be documented in a way which
facilitates transparency and recognition, using
existing European and national instruments.
European validation –
the next stage
Keep up and strengthen political momentum
Avoid fragmentation
Build trust
Ensure the focus is on the individual