Developing a model for the recognition and validation of

informal and non-formal knowledge in VET in Slovenia – results and

experience

Aljoša Bradač, Šolski center Ptuj, Slovenia

SLOVENIA AND VALIDATION OF INFORMAL AND NON-FORMAL KNOWLEDGE

• A relatively unknown/new basis• Regulated and more often used

at tertiary level• Uncommon at secondary and

primary level• EU commitment

PROJECT UnisVET

• 2008 – 2012, ESF funding• Service sector (economics, hairstlying, nursery

and pre-school education)• Consortium of secondary schools - project led

by the Institute for Business Education, Chamber of Commerce and Industry of Slovenia

• 11 partners, over 50 target schools• 9 segments • Similar projects – MUNUS, Consortium of

Biotehcnological schools

DEVELOPING A MODEL FOR THE VALIDATION OF INFORMAL AND NON-FORMAL

KNOWLEDGE

• Task group – mainly teachers• Providing regulative frameworks,

instruments and training for professionals working in education

• Regulative framework – National level (no special law)– Institution level (regulations)

• Instruments– Application form– Counsellor‘s Reminder– Employer‘s letter

DEVELOPING A MODEL FOR THE VALIDATION OF INFORMAL AND NON-FORMAL

KNOWLEDGE• Training

– First several institutions – later visits to one institutions– Personal contact – good exchange of practices and

opinions

• Findings:– Formal and informal knowledge treated in the same

process– Informal knowledge attributed to adult education– Irregularities regarding validation considering fields and

modules– Positive and negative responses

DEVELOPING A MODEL FOR THE VALIDATION OF INFORMAL AND NON-FORMAL

KNOWLEDGE

• GUIDELINES:– Regulation (while respecting the institutions‘

authonomy)– Guidance at national level (part of an institution

providing guidance, gathering data, analysing data, providing tranining, performing supervision, etc. )

– Establishing links with the environment at national and international level(economy, voulontary organisations, etc.)

– Optimising the process of validation – efficiency in terms of time, paperwork, etc.

– Promotion, informing, – NQF and standards

FINAL THOUGHT

• Learning takes place in various environments and in many different ways and neither schools nor teachers can impose a monopoly on it. There is only one Knowledge, one single notion, and it exists regardless of the way in which it was gained.

Aljoša Bradač (2009)

THANK YOU