European perspective on the Validation of non-formal and informal learning

Building a citizen’s voice on education and training issues

EUCIS-LLL Platform European perspective on the Validation of Non-formal and Informal Learning Audrey Frith, Director, EUCIS-LLL Platform Karriere Oppland, Oslo Region 26 May 2014

European Civil Society Platform on Lifelong Learning

33 European organisations working in education & training

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EUCIS-LLL – Validation of non-formal and informal learning – 26 May 2014

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Policy briefing

•What do we mean by validation? Why is it so important?

•European perspective: state of play

•EU tools: Recommendation, Guidelines & Inventory

•EU governance: the EQF Advisory Group

•EUCIS-LLL perspective on VNFIL

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Why validation?

For learners:

• Second chances

• Motivation to learn

• Recognition of skills and competences acquired in NF & IF

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Why validation?

Positive outcomes:

• Increased learning and labour market opportunities

• Self-awareness and self-confidence of learners

• Flexible pathways

• Recognition of different paths to learning

• Saving money

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What do we mean?

Various interpretations

and terms

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European perspective

EU Recommendation of 2012

Validation means a process of confirmation by an authorised body that an individual has acquired learning outcomes measured against a relevant standard and consists of the following four distinct phases: 1/ identification 2/ documentation 3/ assessment 4/ certification.

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Steps in the validation process


State of play

Very different systems and approaches = problem of transparency and comparability at EU level


How does it look like in different countries?

Formal system V Formal system Formal system V

V

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Scope of validation systems

• Exemptions to access the formal E-T systems

• Exemptions to some modules

• Access to some / all qualifications

• Linked to NQFs or not

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France: a long tradition on validation

• 30’s: access to HE (decree of 85)

• 1992: validation of professional experience (VAP)

• 2002: validation of life experience (VAE): all qualifications recognised by the state and social partners (RNCP)

• 2009: new law stressing guidance and accompaniment

Aimed to award an official formal qualification.

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France: policy developments

• 2002: effort to describe standards based on LO especially in HE (resistance) to ensure VAE is possible

• 2002: an individual right; measures in the private sector

• 2009: effort on guidance:

• training staff of structures in charge of LLL for adults

• new services “the tutor for VAE”

• centralised and regional websites

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European perspective France: governance

• Awarding authorities (Ministries) design their own standards and assessment procedures (but 1 registration process “livret 1” et “livret 2” - portfolio).

• Information and guidance: regional and local representatives of the Ministries (PIC), public employment services, social partners (i.e. OPCA), universities.

• Implementation: qualification providers. Compulsory for all educational provider to develop VAE process for each awarded qualification (except regulated professions).

• Delivery of diploma: rep. of awarding authorities.

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France: funding

• Funding allocated to LLL: State and regional funding, FONGECIF (fund for individual training leave), OPCA (sectoral body that collects taxes for training)...

• Specific support: i.e. 24 hours paid leave for workers to undertake validation processes (2002); VAE vouchers by regions; registration fees paid by Employment services, etc.

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Portugal: New Opportunities Initiatives

• 2001: National system and centres for recognition, validation and certification of competencies (RVCC)

• School process (basic or secondary education certificates)

• VET process (VET qualification)

• 2005: New Opportunities Initiative

• 2006: Law to facilitate access to HE for non-traditional students

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Portugal: New Opportunities Initiatives

• NOC: VET centres, basic and secondary schools, local and regional associations, etc. 454 by 2010. Provide info and guidance;

• Develop RVCC processes under the coordination of ANQ created in 2007

= funded partly by ESF

= problem of quality versus high flexibility, diversity of practices

= resistance in HE

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What does the EU recommend?

• Arrangements including the identification, documentation, assessment and certification of LO

• Coherence with the EQF and NQFs

• Synergies with EU transparency tools (Europass, Youthpass) and credit systems (ECTS, ECVET)

• Target in particular disadvantaged groups and unemployed individuals

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• Provide accompanying information and guidance

• Implement transparent quality assurance measures

• Develop the competences of staff involved in validation

• Ensure compliance with standards similar to those of formal education

• Ensure the involvement of stakeholders (among which E&T providers and civil society organisations)

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• Ensure coordination between E&T, youth, employment implementation services and policies

= Respects the diversity of models: does not say how the

systems should work or its scope BUT it should be based

on the same standards as in the formal system

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European tools

Soft law

• Recommendation of 2012

• European Inventory (September 2014)

• European Guidelines (September 2014)

• CEDEFOP report on the link between NQF and VNFIL

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European tools

Governance

• Advisory Group

• Peer learning activities (1st in October 2014)

• Roadmap for arrangements on VNFIL by 2018

• National reports by 2018

• Political response to the Recommendation

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European tools

Support

• ESF

• Erasmus+

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EUCIS-LLL perspective

Key principles

• Validation as an individual right

• Comprehensive arrangements: all sectors and levels

• Diplomas/certificates should have the same value

• Targeted measures to reach out to disadvantaged groups

• Solutions adapted to learners’ specific needs

• Recognise personal and social benefits of non-formal education

• Stakeholders’ involvement

• Educational institutions and their staff should be well prepared

• Increase data collection

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EUCIS-LLL perspective

Activities

• Validation task force since beginning of 2013

• Partner of a project to raise awareness on validation “Building Learning Societies: Promoting Validation of Non-formal and Informal Learning” (Nov. 2013-Nov 2014)

• Public debates in the European Parliament

• Position papers, information notes and publications