Validation of non - formal and informal learning: EU Initiatives

1. Validation of non-formal and informal learning: EU Initiatives 29 September 2006 Martina Ní Cheallaigh, DG EAC

2. The Copenhagen Declaration (30 November 2002) Recognised that the promotion of enhanced European cooperation in vocational education and training required “developing a set of common principles regarding validation of non-formal and informal learning with the aim of ensuring greater compatibility between approaches in different countries and at different levels”.

3. Validation of non-formal and informal learning Benefits • It is key to lifelong learning – aimed at making visible and valuing the full range of a person’s knowledge and competence, irrespective of where or how they are required • It records and makes visible the individual’s learning outcomes.It does not result in a formal certificate or diploma, but it may provide the basis for such formal recognition • or • it is based on assessment of the individual’s learning outcomes and may result in a certificate or diploma • It takes place inside and outside formal education and training, in the workplace and in civil society.

4. Changement de direction dans les politiques d’éducation et formation “INPUT” + duration + type (IVT, CVT …) + place + programme + institution Learning outcomes Ce qu’on attend d’un individu à l’issue d’une expérience d’apprentissage : ce qu’il sait, ce qu’il sait faire … towards Transparency Quality Comparability Responsibility

5. Common European principles for identification and validation of non-formal and informal learning (2004) • Individual entitlements– validation is voluntary but with equal access and equal and fair treatment for all individuals • Obligations of stakeholders – to establish the systems and approaches • Confidence and trust – systems/approaches must be must be fair, transparent and underpinned by quality assurance • Credibility and legitimacy - systems/approaches respect the legitimate interests and balanced participation of stakeholders

6. Initiatives soutenues par le Conseil Initiatives supported by the Council A European Inventory on the identification and validation of non-formal and informal learning to support the exchange of experiences and mutual learning All Member States of the EU are in the process of developing systems and procedures for validation Inventory available at: http://ec.europa.eu/education/policies/2010/ http://www.ecotec.com/europeaninventory/2005.html

7. Initiatives supported by the Council • Development of coherent and comparable ways of presenting the results of the identification and validation of non-formal and informal learning at European level • Consideration of how the existing instruments in the Europass framework for transparency of qualifications and competences can contribute to this • Consideration of how the common European principles could support ongoing work on credit transfer and accumulation, quality assurance and guidance and, in general, contribute to the development of a European Qualifications Framework

8. European Qualifications Framework (EQF) • Recommendation on EQF approved by the Commission on 5 September 2006; • Based on a Europe-wide consultation in 2005; • Joint Decision of the Council and Parliament expected in Spring 2007 • Based on learning outcomes, it will facilitate the validation of non-formal and informal learning

9. EQF - A shift in focus towards Learning Outcomes LearningOutcomes Necessary for translating between systems May boost validation of non-formal learning Reflects ongoing reforms at national level

10. The 8 Reference Levels and their different dimensions Knowledge For Each Reference Level Skills Competences

11. 8 levels EQF :Key elements Credit systems (ECTS, ECVET)

12. Lifelong Learning Pathway ECVET: ‘perspective ECVET: a ‘LLL perspective’ & a ‘person centred system ’ KSC1 capital Formal informal Formal Non formal 1: knowledge, skills, competences

13. ECVET & LLL Routes to Qualification Academic learning context ‘On the job’ learning context All relevant life experience learning context Or: Mixture of all the above learning context

14. ECVET & LLL Routes to Qualification Academic learning context ‘On the job’ learning context All relevant life experience learning context Or: Mixture of all the above learning context Qualification

15. Aspects which will not present problems • The construction of qualifications based on outcomes is widely practised in VET • Qualifications have long been developed together with the sectors, professional organisations and social partners

16. Why is Validation important for the construction sector? Construction is: • A large and diverse sector (building, restoration, engineering) • Transversal • Problems to be resolved on the job • Continual change – materials, tools and equipment, environment, etc. • Insecure and atypical contracts • A long tradition of apprenticeship with placements at work

17. Good example of a sector which requires lifelong learning • Construction – a sector that requires flexibility • Workers are sent to a variety of sites and must respond to problems and challenges on a daily basis • Managers and foremen must coordinate, communicate, and work in a team • Subcontracting in on the increase • A significant number of construction workers have a low level of qualification

18. Regular updating of competences necessary For • Health and safety • Specialisations • Management (career progression) • Geographical and occupational mobility

19. Disadvantaged groups in the sector • Workers with a low level of training • Older workers : need to move to less strenuous work • Migrants • Workers without permanent contracts

20. Leonardo da Vinci and ESF projects • Construction sector well represented in projects • Often with projects that promote non-formal and informal • Sometimes include validation of prior learning • Many concern the development of training modules for workers, often managers (e.g. in SMEs)

21. Leonardo da Vinci and ESF projects • The content of the training modules often concerns: • Use ICTs • Restoration of buildings • Health and safety • Sensitisation of workers to environmental issues • Migrants: language courses, recognition of their qualifications • Training for the poorer skilled to improve their employment chances