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![Page 1: 1 Validation of non-formal and informal learning in Europe The challenging move from policy to practise Jens Bjornavold Rotterdam, 10 April 2014.](https://reader035.fdocuments.us/reader035/viewer/2022062408/56649f115503460f94c24413/html5/thumbnails/1.jpg)
1
Validation of non-formal and informal learning in Europe
The challenging move from policy to practise
Jens Bjornavold
Rotterdam, 10 April 2014
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Two decades of European cooperation on validation
•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
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Two decades of national developments
Validation of non-formal and informal learning moved higher up on the political agenda.
National policies on validation predominantly taken forward as part of education and training policies – less linked to employment policies
• 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
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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
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2009 European Guidelines
•A way to clarify opportunities, challenges and choices•A way to support and focus cooperation
2014 European Guidelines
-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
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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European validation –
the next stage
Keep up and strengthen political momentum
Avoid fragmentation
Build trust
Ensure the focus is on the individual