building a citizen’s voice on education and training issues

Building a citizen’s voice on education and training issues

EUCIS-LLL Task force

on Validation of Non-formal and Informal Learning

2nd meeting – 4 December 2013

European Civil Society Platform on Lifelong Learning


•Adoption of the agenda•Adoption of the minutes of the last meeting (11/07/2013)•Policy briefing•Validation tutorial•Brainstorming on strategy and key messages•Experts’ tour de table: optimising cross-fertilization•Feedback on task force members’ projects•Feedback on task force members’ events and activities


Agenda


Policy briefing

•Update from the Commission on VNFIL Guidelines and Inventory revision

•Feedback from the last EQF Advisory Group meeting of 24-26 September

•Other policy developments



Draft tool kit

Why validation?

•Bringing together all types of learning & different ways to confer qualifications

•Links with Learning Outcomes / EQF-NQFs

•Outcomes / rationale: lifelong learning, broader access, personal development, career development and employability, reducing costs, etc.



Draft tool kit

What do we mean?

Various interpretationsand terms



Draft tool kit

What do we mean?

•Council 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.



Draft tool kit

What do we mean?

Recognition of learning outcomes(a) Formal recognition: the process of granting official status to skills and competences grant of equivalence, credit units or waivers, validation of gained skills and/or competences(b) Social recognition: the acknowledgement of the value of skills and/or competences by economic and social stakeholders.



Draft tool kitHow does it work?

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



Draft tool kit

How does it work?


Formal system VVFormal system Formal system VV

VV


Draft tool kit

How does it work?

Scope of validation systems

•Exemptions to access the formal E-T systems•Exemptions to some modules in curriculums •Access to / some / all qualifications



Draft tool kit

What does the EU recommends?

•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



Draft tool kit


•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)



Draft tool kit


•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



Tutorial on validation – EUCIS-LLL toolkit

I.Context

Learning outcomes and validation

Learning outcomes = statements of what a learner knows, understands and is able to do after completion of learning – whether in formal, non-formal or informal settings

EQF goal = to bring into alignment different forms of qualification through the adoption of common levels based on generalised learning outcomes•But different approaches and actors involved. •So need to define learning outcomes within an inclusive approach to lifelong learning




I.Context

Links with EQF-NQFs

EQF aims to relate different countries' national qualifications systems to a common European reference framework•expressed as a table of eight levels, each one defined by a series of statements relating to knowledge, skills and competence•main catalyst for the development of NQFs in Europe•Monitored by the EQF Advisory Group

European key competences framework•8 key competences, expressed in knowledge, skills and attitudes




I.Context

Steps in the validation process



Tutorial on validation – EUCIS-LLL toolkit II. Role for civil society organisations

How is our role defined by the EU?

2011 European Year of Volunteering: P.A.V.E document and working group on recognition of volunteer competences

2012 Council Recommendation on VNFIL: “employers, youth organisations and civil society organisations should promote and facilitate the identification and documentation of learning outcomes acquired at work or in voluntary activities”

2009 European guidelines on VNFIL (under revision): preserving the independence and concept of volunteering while recognising competences acquired in non-formal settings; enhancing the role of adult learning



Brainstorming on strategy and key messages

•Feedback on task force members’ expectations (survey results)

•Task force strategyAt EU level: expertise and advocacy

Objective 1: reach a common understanding on validation /objectives Objective 2: convey task force’s messages to EU decision-makersObjective 3: feed in the reviews of key EU frameworks and toolsObjective 4: organise civil society cooperation

At national level: monitoring and capacity-building Objective 5: contribute to the implementation of the Council Recom Objective 6: organise civil society cooperation (EU project?)



Brainstorming on strategy and key messages Key messages: inspired from EUCIS-LLL positions•A common definition of validation should be established and its aim stated•Validation is about valuing a life-long and life-wide approach to learning , modernisation of E&T systems, flexible learning environments•Validation contributes to break down sectorial barriers and enhances the importance of non-formal and informal learning•Council Recommendation welcome; should be implemented in partnership with stakeholders; but not over-formalisation of non-formal education •Further progress in qualitative data collection remains crucial overcautious about developing validation mechanisms•Civil society stakeholders should be consulted in the revision of the CEDEFOP Guidelines on VNFIL•Erasmus+ should provide opportunities for projects on validation•Validation processes should be considered as an investment



Experts’ tour de table: optimising cross-fertilization

•Updating list of contacts and members’ field of expertise

•Members are expected to follow up on EU and national policy developments, spot good practices, liaise with relevant bodies, spread interesting publications



Feedback on task force members’ projects

•EUCEN’s OBSERVAL-NET •EAEA’s ROM-ACT •SOLIDAR project on VNFIL•New project opportunities in Erasmus+



Feedback on task force members’ events and activities

•French LLP Agency and French team of the Bologna experts seminar on 'Recognition and Validation of Acquired Experience in the context of the Bologna Process', Paris, 17 October

•Leido’s launch of “Chain5”


building a citizen’s voice on education and training issues

Documents

citizens voice

lifelong learningbuilding

training issuesadoption

training issuespolicy

task force members events

broader access

curriculums access

eqf advisory group meeting