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Gateways to learning that
is Valued:
A Community
Development Contribution
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PrefaceFor many people in communities the opportunity to study formally at university level is
only a dream, or something they do not feel is for them. Whilst they engage with informal
and non-formal ways of learning this learning is not always valued as it should. Despite the
Council of Europes recommendation from December 2012 for members to develop ways to
validate informal and non-formal learning this has not been implemented or promoted as itcould or indeed should be.
Contents
ReportPreface
The Process of Learning
Learning approaches in different national contests
a summative view
Life Long learning and national frameworks:The
challenges of dynamic and changing contexts
Experience and Practice Wisdom
Summary
AppendicesCyprus
Finland
Germany
Greece
Hungary
Italy
Poland
Slovenia
United Kingdom
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Community Development learning has at its core the learning through reflection.This embraces peoples reflecting on their own practice and learning form critically
thinking about other peoples practice and activities.
The notion of critical and reflective learning from practice is important. Through this
process people learn best by considering what worked out well or was less effective
and through this exploring why this was the case.
Thus, learning through doing and from reflecting on this is fairly universally accepted
as one of the ways that people learn best. People often learn more from other people
in communities than they do from the so-called experts.
Whilst this is the case, in some situations, not least in some traditional institutions the
rhetoric outmatches the reality. So, advancing the case for critical reflection remains a
task for progressive educators and learning enablers.
The Process of Learning:
Learning approaches in different
national contests a summative view:
In this paper we set out to find out what was happening in the different countries
involved in the SLIC Project. Particularly in relation to community development
learning and learning from community activity and active citizen activity as unpaid
workers. It is interesting, as this brief review illustrates that the results are very diverse
and disparate.
It can be reported that In 3 countries (Poland, Hungary and UK) the organisations
have designed their own community development training programmes at different
levels, and have been developing their own standards for community development
practitioners. In these countries there tends to be good working relationships with
one or more universities, and in Poland and Hungary there has been a development of
higher-level training for community development practitioners.
However, in other countries the focus is more on general volunteering and the skills
people have gained from this. In Finland there is a system of liberal adult education
and legislation gives learners the right to validation of their learning against a
competency framework for vocational skills aimed at promoting employment.
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In Greece and in some other partner countries work has been started at the municipal
level on Life Long Learning: this has been progressed through schools, adult educationand, in Greece, linked to the local economy. Through these mechanisms at regional and
local levels the practice is to give certificates for volunteering based on a set process.
For example, in Italy, gathering evidence of the persons competences. In others, such as
Slovenia there are attempts to adopt systems from other countries.
Research shows that only 3 countries attempt a national coverage; UK, Poland and
Hungary. In these context there seems to be the most developed associations for
promoting community development. In the UK community development has adapted to
the existing national systems and structures within the Qualification Frameworks.
Life Long learning and nationalframeworks:
Experience and Practice Wisdom
Several examples give credence to the use of peoples experience, skills and knowledgegained through voluntary and community work when attempting to gain employment;
some employers will accept these but it is not standard throughout any country.
The UK Recognition scheme tries to help participant learners to summarise their
transferable skills for prospective employers. In other countries , as noted above, some
voluntary organisations give certificates related to the voluntary work people have
undertaken (Germany, Slovenia, Cyprus, Italy).
Interestingly, in Slovenia a legal requirements has been introduced: where people
volunteering for more than 40 hours in year should be prepared and supported by a
mentor. But little evidence offered or guidance provided on what these are worth.In Germany people undertaking specific types of civic engagement, such as with
the national emergency services, or child protection agencies. In these situations
organisations can ask for a certificate or diploma from the agency. In Cyprus people can
put together their own folder of certificates of attending programmes, diplomas from
training workshops and reference letters but there is no standardisation and it does not
always fully reflect peoples skills and knowledge in community development.
In Italy voluntary associations can issue certificates about activities undertaken and the
skills acquired and these can be recognised by the mayor of the municipality. In some
instances certificates of attendance are given but these do not attempt to link to skills
and knowledge gained from the programme (Greece - training of trainers).
Another common use of peoples experience, skills and knowledge gained through
voluntary and community work is at HE level as people try to gain access to programmes
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or to obtain remission from some modules; this seems to vary between university
and is very ad hoc. It is more often accepted as part of the entrance requirements
(APEL) than it is for any remission of work on the programme, although this seems
more possible in Finland. In Slovenia they have legislation to take account of informal
learning when enrolling people onto college and university programmes, but each
institution sets its own rules, and this was echoed by other countries experiences.
A general theme that emerges from these papers is the lack of value / validation given
to informal and non-formal learning in its own right; in Finland people engaging
with these kinds of learning have to use the same criteria as for formal learning in the
universities. In Hungary vocational training has to reach the same high standard as the
academic certificate.
In Poland there is also a system for certificating the quality of the local activity centres
who deliver community development to their local communities, and in the UK there
is a system for endorsing the quality of institutions offering all levels and kinds of
community development learning programmes.
It is noted that the impact of the economic crisis in Europe is encouraging some
countries to move towards the validation of informal and non-formal learning, and
learning from volunteering and community practice, as a way of helping people to
move into employment by showcasing their employability skills. The identification
of the challenges and problems within the existing systems, or lack of them, and the
increasing range of pilot projects suggest that this is an area for future development
that community development. educators and their supporting organisations may be
well placed to offer support, guidance and developmental consultancy.
Summary:
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Appendices
CyprusIn Cyprus there is no scheme yet that helps people reflect on their knowledge and skills in community
development, and thus provide recognition for their experience in it. The only official body of
Recognition is the Cyprus Council for the Recognition of Higher Education Qualifications, which simply
provides recognition for academic qualifications. The CCRHEQ can give recognition to a degree earned in
Cyprus or abroad, according to specific standards the Council has set. But, although these standards are
high enough to ensure high education qualifications of graduates, recognition from CCRHEQ does not
necessarily reflect the skills and the experience a person possess. Generally, a person can demonstrate
his or her experience in community development through certificates of participation on communityprograms, diplomas earned from training workshops, and reference letters from employers. However,
since there is no standardization of such documents, often the actual knowledge and skills of a person in
community development are not represented adequately, or in a manner that can measure the persons
accumulated experience.
Nevertheless, efforts are being made by the Office of the Commissioner of Volunteer and NGOs to
provide recognition of the volunteers experience, who work for the various national and local voluntary
organizations and NGOs of the island. The office of the Commissioner of Volunteer and the Pan Cyprian
Volunteerism Coordinative Council (PCVCC) are the official bodies which coordinate all registered
voluntary organizations in Cyprus, providing them with guidance, technical support, and training
on CD issues. The current mission of the Commissioner is to create a scheme of recognition of non-formal and informal learning on the basis of the legal framework of volunteering, an act that will also
help in the fight against unemployment. The need to provide recognition for skills and accumulated
experience gained through years of working as volunteers in the community, has come forward due
to the high rates of unemployment seen today in Cyprus, as a result of the recent economic crisis to hit
the island. For instance, a person who has been working as a volunteer for a long period of time for a
charity organization and recently became unemployed, could use the skills (transferable skills) gained
as a volunteer to find a job relevant to his or her volunteering experience. Although this Recognition
venture may not solve the unemployment problem, it may prove a valuable employability tool in certain
occasions. But most importantly, it will certainly boost the morale of all those engaging in community
development and will reinforce the active involvement of others.
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Finland
The system of recognition of prior learning in the Finnish context
In Finland, both formal and non-formal learning are under the system of recognition. Formal educationmeans learning which always leads to the award of a qualification (general education, vocational training
and higher education). For instance, the higher education follows the national qualifications framework,
which is a part of the European system of qualifications. Non-formal education may cover programs to
impart work skills, adult education and basic education for early school leavers. It produces qualifications
for degree programs, or qualifications for working life.
Informal education means learning from daily activities related to work, family or leisure; it is aimed to
fills personal learning aims. In Finnish context, there is a system of liberal adult education which covers
adult education centers (Finnish: kansalaisopisto). The centers offer training courses in languages,
handicrafts, arts, music, sport, information and communication, and history and culture. In each
municipality there is a lot of different kind of training courses available for its citizens. More than a millionpeople (of 5 million) participate in voluntary studies at liberal adult education institutes. The purpose of
liberal adult education is to support the development of individuals and the realization of democracy
and equality on the basis of the principle of lifelong learning.
In Finland, education laws make validation the learners subjective right in various fields of education
(including secondary education, vocational education and training and higher education). The
competence-based qualifications system came into force in 1994, and competence tests have been
arranged since then. The system has been developed in close cooperation between teachers and
representatives of working life. The system aims to maintain and enhance the vocational skills of the
adult population, to equip adults to engage in an occupation as self-employed people, to develop
working life, to promote employment and to support lifelong learning.
Validation of prior learning is part of student assessment. Studies in the qualification to be completed
can be substituted or accredited by validation of prior learning. Recognition of prior learning aims
to shorten the duration of education and to avoid overlaps in education. The modularity of the
qualifications, in turn, increases options; the qualifications consists of large modules, which students
may partially choose themselves and complete in the manner best suited to them. In higher education,
prior learning can be based on formal, non-formal and informal learning, if prior learning fits to the
qualifications of higher education.
Qualification Committees are responsible for arranging and supervising the competence tests. The
National Board of Education appoints the members of the Qualification Committees from among expertsin each sector. The certificates of competence-based qualifications are awarded by representatives of the
Qualification Committee and the body that arranges the competence tests. Students are awarded two
certificates: 1) a certificate of participation in training and 2) a qualification certificate. The certificate of
participation in training is given by the education provider. The qualification certificate is given by the
provider of education or, if the certificate is based on the competence-based system, by the Qualification
Committee.
All in all, non-formal and informal learning outcomes can be recognized in the Finnish context. However,
the crucial point is focused on the qualifications of formal education. Non-formal and informal learning
need to answer the qualifications of formal education. From this perspective, citizens learning from their
community development activities can be recognized in formal way, but it is (in my knowledge) possibleonly in the framework of formal education; and only if community development activities fit to the
qualifications of formal education.
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Germany
If it comes to marriage, schooling or jobs a mutual recognition is an essential part of any
cohabitation within communities. Those communities subsist on active discussions, communicationand social participation. From the German point of view, a person is able to gain approval/
acknowledgement in his/her surrounding through two different ways:
On one hand gratitude and appreciation can be expressed for an outstanding level of commitment
and a high job performance. On the other hand social engagement and involvement within
communities are of special significance.
Yet there is no official German body or institution that provides services concerning the recognition
of qualifications or certificates. Nevertheless a person who is actively involved in the community
and intends to find approval regarding his/her qualifications has the opportunity to take part in
numerous volunteer programs that award the participant with optional a diploma or certificates ofthe organization.
(1) Professional Social Engagement:
federal volunteer service
volunteer social year
national emergency services
(2) Social Commitment Voluntary Work
Voluntary fire and rescue services
Voluntary organizations for child protection and development aid, etc
Non-profit organizations sustaining the economical growth, infrastructure and social
matters within communities
Unfortunately there is little willingness within the German population to invest time and energy
in voluntary social work. However a small number of non-profit organizations is well known and
can be found all over the country. In the following one example of voluntary work for community
development and learning in Germany shall be given by the Junior Chamber Zwickau in which
young entrepreneurs are working and dedicating as volunteers for the network for business attitude
and for public awareness.
Junior Chamber Zwickau is a membership-based nonprofit organization of more than 50 young
entrepreneurs and leaders. The local chapter is part of the worldwide Junior Chamber International
(JCI), the largest network of young entrepreneurs in the world (organized in Germany as the Junior
Chamber Germany). The networks mission is to provide development opportunities that empower
young people to create positive change. As responsible citizens in a globalized world, JCI members
take on the challenges around them through local development initiatives. With this principle at its
core, the JCI structure constantly offers leadership and internal training opportunities to its members
and marks a great gain for the local community. The Junior Chamber Zwickau consists of about 50
entrepreneurs and managers in the age between 18 and 40 from the working industry, commerce,
trade and service sector who would like to join the statements of entrepreneurship and transformthose into public awareness. All members are working and dedicating as volunteers for the network.
Company visits, thematically regulars tables, and events with issues for medium-sized businesses as
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well as project work in different areas belong to their activities. The main aims of the Junior Chamber
Zwickau are:
to influence the economical and sociopolitical development in Saxony
to discuss sociopolitical issues and make them public
to learn together and from each other
to create a connection between family, work and voluntarism
The Junior Chamber combines activities especially those of entrepreneurs and freelancers with
voluntarism and develops new projections in important fields like education, renewable energies
or active citizenship. Vice versa as a give-take-basis the members could profit from the network and
contacts they get within the junior chamber to improve their own businesses while engaging for
society, young people, pupils, etc.
Junior Chamber Zwickau is active in different social projects. In one of those projects, - called City
Adventure play and live in the inner city, - the members of the Junior Chamber Zwickau adopted
the responsibility and sponsorship for 5 playgrounds in the inner city of Zwickau. Each year they
clean and reconstruct an additional playground by their own. All necessary building materials are
bought from sponsored money as well as from the revenues of tombola on the famous Business Ballin Zwickau.
The members of Junior Chamber Zwickau are committed to establish and strengthen collaborations
between local schools and companies, for instance within the so called Business Knowledge
Competition which is an annual business quiz for kids. The members of the Junior Chamber visits
the schools where kids have to answer a questionnaire with questions on apprenticeship, business
start-ups, communication/public relations, culture, environment/socials and internationals.
To answer the questions the kid needs a high standard general knowledge and basic business
understanding that they acquired from the members of the Junior Chamber. The winner of the quiz
received money sponsored by the Provident Bank of Zwickau. Beyond these activities members are
supporting schools in the following ways: organizing and implementing teachers and students tours to the companies of Junior
Chamber members
Guest lectures in civics classes in school with topics like building a business,
management, marketing, etc.
supporting different projects with schools, e.g. economical simulation game
Volunteer work and voluntary jobs are not well covered in the current portfolio in German
communities. Nevertheless tendencies show a rising awareness for learning processes in
communities as proven with the help of the example Junior Chamber Zwickau. Recognition and
appreciation of community members might not be certified, but this is also not seen as the purposeof social involvement and the motivation of learning processes. Nowadays patterns are shifting and
previous views are going to be reconsidered. Since the new German government has been formed
in December 2013, there is the hope that politicians will use their influence by strengthening the
national schemes regarding voluntary work.
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Greece
In Greece we have the appropriate scheme for helping people to reflect upon our community. In the
following example the scheme used by Municipality of Kilkis is being presented.The Municipality drew up a plan in the frame of the local development plan, a local lifelong learning
program, based on the National Lifelong Learning Program under paragraph 3 of Article 4 and the
corresponding regional lifelong learning program referred in paragraph 1 of Article 7. The local lifelong
learning program includes, in particular, investments, projects, or individual activities in adult education
and general operations of its public policy of lifelong learning at local level, such as:
Activities that connect schools with society;
Activities related to adult education, particularly in the field of public health, culture, sport,
environment, social inclusion of immigrants and learning programs for the new generation and
the elder people, the creation of schools for parents; The promotion of entrepreneurship and innovation through the connection with the local
economy.
In lifelong learning program, in a separate chapter, can be integrated collective actions that are
supported financially, scientifically or administratively from the municipality.
The actions of local lifelong learning program can be funded from the regular budget and the public
investment program directly from the Ministry of Education, lifelong learning and religious affairs,
through the general secretariat for lifelong learning or through the respective prefecture, grants and
from municipalitys own resources.
1. Diagnosis of the educational needs from the municipality of KilkisFor the needs of methodical diagnosis of educational needs the working team was based on the use of
different methods sources, like:
Focused discussions with executives of municipality.
Free discussion (brainstorming) with representatives of the local community bodies and analysis of
evidence.
In the process of the study that was implemented at July September of 2011, the following were
accomplished:
Meeting - discussion with executives Municipality of Kilkis
Firstly, a discussion was made with the representatives of the city (mayor, alderman, scientific advisors).
The main subjects that emerged through the discussion related to the following: Primary sector (the
route of traditional products: from production to consumption, packaging, marketing, organic farming,
agritourism, alternate route of agriculture, connection with tourism and cultural development), School of
parents (problems inside the family, relationships in school), integration of unemployed women, lessons
for learning the Greek language for immigrants, learning of foreign languages, Personal Computers
lessons, volunteering, community service, career guidance / counseling.
Discussion with representatives of bodies of local society
Afterwards, the representatives of local bodies of Kilkis (Cultural, sports clubs, agricultural cooperatives,
businessmen, etc) were invited to an open meeting,. The discussion highlighted the need fortraining on issues such as agricultural production (processing, exploitation of the internet and new
technologies, organic agriculture, water management, new investments, saves recourses, alternative
ways of farming), need to link culture and tourism / tourism consciousness, improve quality of life
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(environmental protection, awareness of cultural heritage), training of member bodies in specific
objects (e.g. environment, etc), volunteering / youth participation, integration of immigrants (language,
culture, history). Training new farmers, agrotourism, foreign languages, learning Personal Computers,
entrepreneurship, womens activities (arts, pottery, textiles, etc), which can lead to business operations,
environmental protection.
Analysis of evidence
The analysis of evidences based in previous educational programs that took place in Municipality of
Kilkis during the last five years (2005-2010). These programs concerned in subjects, like learning a foreign
language and Personal Computers.
Finally, it was concluded after investigation that there is an abundance of space that can and should- be
used for training purposes (school classrooms and laboratories).
2. Educational Courses
During the period between October January 2014, the Center for Lifelong Learning of Kilkis
implemented a total of 5 educational courses which took place in the city of Kilkis with an estimated
number of benefited people more than 80, with ages between 18 to 65 years old.
Specifically, in municipality of Kilkis operated: Three learning courses for Italian language, about tourism (75 hours)
Four learning courses for English language, about working place (100 hours)
Two learning courses for organic products production and certification (50 hours)
Two learning courses for rural entrepreneurship marketing of agricultural products (50 hours)
Two learning courses for health education first aid (50 hours)
During the period between January March, the Center for Lifelong Learning of Kilkis, expected to
implement a plurality of educational courses, which will take place in the city of Kilkis with an estimatednumber of benefited people more than 300, with ages between 18 to 65 years old.
Already had started learning courses for PCs and foreign languages as well as health and first aid courses
to Fire Department of Kilkis.
Also, the learning of history of the Pontian dialect subsumed in a local lifelong learning program and will
be supported from the municipality of Kilkis in economical, scientific and administrational sectors.
3. Training of trainers
From the beginning of the program, special attention has been given on training of trainers, who were
considered the key factor in the effectiveness and successful implementation of the program and
development of LLL in Kilkis. Before that, there was an open invitation to attract Volunteer Trainers fromthe municipality. The free of charge membership of candidate trainers in Trainers Training Program and
the awarding of a certificate of attendance acted as an incentive for a total of 15 candidates that step
forward to participate in that program. The candidates point system based on the criteria used by the
competent authority. After completing the process, eight trainers were selected to participate in the
educational program.
The training of trainers program was implemented under the responsibility of the Adult Education
Association and had a total duration of 40 hours.
Especially during the last day of the program, were made presentations of the work of four groups of
trainers (philologists, IT, Environmentalists, Economists) based on panning models for training modulesof 20 hours each.
During all work procedure was followed by commentary and feedback. The day ended with an open
discussion among all participants on general issues related to lifelong learning and adult education.
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Evaluation
For the evaluation of assessments of trainees regarding to educational program, the people involved
filled questionnaires anonymously. A total of 40 trainees responded and answered a set of six questions
about their satisfaction level, regarding the following axles: their expectations for the program, the
subject of the program, the teaching materials, and the organization of the program, the trainers and the
exploitation of knowledge in the future.
Certification of attendance
After completion of the training programs the trainees receive a certificate of attendance.
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Hungary
In Hungary only very few professionals make a living from community development. In their case we
cannot talk about a professional group, but, rather, about specialists who belong to different professions.For them community, civil society, participation and democracy are very important, and in shaping
the role of their professions they seek community based solutions in culture houses, youth centres,
leisure and community centres, information centres, schools, family support centres and also in civil
organisations involved in legal and interest representation, nature and environment protection and
recently in development projects.
The CCF, in close cooperation with the HACD believe we have a double task. On the one hand, we need
to develop the theoretical framework and the practical tools of the profession. On the other hand we
need to spread these as widely as possible in the country to help community work grow into community
movement and profession. We try to ensure that civil organisations and the members of local community
groups are provided with basic training, and professionals receive professional education and furthertraining.
1. Basic training, 120 hours
The training programme is elaborated and run by the HACD/CCF
The course is for community activists who would like to be more conscious and better prepared for
working with local people. This is an accredited course by the state. The precondition of the course is
existing activity/practice at a community, independently of the educational level. During the training
course participants introduce their communities in some different way, exchange experiences, solve joint
jobs, analyse their situation and plan the future. The course includes 24 hours practical work, led by an
advanced/paid professional (mentoring). Practical work can happen in one of their own communities, orin each participant locality. Participants summarize their experience write study, edit portfolio, make
film, etc. and perform an exam. They receive basic certificate on community development.
2. Acknowledged vocational certificate by the state
At the moment there are two possibilities for gaining this level going through vocational training.
in the framework of Community Education Professional Training, there are some possibility for
specialization and one of them is Community Development. The training programme was elaborated by
the HACD.
- Community and civil organizer. The independent training course is elaborated by an interprofessional
team by the representatives of different universities. The workshop was run by HACD/CCF.
Both programmes are registered at the National Training Register and takes about 1000 hours each.
Preconditions: high-school graduation, existing practical work. Outcome: vocational certificate.
3. Community and Civil Studies MA (accredited by the Hungarian Higher Education Accreditation
Committee)
This Master-Course was established by the University of Budapest Social Work and Social Policy
Department, in cooperation with the HACD. Precondition: BA degree.
The programme develops community and civil society development experts with democratic attitude,
commitment to the principles of open society, social solidarity and social integration. They will be
able to enhance the power of the local communities, achieve participatory local action, planning
and assessment, develop the advocacy skills of the excluded, create adequate community programs
replacing institutionalized care, enhance coordination and cooperation strategies, employ community
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methods and techniques to influence decision making and manage conflicts.
The length of the MA programme is 4 semesters, ends with state examination and diploma on
Community and Civil Developer.
Tuition started in 2010 in Budapest, each year with new courses. From 2013/14, a countryside university
based in the city of Gyr, set going this MA course too.
Beside these, many CD courses are included programmes or projects, supported by a donor organization,
inside or outside Hungary. CCF is active in providing these training programmes (elaborating andtraining).
Note: as far as the professional standards are concerned, HACD has already started this work, organizing
national workshops for putting together the first versions of it (it happened in 2007 and 2010, in the
framework of Ministry of Social Affairss programmes, financed by the EU). The outcome is rather
convincing but until the time Hungary wont have a more extended paid professional group on CD, the
result wont base on wide ranging agreement.
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Italy
1 - The legal reference is the following: COUNCIL RECOMMENDATION of 20 December 2012 on the
validation of non-formal and informal learning (2012/C 398/01)
The adopted Recommendation invites Member States to establish a national system of validation of
non-formal and informal learning outcomes by 2018. The system would provide the opportunity for
citizens to have their skills, knowledge and competences validated, and to obtain a full or a partial
qualification on the basis of these validated learning outcomes. The system should be connected to the
National Qualifications Frameworks and create synergies between the existing European frameworks for
recognition of non-formal and informal learning:
http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:398:0001:0005:EN:PDF http://
ec.europa.eu/eqf/compare/select_en.htm#comparison
In Italy still it doesnt exist a scheme at national level, as suggested by the COUNCIL RECOMMENDATION
of 20 dec 2012 mentioned above, but there are many local experiments and it is difficult to refer to the
situation at national level without citing regional actions, some of which are excellent as in Veneto,
Emilia-Romagna, Valle dAosta and Lombardia.
2 - These schemes foresee evaluations and recognitions not only referring to work experiences
compatible with the professions which people want to apply for, but also of non-formal and informal
learning acquired by experiences and activities carried out in favour of and inside local communities.
( animation, social and health care, management referred to human and material resources,
entrepreneurship, computer science skills, foreign languages competences)
3 - In Italy we have plenty of voluntary associations engaged in social services and involved in learningactivities addressed to children of social disadvantages families, of immigrants and of people in danger
of social marginalization. These voluntary associations constitute a cooperative learning in which
volunteers get skills and knowledge by personal experience of each member with older members as
mentors.
Management of these associations understood that recognitions are very important for volunteers and
they release certifications about the service done and the skills acquired. There is also the possibility
that these certifications can be recognized also by the mayor of the municipality in which the association
is located.
Certification of personal learning (knowledge, skills and competence) can have individual relevant valuefor people who this way become aware of their own knowledge, abilities and favourite learning style.
Moreover it can be possible for the learner, using the learning (knowledge, skills and competence)
acquired, to plan further vocation paths transferring them in different fields.
4 - In Italy, waiting for a national system, some regions have elaborated independent systems (Veneto,
Emilia Romagna, Toscana, Valle dAosta e Lombardia.
These systems/schemes are usually composed of three parts:
Repertory of professional profiles. Moreover, for each profile the main tasks are listed and for each one of
them knowledge and abilities required are described.
Standard analysis and validation of knowledge, abilities and tasks.
A series of rules that connect the previous points to educational and training systems.
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Certification process uses:
Observation of the person on work place.
Simulations of tasks and working situations.
Case studies discussions.
Evidence of colleagues and supervisors.
Examination of documentations produced during work time. Examination of masterpieces or work products described in portfolio.
Interview based on how a person carries out assigned tasks.
That process happens with a direct involvement of a panel of experts.
A final certificate is released without legal value at national level, but it isrecognized by the regions
mentioned above.
At a National level the Ministry of Public Education and state Universities, according a National law,
recognize certifications bound to work and training experiences in the following cases:
Credits at university for those who worked in certain sectors and levels (internship).
Credits at university for those who passed ECDL exams with autonomous preparation
Credits at university for those who got foreign language certifications with autonomous
preparation.
Educational and school credits useful for the final score at the state exam at the end of the five-
year-course at the upper secondary school.
5 - These regional schemes have been developed and go on being developed to allow certain local
professions ( e.g. Sulphur miners in Sicily, shellfish breeders in Po Delta area in Veneto and Emilia
Romagna, glass-blowers in Murano in Veneto, etc.) to match duties of each profession to the possessedskills from individual applicants.
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Poland
For last 15 years CAL Association provides training for animators, leaders, organizers of the local
community by a specially prepared education system. We are upgrading the competence and skillsof assistance institutions through the creation of new working standards, which are based on the
experiences of our organization in the implementation of the educational programs.
Using a variety of traditions, practical and methodical experience and knowledge on work on the
local community academic backgrounds, we were able to develop a educational platform for social
animators, educators, community organizers. We work not only on the quality of education but also on
the methodology of work with the local community (certificate CAL, Community Development model)
Milestones in quality of education and methods of work with the local community development .
1 milestone:
School of Social Animators (SAS) implemented in the framework of the Grundtvig project 2002-2005.
30 people received a high school diploma they became a future social animators. During the project
12 modular educational package were developed. Our targeted groups were: trainers, participants and
specialists with professional profile( social animator).
Our experience in the field of education Local Community Animators were transferred to partners from
Ukraine, the result of this action was that Ukraine established a nationwide network of Social Animators.
2 milestone:
Postgraduate studies in a field of Supervision of Animation Process and Local Cooperation implemented
at the Institute of Education (on Gdansk University) was another milestone on developing educational
path, which was initiated by SAS. The project results were used as a base for realization of the further
education idea for specialists in community development. A post-graduate diplomas of supervisors
received by another group of experts - 30 people with practical experience in the field of animation work
-educators who were prepared to work in the local communities.
At the same time cooperation with other universities started, among others, Warsaw University and
Collegium Civitas .
3 milestone:
The project Creating and developing standards of welfare and social integration implementedbetween 2009 and 2014. The main objective of the project is to increase the professionalism and
effectiveness of institutions and social assistance in social exclusion through the development, testing
and implementation of working standards and support services in the field of social inclusion. Within
the project the Model for Organizing Local Community was developed. On the basis of which the
system of changes for social assistance in Poland (in working standards with the local community) will be
implemented.
4 milestone:
CAL Association Network : Quality certification for model Local Activity Centre.
Network of the Local Activity Centres (CAL), which we build for years on the basis of public institutions(social welfare centers , cultural centers, schools, libraries) and NGOs - is a non-formal - A network of
institutions that combines community-issues approach to community development.
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CAL Network was establish as a platform for the exchange of experiences, designed to be the inspiration
for the social animators and community organizers working in local public institutions and NGOs. CAL
Association gives a distinction for such a institutions in the form of The Quality Certificate for Local
Activity Centre. This institution must complete the application and demonstrate their activities in the
community.
The CAL Certificate is a confirmation of using develop educational strategies, methods and tools aimed
to explore the potential of the local community by building networks between institutions, organizations
, businesses and residents and mobilizing relevant to the values of tradition and contemporary culture,by the institution to which it is given.
What we developed within 15 years:
1. The educational standards for the CAL trainers and educators team. Elaborate standards which
are apply in the environment associated with CAL. Those are internally developed values , processes,
methods which are not the applicable standards on the national level. CAL also participated in creation
of an internal team of educators ( Radliska Education Institute ), who works on a social educational roles
such as : trainers or mentors .
2. The Quality Certificate Local Activity Centre (CAL ), which highline the activities of the organization /institution in the local community. Regardless of the organization specialization profile the certificate
indicates their willingness to accept the welfare mission involved in the formulation and implementation
of their program, which supposed to be based on direct experience and involvement of residents.
3. Solid relationships with universities was developed and as a one of outputs educational cooperation
3 faculties was created: Animation Supervision and Environmental Cooperation (Gdansk University),
Management of community development (Collegium Civitas ), Revitalization and social innovation
(Warsaw University).
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Slovenia
Preliminary observation regarding the recognition of formal and informal learning in Slovenia must
unfortunately be that there is no systematic regulation of this subject matter. There are no nationalapplicable recognition schemes, however some institutions in Slovenia offer ways to informally recognize
such knowledge and experiences.
Question regarding such recognition is not new in Slovenia. We are aware of the Council
recommendation of 20 December 2012 on non-formal and informal learning according to which national
states must take proper steps to provide arrangements for the validation of non-formal and informal
learning by the year 2018. Therefore there were specific initiatives to start such recognition on national
levels.
Some improvements have been made prior to this recommendation with the Higher Education Act
from 2008, which provided for obligatory recognition of informal learning and experiences regardingthe enrollment to colleges and universities. This is not sufficient since every faculty enacts its own rules
on how to recognize such knowledge and which experiences to recognize. Such partial solution is not
satisfactory. Different problems derive from such solution, especially: how to prove different experiences,
which experiences should be recognized, how much effort needs a person to invest to gain experiences
and similar.
Further improvement in this field was offered with the Volunteering Act from 2011 which enacted a
certificate of gained experiences and knowledge. Such certificate must be provided by the Volunteering
organization to every volunteer who demands it and has worked for more than 40 hours in the last year.
Mentor assesses the skills and attitudes of the volunteers and writes them in the certificate which is a
formal document. There are however no indications on where to use such certificate and what is theadded value of it.
Because there are no formal recognizing schemes in Slovenia it is hard to speak about recognizing
community development practice and experiences. Currently the only proper way is to engage persons
in different volunteering activities which are very similar to community development efforts. Such work
is then recognized through the certificate of volunteering.
On the other hand Slovenia has National Vocational Qualifications which can be used to recognize
different experiences and to provide a formal certificate. Within the catalogue there is no mentioning
regarding the community development or learning whatsoever.
One of the ways to help people to look at their skills and knowledge and consider how they can be used
in other settings and in employment is Nefiks, which is based on a Finnish model.
Nefiks is a project that has been promoting the values of volunteering and non-formal education in
Slovenia for over 10 years. It has been doing so by motivating young people to educate in different fields
and persuading employers to consider non-formal education as a reference when getting a job.
Nefiks expands the possibility of young peoples employment and social inclusion, especially for those
left behind, with its supplement activities such as workshops, stakeholder meetings, system of peer
advising and public promotion.
Nefiks comes in two shapes: electronic portfolio and a booklet. It is a record book and an on - lineportfolio, recording knowledge, experience and skills of young people acquired through 6 different
fields:
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active citizenship and responsible work on projects
work (summer work, student employment, other types of short term employment)
organized forms of education
camps and voluntary work
exchanges/visits of foreign countries
other ways of acquiring knowledge, skills and experiences
Most important characteristic in all fill in forms:
WHAT (type of activity)
WHEN, WHERE (& duration)
CONTACT PERSON (employer, organizer, etc.) with his/her contact details
DESCRIPTION of the activity (of the gained experience, knowledge, skills)
LIST OF COMPETENCES according to 8 key competences
EVALUATION of persons activity of mentor/leader/trainer/employer
SELF EVALUATION
SIGNATURE AND MARK or IP of computer (of the person responsible for the activity)
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United Kingdom
The England Standards Board in England and now the Endorsement Forum in Wales both offer
Recognition of learning from practice. The ESB and EFW give certificates to people who can showthat they have reflected upon and learnt from their own community development practice and the
experiences of others.
The Recognition schemes are based on criteria developed from the National Occupational Standards
(NOS) for Community Development in the UK, and on the central notion that Community Development
is based upon reflective practice a skill that can be developed by practitioners. The CD NOS were
created by people involved in community development (educators, practitioners, employers etc) and
thus reflect the work that is undertaken by community development practitioners at any point in time.
Our CD NOS are updated very 5-6 years to ensure they remain relevant to the changing situation that
community development practitioners find themselves in, and thus reflect the reality of communities.The CD NOS are simply a list of skills and knowledge, needed to undertake Community Development.
They are level free which means they do not directly relate to the England Qualification Framework
which sets out 8 different levels where level 1 in entry level, level 6 is a full degree, level 8 is a PhD! The
framework sets out the kind of skills and application of knowledge expected at each level, and the
persons responsibility for their own learning. In order to translate the CD NOS into qualifications and
to be able to give certification for learning from practice a mapping has been made between skills and
knowledge in the NOS to these different levels within our education system. Levels are important in
the UK as whenever people talk about gaining a qualification they ask at what level, as this affects the
government money available for training, and the value of it in gaining employment or going onto
further or higher education. Thus we had to deal with this from the very start and we produced our ownCommunity Development Learning and Qualifications, see the last page. So someone who is helping out
with a group in a community maybe at level 1 or level 2; someone who is running a community centre
maybe at level 4 or 5, whereas someone taking a more neighbourhood based and strategy role may be at
level 6.
The Recognition process was developed to provide an opportunity for experienced people to show their
skills in practice and to demonstrate their understanding of the knowledge that influenced their practice.
Many people who have been and remain very active in their communities had nothing to show for all
their community activities, and were losing out to people with less experience but with CD qualifications
gained in university when it came to jobs or progression within employment. The increasing costs of
education in England made it impossible for most activists to contemplate going to university to gain aqualification. Equally many experienced people had undertaken many workshops and short courses and
did not need to attend further learning programmes.
The process of Recognition is straightforward some who wants to join gain Recognition for their
activities first fills in a snapshot document which clearly shows which aspects of the NOS they have been
involved with. This helps ensure they have enough CD experience to complete Recognition, and their
areas of interest which helps determine their level and who might be the best mentor for them.
They then attend an induction to Recognition and a workshop on what is Community Development,
and then they are allocated a mentor who listens to the work that the participant has done and helps
them to link their activities to the NOS checklists. Then they explore with the mentor what they havelearnt from reflecting on what happened and considering what they would do differently in future.
After standardisation# and portfolio building workshops they start to put together a portfolio of
their CD activity, their learning, and explain how it reflects the key purpose and values of community
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development. They then prepare to present their portfolio to a small panel, supported by their mentor.
Guidance is given of what they need to do and who will be on the panel. After the panel the portfolio is
assessed to check which standards it has met and the panel agree on what levels to award certification.
There are different types of Recognition but they all work in the same way. We have Baseline
Recognition where a person tells their story about their community activities and the mentor helps
them to see what it might be worth so a participant can obtain a certificate which shows they achieved
different standards at different levels. There is a Project or Real-time Recognition whereby someone
with less experience but who wants to learn through doing can create a project and be mentored toplan and deliver it according to the process of CD, and gain a certificate for this work. Then there is Full
Recognition where a participant has to achieve a set number of standards which have been set for each
level 1- 6 (as set out in the England Qualification Framework) and then they gain a certificate that says
they have achieved level 2,or 3 or 4 or 5 or 6 as a CD practitioner. Community Development is quite a
complex way of working and so there is no level 1 certificate for community development; level 1 is
normally for people who are just beginning to get involved in a limited way in their community. Being a
good community development worker requires the skills and knowledge of level 2 or above.
Recognition schemes can be undertaken by individuals who pay for themselves, more normally they
are small groups of people in a particular community where funding has been offered, by a housing
association or regeneration agency for example, to enable these participants to undertake Recognition.
Different schemes build in different options some arrange visits between participants to their different
places of community development practice, others put on more workshops say on dealing with
conflict, or making inclusive communities, and these can be opened up to a wider group of people
involved in CD and not just those people on Recognition.
Community Development skills are inherently transferable. Therefore at the start of the process,
participants are encouraged to fill in a pre-employability check list of skills and attitudes that employers
tend to like, using self assessment. This is done alongside the snapshot document about the community
activity. The participant and mentor revisit these documents as the scheme progresses and by the
end they agree on an employability summary which is awarded along with the CD certificate and canbe shown to future employers whether in the community field or elsewhere. The kinds of skills and
knowledge can be about team working, taking responsibility, problem solving, using ICT, handling
conflict, organisational ability, research and communication skills.
Participants also fill in a footsteps diagram which shows where they started at the beginning
of Recognition, and where they are now, and which steps they plan to take in relation to future
employment, education and community development. This helps to form an action plan for each
participant as they decide their next steps and the mentors and scheme coordinator can help and advise
on this.
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Levels relate to the National Qualification & Credit Framework for England, Northern Ireland and Wales
Community Development Work Learning and Qualifications
Framework
Conceptanddesignby
Mala
Partnership2010
www.malapartnership.co.uk
Informal Learning
WorkshopsVisits Mentoring/Shadowing
1/2 DayCourses
TastersShortCourses
2 3 4 5 6 7 8 Levels
Award PhD
Certificate
Diploma FoundationDegree,
Second
Year
Degree, HE
Diploma
Honours
Degree
Graduate
Diploma
Graduate
Certificate
Masters
DegreeAward Award
Certificate
Appren-
ticeship
1
Recognitionof Learning From Practice
ReflectivePractice
Knowledge
Units
Foundation
Degree,
Second
YearDegree, HE
Certificate
Knowledge
Units
Knowledge
Units
Appren-
ticeship
For more information
about Recognition visitwww.esbendorsement.org