validation of non-formal and informal learning in norway - experiences and challenges
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Validation of non-formal and informal learning in Norway - experiences and challenges . LLL policy in Norway. The Competence Reform (1999-2003): Right to education for all The workplace as an important learning arena Establish a system for validation. - PowerPoint PPT PresentationTRANSCRIPT
Validation of non-formal and informal learning in Norway -
experiences and challenges
LLL policy in Norway
The Competence Reform (1999-2003):
• Right to education for all• The workplace as an important learning
arena• Establish a system for validation
The National Validation Project (1999-2002)
The priority areas for development :• Documentation of nfif learning in the workplace• Documentation of nfif learning in the voluntary
sector• Methods for formal recognition of nfif learning (upper
secondary and higher education)• Adjustments and possible amendments of existing
laws, regulations and agreements on the basis of experiences drawn from the project
Benefits- intentions
• In relation to working life: personal development, career development, issuing of certificates and the grading of wages and salaries
• In relation to the education system: personal development, shortening of courses and individualisation of study programmes and issuing of certificates
• In relation to third sector: personal development and issuing of certificates
Higher education
• University and College Act (2001):
– Individuals have been statutory entitled to seek admission to individual courses at universities or colleges on the basis of their non-formal and informal learning.
– At least 25 years old and possess no general study skills.
– Right to exemption from certain elements on the basis of documented non-formal and informal learning.
– Applicants who have completed the course will be allocated general study skills.
Higher education
• Individual institutions have the power to assess what qualifications they consider to be necessary and decide on the appropriate course of action for assessments.
• Assessment methods:- Portfolio: practice, motivation and
capability. - A test designed by professionals in the
actual subject matter.
Upper secondary level
• Education Act (2002): • Adults born prior to 1978 have
statutory right to be accepted for upper secondary education on the basis of assessed non-formal and informal learning. (changes are proposed)
• The education must be adapted to the individual’s need and life situation
Upper secondary level
• Awarding body: county councils (skill centre)
• Shared procedure for assessment– Information and guidance– Identification (making a portfolio)– Assessment – Documentary proof
Assessment methods upper secondary
• Dialogue-based method
• Vocational testing
• Assessment of portfolio
- in relation to the curriculum- with respect for diversity
information
assessment
documentation
validation
Success factors
Stakeholder cooperationCentral cooperationOpportunities for the individual
60 000 adults have acquired formal qualifications at upper secondary level
10 000 adults lacking formal qualifications has been offered admission to a study programme in higher education
Challenges
OECD: there is a need for…….• more evidences of the benefits of the
system• a more targeted information strategy• a uniform practice across regions• further cooperation between sectors.
Finalised National Projects
• Common and shared understanding of legal framework in the county authorities
• Developing models for tailored training
• Career guidance
Current initiatives
• Networking with the counties• Improving the statistics- the Vox mirror• International projects• “Building a stepping stone for the
prisoners”• “Increased use of assessment of non-
formal and informal learning for persons seeking employment”
• “Exemption in HE”
Further strategy
• More training of assessors• Increased awareness of principles for
all involved in the process• Target group: Information /motivation• Use the employment office/career
guidance centres for identification and documentation
Holistic view: Career guidance-VPL-tailored training