Validation of non-formal, informal and formal Competence in Norwegian

Reykjavik 14.02.03Bård Pettersen, Senior Adviser Norwegian Ministry of Education and Research

The Competence Reform

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Research and development

Right to upper secondary education

Subsistence financing and tax

regulations

Realkompetanse

Higher education Intermediate level

Right to a basic education

The competence building program

General education and democratic

participation

Study leave

The Competence Reform

Real-kompetanse

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The commission:Parliament, 19 January 1999

“Parliament requests that the Government set up a system which gives adults the right to document their overall skills without having to go via traditional testing methods.”

Real-kompetanse

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To set up a national system for the documentation and validation of adults’ ”realkompetanse”, with legitimacy in both

• the workplace and

• the education system

The main targetReal-

kompetanse

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”Realkompetanse”

All knowledge, abilities, attitudes and insights people have. These may be acquired by means of: education and organised learning self-education work participation in organisations, society and so on family lifeThe current definition: Non-formal, informal and formal competence

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Target group

All adults who would like their ”realkompetanse” to be assessed in comparison with the education system, the workplace and organisations

Adult immigrants who would like their skills to be documented, assessed and validatied through a employability-test, are a part of the target group

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The challenges

Validation in respect of upper secondary and higher education (the education system)

Documentation methods in the workplace and in the civil society/third sector

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Documentation in the workplace

Valuable for both employers and employees:Better, more correct work to be doneWhen changing jobs, either in-house or externallyWhen charting skills and in respect of further education,

in-house and/or externallyTo enhance the competitiveness of the companyTo provide a foundation for admission to the education

system – upper secondary education and higher educationTo provide a foundation for shortened courses of

learning/study adapted to suit individuals

Real-kompetanse

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Documentation in the civil society/third sector (1)

Association for adult educationCourses and study activities are documented with proofs. In addition, a tool has been developed to identify knowledge, skills and experience

Distance learning institutionsCourses are documented with proofs. In addition, supplementary skills are documented which individuals develop by using ICT tools during the course and as part of Internet-based learning. The confirmation is signed by the principal

Real-kompetanse

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Documentation in the civil society/third sector (2)

Folk high schoolsAn issuing report, signed by the principal, documented the learning that has taken place. The report includes the student’s own assessment of the learning that has taken place over the academic year

Voluntary organisationsIt is proposed that the individuals themselves describe and confirm skills they have acquired by means of participation in activities. A certification method is recommended

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• Workplace• Self-education• Organisations and

society• Family life• Training and organised

learning

Validation of ”realkompetanse” in comparison with the education system

Education system

Equivalent competence

Non-equivalent competence

Need for education

Realkompetanse

Real-kompetanse

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Validations methods in upper secondary education

Dialogue-based methodBased on discussions between assessors/ specialists and adults. A computerised or a manual tool based on the curriculum is used

Assessment of portfolioBased on written documentation, photos, etc together with certificates and reports

Vocational testingA specialist interview is followed by a practical vocational test. Both theoretical and practical side of the trade are tested

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Validation in higher education

Universities and colleges are under obligation to assess adult applicants over the age of 25 on the basis of their “realkompetanse”

Individual institutions have the power to assess what qualifications they consider to be necessary

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Workplace

Assoc. foradult ed.

Distancelearning

Folk highschools

Voluntaryorgs.

Workplace

Educationsystem

Documentation methods Validation

A national system

Secretariat

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Summing up

Principles and procedures have been created from experiences from 50 development projects

The education system has opened its doors There is still some work to be done The national system of documentation and

validation of “realkompetanse” involves and needs a close co-operation between the education system, the social-partners and the third sector

The implementation and further development have started

Real-kompetanse