Folder Validation of Informal Learning

Validation of Informal Learning

Validating non‑formal and informal learning is increasingly seen as a way of improving lifelong and lifewide learning. More European countries are emphasising the importance of making visible and valuing learning that takes place outside formal education and training institutions, for example at work, in leisure time activities and at home.

Documents

pdf Anerkennung von non-formalem und informellem Lernen Nov 2014

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journal_2014_21_Validation_Informal_Learning.pdf

Bildung für Europa - Journal der Nationalen Agentur beim Bundesinstitut für Berufsbildung Schwerpunktthema: Anerkennung von non-formalem und informellem Lernen

pdf Competence Framework for Adult Education Trainer

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Part 1 - Description of the competence profile of the AET's.pdf

The competence framework for adul education trainer has been developed in the framework of the Leonardo da Vinci - development of innovation project DAVE. The competence framework builds on the European study ALPINE of the key competences for adult education staff and on the national professional profiles of adult trainer. The competence profile is the basis for the methodology for validation of competences aquired through non-formal and informal learning paths.

pdf Connecting Learning across School and Out-of-School Contexts: A Review of Pedagogical Approaches

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CONNECTING_LEARNING_ACROSS_SCHOOL_AND_OU.pdf

Understanding and promoting learning across school and out-of-school contexts are given an increased attention in recent educational research and practice. Children and young people spend considerable time in out-of-school learning settings. Whether it be outside in the park playing with friends, fishing with an uncle, taking part in everyday family chores, or engaging in virtual communities, these everyday learning environments form a rich and complex learning ecology within which children build a variety of experiences, competencies, and interests (Barron, 2006; Ito et al., 2013; Kumpulainen, Krokfors, Lipponen, Tissari, Hilppö, & Rajala, 2010; Erstad & Sefton-Green, 2013). But to what extent and how do schools recognize, value and build on young people’s out-of-school learning and interests? And if they do so, for what reasons? These questions are of great importance for present day research in learning and education, and the core focus of this chapter.

default European guidelines for validating non-formal and informal learning (new edition)

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The European guidelines for validating non-formal and informal learning are written for individuals and institutions responsible for the initiation, development, implementation and operation of validation arrangements. The ambition of the guidelines is to clarify the conditions for implementation, highlighting the critical choices to be made by stakeholders at different stages of the process. The 2012 Council recommendation on validation encourages Member States to put in place national arrangements for validation by 2018. These arrangements will enable individuals to increase the visibility and value of their knowledge, skills and competences acquired outside formal education and training: at work, at home or in voluntary activities. This second edition of the European guidelines is the result of a two-year process involving a wide range of stakeholders active in validation at European, national and/or sectoral levels.

pdf European inventory on validation of non-formal and informal learning 2014

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European Commission; Cedefop; ICF International (2014). European inventory on validation of non-formal and informal learning 2014. Final synthesis report

default European Strategic Guide for Fostering Participation and Raising Awareness on Validation of Learning Outcomes of Non-Formal and Informal Learning

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The project “Building learning societies: Promoting Validation of Non-formal and Informal Learning" aims to develop an awareness-raising campaign for the validation of learning outcomes of non-formal and informal learning as a tool to further improve adults’ career perspectives and stimulate their further education and training. Partners have been exchanging on existing validation practices and developed methods for the identification, documentation, assessment and certification of the learning outcomes of non-formal and informal learning. Together they have launched a EU-wide action campaign to promote validation amongst adult education and training providers, employers, trade unions, civil society organizations, and learners themselves. By bringing together different actors, who are stakeholders in the validation process, the long-term cooperation has been established, both at national and European level to further work on supporting the process of implementation of Council Recommendation on the validation of non-formal and informal learning. Moreover this project seeks to contribute to diminishing inequalities within society and to unlocking its full potential through the aim of promoting the concept of “learning societies” where each personal contribution is being utilized, and skills and competences are recognised and further developed. To achieve that, this project contributes to stimulate adults to seek further learning opportunities outside of the formal system, and to encourage them to actively participate in non-formal and informal learning, especially in times of fiscal consolidation, raising unemployment, and economic stagnation. To better reach out to those who wish to advance their knowledge on validation, the “European strategic guide for fostering the participation and raising awareness on validation of learning outcomes of NFIL” publication was prepared with an ambition to to improve ones’ career perspectives and stimulate lifelong learning.

default Julia Koch: A validation system for non-formal and informal learning in Germany (Master thesis)

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The validation of non-formal and informal learning needs a comprehensive system to support lifelong learning in practice and to enable the development of useful validation instruments. Such a system is lacking in Germany and therefore is the leading question for this explorative research: What should a validation system for non-formal and informal learning in Germany look like?
 
The results from literature study, key-informant interview and expert appraisal reveal five core elements for such a validation system; validation process, validation goals, quality assurance, infrastructure and supportive environment. These core elements and their relations are arranged and illustrated in a round model with a layer for each element representing the validation system.
 
Furthermore, the application of the validation system to existing instruments indicates that the validation system is a useful tool to evaluate and develop validation instruments. The validation system can function as basic guideline to develop concrete design instructions for different types of validation instruments. In a broader perspective represents the validation system also an adequate framework to integrate and coordinate different instruments to cover all facets of the validation of non-formal and informal learning

pdf Kompetenzbilanz für MigrantInnen (DJI)

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Kompetenzbilanz_für_MigrantInnen (DJI).pdf

Checkliste zum Einschätzen der eigenen Fähigkeiten und Möglichkeiten

Dieser Fragekatalog ist ein persönlicher Leitfaden. Er soll Ihnen behilflich sein, sich ganz persönlich darüber klar zu werden, welche Fähigkeiten Sie aufgrund Ihrer Lebensgeschichte und Ihrer Veranlagungen entwickelt
haben. Die Kompetenzbilanz ist ein Instrument, um zu erkennen, welche wichtigen Qualifikationen Sie durch die verschiedenen Tätigkeiten in Ihrem Leben herausgebildet haben.

Die Kompetenzbilanz will Sie auch anregen, darüber nachzudenken, welche Möglichkeiten und Perspektiven sich für Sie ergeben – für ein Leben in Deutschland ebenso wie für den Fall einer Rückkehr in Ihr Heimatland
oder des Weiterwanderns in ein drittes Land. Was können Sie selbst dazu tun, um Ziele und Wünsche zu verwirklichen?

Die Kompetenzbilanz führt Sie Punkt für Punkt zu den verschiedenen Erfahrungsfeldern, aus denen Ihre Fähigkeiten und Kompetenzen stammen. Sie ist modular aufgebaut und umfasst vier Teile:

  • BESCHREIBEN
  • ERKENNEN
  • NACHWEISEN
  • UMSETZEN

Wenn Sie alle Bereiche der Kompetenzbilanz durchgearbeitet haben, können Sie Ihr persönliches Portfolio zusammenstellen.

pdf Olav Eikeland: An expanded notion of lifelong learning – the Program for Lifelong Learning (PLL)

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PLL_Introduction20150601byOEConferenceLearning_use.pdf

In early 2014 Oslo and Akerhus University College have started a three year research endeavour on "learning outside the formal education system", which seeks to tackle with the global shift to lifelong learning, as a denominator of various forms of learning not produced by teaching ("non-didactic learning"). Lifelong learning within the research program will be investigated from 7 different ankles, representing different areas of knowledge bound up with this overarching topic:

1. Philosophy of education and learning. Key issues: cultural and scientific assumptions underlying our understanding of learning, and its meaning for lifelong learning.

2. Societal and historical organization of learning. Key issues: organisational principles according to which learning and learning outcomes are organized and managed in different societies and over time, including changed relations (or non-relations) between formal, non-formal and informal learning.

3. Lifelong learning. Key issues: "the provision or lack of social, psychological, educational, organizational, institutional, economic, etc. preconditions for learning throughout life (from the cradle to the grave) and in all contexts."

4. Organizational learning or learning organizations. Key issues: collective and collaborative learning towards problem solving within and across organisations.

5. Work Based Learning and Training. Key issues: the role and importance of non-formal learning in the workplace, and possible integrations "into more formal educational schemes (cf. symbiotic learning systems)".

6. Adult learning or andragogy.

7. Vocational and Professional Education and Training. Key issues: "better understanding and practical development, concerning the collaboration and division of labor between formal learning in educational institutions and less formal learning in the work places."


Transversal to those 7 research areas, more general questions on lifelong learning will be raised taking in account the changed relationship between theory and practice; challenges arising from the transfer of learning acquired in the education system to the world of work, and vice versa: the formal recognition of learning acquired in the workplace within the education system. Last but not least, the changing relationships between what researchers produce as data and theory, and the realities of their research subjects will be discussed with a view to the increased importance of action research.

default Players, practices and challenges in NFIL and its validation in Europe

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Renaud Damesin, Jacky Fayolle, Nicolas Fleury

This document reports on the study conducted by a team from the ALPHA Group for the European Trade Union Confederation on the practices and issues involved in the validation of non-formal and informal learning.

A general introduction (chapter 1) presents the objectives and the methods involved in the study, based on a survey of ten European countries. It suggests a typology of those ten countries, in light of a criterion blending the ambition of the public NFIL validation policies and the involvement of the social players in the design and implementation of those policies. The characteristics proper to each country are touched upon. This gives the reader a summary overview of the ten national surveys, which form the study’s original informational basis.

This introduction is followed by a series of thematic chapters:

  • Chapter 2 gives the economic and social contexts which colour NFIL practices: the state of the labour market, the needs in terms of skills development and access to training, and the needs for recognition of individuals.
  • Chapter 3 stresses the driving role that can be played by public policies and collective bargaining in the development of recognised and validated NFIL practices.
  • Chapter 4 identifies the diversity of the NFIL recognition and validation processes, as well as the need for simplification expressed by many players in the system, to make it into a right that is genuinely accessible.
  • Chapter 5 puts forward some factors in analysing the impact of NFIL on the labour market, an important aspect in the current crisis situation.
  • On the basis of the analysis of national practices and these thematic developments, chapter 6 first looks at the European prospects and then explores the avenues for a practice for NFIL validation shared in a better way between the countries of Europe. To finish, it issues a set of recommendations, which, while not claiming to be exhaustive, seek to respond to certain issues identified in the national surveys and in the summary itself.

pdf Praxishandreichung Migrationsspezifische Kompetenzfeststellung

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Praxishandreichung_Migrationsspezifische_Kompetenzfeststellung .pdf

IQ Fachstelle „Beratung und Qualifizierung“
Praxishandreichung „Qualitätsstandards und migrationsspezifische Instrumente zur Kompetenzfeststellung und Profiling für Agenturen für Arbeit, Jobcenter und Arbeitsmarktakteure
3. aktualisierte Auflage (2015)

pdf Recognition, Validation and Accreditation of Non-formal and Informal Learning in UNESCO Member States

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UNESCO - Recognition, Validation and Accreditation of Non-formal and Informal Learning.pdf

‘The recent development of lifelong learning policies in many UNESCO Member States has shown that there is a growing demand for the knowledge, skills and competences acquired by adults and young people over the course of their lives to be evaluated and accredited within different contexts: work, education, family life, community and society,’ says Arne Carlsen, Director of the UNESCO Institute for Lifelong Learning.

Alongside established systems for recognizing formal learning, some Member States have developed mechanisms to recognize and validate non-formal and informal learning, and many more are in the process of doing so.

The Belém Framework for Action, adopted by 144 UNESCO Member States at the Sixth International Conference on Adult Education in 2009, called on UNESCO to develop guidelines on ‘all learning outcomes, including those acquired through non-formal and informal learning, so that these may be recognized and validated’.

Consequently, the UNESCO Guidelines for the Recognition, Validation and Accreditation of the Outcomes of Non-formal and Informal Learning were developed and published by UIL in 2012 following a consultation process involving Member States. This report synthesizes and analyses the responses received from 42 Member States during that consultation process.

pdf Taking Validation One Step Further

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LLLPlatform_Position_Validation_2016.pdf

European societies are facing numerous challenges such as rising unemployment and inequalities. The 2013 PIAAC report highlights the fact that 20% of the EU adult population have low literacy and numeracy skills. If the correlation between education and employment and especially to quality employment as well as to poverty is well known, one’s qualification does not always correspond to one’s knowledge, skills and competences. The lack of strong validation systems that allow for individual’s knowledge, skills and competences which have been acquired through non-formal and informal learning to be validated, only makes it more difficult to tackle unemployment and poverty in the EU.

The 2012 Council Recommendation on the validation of non-formal and informal learning (VNIL) is a first step towards more satisfactory validation policy frameworks in the EU. It gave a political impulse for Member States to speed up the building of well-functioning validation systems in partnership with stakeholders. However, according to the CEDEFOP 2014 European Inventory on Validation, “most countries need to further develop their practical validation arrangements”.

The Lifelong Learning Platform proposes 5 key success factors for the implementation of VNIL:
1. Long-term and sustainable strategies for validation
2. Overcoming resistance: towards a cultural shift
3. Reaching out to disadvantaged group
4. Guidance, counseling and information
5. The EU’s role in a successful implementation of VNIL

pdf Validating informal competencies of young people - Good practice guide - en

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Validating informal competencies of young people - Good practice guide - en.pdf

Young people acquire competencies not only at school, vocational education and training and other formal learning settings. They also acquire competencies when they take up responsibilities within their family, when they are meeting their friends, when they work in jobs, when they engage in sports or music, when they do volunteer work. Many young people, especially those socially disadvantaged, leave school without qualifications. The competencies they have acquired through non formal learning contexts are not visible and are not recognised. This is a major barrier to them either obtaining employment or progressing to further education and training.

There are already a number of tools aiming at the accreditation or recognition of prior or informal learning. However, these tools tend towards identifying experiences, knowledge and skills for the purpose of gaining part or all of a qualification. The validation tool we have developed starts from the experiences of the young person. In our experience, many young people are unable to recognise the skills they have acquired - or do not perceive those skills as noteworthy for their future employment or education. IOt is only though helping young people to tell their own stories in their own way can a true picture be developed of the knowledge and skills they may have.

The Best Practice Guide has been designed to help those who wish to use the ICOVET validation tool in order to make visible competencies, young people have acquired outside formal education settings.

pdf Validating informal competencies of young people - Interview tool - en

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Validating informal competencies of young people - Interview tool - en.pdf

Young people acquire competencies not only at school, vocational education and training and other formal learning settings. They also acquire competencies when they take up responsibilities within their family, when they are meeting their friends, when they work in jobs, when they engage in sports or music, when they do volunteer work.

The ICOVET project has developed a validation tool, which supports educators, social workers and other facilitators in youth support agencies of making visible competencies that have been acquired by young people in various areas of activities outside formal learning.

This manual describes the validation tool and process developed in the ICOVET project, which has been carried out in the framework of the European Leonardo da Vinci program.

pdf Validation of informal and non-formal learning in Germany

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VOW_IPLM_National_Report_Germany (1).pdf

This report has been produced in the Leonardo da Vinci project "The value of work for the individual position on the labour market". The report gives an overview of the actual state of validation policies and practices in Germany.

pdf Validation of informal learning in Germany

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VOW_IPLM_National_Report_Germany.pdf

This document describes the current state of validation of informal learning in Germany. The report was produced in the framework of the Leonardo da Vinci project VOW+IPLM (the value of work for the individual position on the labour market).