VALERU aims to establish mechanisms and human resources for the validation of non-formal/informal learning in Russian Higher Education in order to ensure sustainable development of Russian HE.
This new Erasmus+ project seeks to improve, monitor and evaluate the quality of validation of non-formal and informal learning (VNFIL) through means of peer review.
Peer Review – the external evaluation of VNFIL institutions/providers by Peers – is a promising instrument for quality assurance and development. It builds on quality activities already in place at a VNFIL institution/provider, it is cost-effective and it fosters networking and exchange between providers of validation of non-formal and informal learning.
The Peer Review VNFIL Extended project works with the Peer Review methodology and instruments as they have been developed in previous programmes. Most recently, in the Europeerguid RVC project, the Manual, Toolbox, and Quality Areas for Peer Review have been adapted to use in 3 countries. VNFIL providers and stakeholders in other countries have expressed a strong interest in adapting and implementing the Peer Review framework and its instruments. This project takes up further fine-tuning and transfer of the methodology to new countries through a number of capacity building activities directed at professional development of more VNFIL practitioners.
The SiQuCAE partnership has developed and tested quality assurance systems in order to: increase the quality of and access to validation of non-formal and informal learning, qualify the training and work systems in partner countries, improve the effectiveness of investment in validation of non-formal and informal learning.
This project aims at developing 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.
I greatly enjoyed the DISCUSS project conference in Munich last week at which I spoke together with Steve Wheeler. After the morning speeches, there was a cafe type session in the afternoon looking at four key challenges the project has identified for education in Europe. All were interesting and given the venue tended to be reflected through the lens of the present refugee crisis.
The DAVE project has produced an adult education trainer competence profile and a methodology for validating competence of Adult Education Trainers (AETs), called Expertise Check up. The competence profile is based on desk research on existing competence profiles at OECD level and on a need analysis carried out in a number of adult education providers including the partners.
Many disadvantaged young people have acquired competencies that may be relevant for VET through processes of non-formal and informal learning but that cannot be used systematically, because these competences are invisible.
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.