Austria, Czech Republic, Denmark, Germany, Greece, Hungary, Italy, Latvia, Liechtenstein, Netherlands, Norway, Portugal and Sweden.
Peer Learning Activity on validation of non-formal and informal learning
21 June 2009 to 24 June 2009
Peer Learning Cluster or other group
Working group on adult learning
Set within the framework of the implementation of the Action Plan on adult learning 'It is always a good time to learn' the fourth Peer Learning Activity (PLA) on adult learning was hosted by the Czech Ministry of Education, Youth and Sports.
- The PLA focused on policy and practice relating to validating non-formal and informal learning with specific reference to three key themes: the technical development of the legal, policy and practical frameworks for validating non-formal and informal learning.
- The role of stakeholders (i.e. how to involve stakeholders and keep them involved? How to address the question ‘What’s in it for me’ from the stakeholders’ point-of-view?)
- Motivation and guidance measures for potential participants in validation activities.
A particular emphasis has been also placed on low-skilled adults.
Key issues addressed:
- Developments of systems for validating non-formal and informal learning;
- The validation process as such;
- The role of guidance in validation;
- Validation of the competences of low-skilled individuals;
- The benefits of validation for stakeholders including the state, employers, and individuals;
- Quality assurance – how to ensure the quality of and trust in, the validation process?
- Data on validation.
The PLA showed that European countries are at different stages in the development of policies and practices for validating non-formal and informal learning. The following needs were raised:
- A national/regional/local consensus on validation principles, objectives, resources, target groups, status, standards and quality assurance is needed in many countries;
- Partnerships of stakeholders at all levels are a key requirement for the development of an effective validation system and significant stakeholder commitment and resources;
- Active approaches (e.g. associating employers, trade unions, etc.) to engage potential participants, especially low-skilled individuals;
- Engaging the interest and participation of all sections of the population as a key to a broad acceptance of validation;
- Guidance and support services must be integral to any validation system, especially one seeking to engage low-skilled individuals;
- Competence profiles for validation practitioners;
- Quality assurance as critical to the success of validation;
- Better quantitative and qualitative information on the entire validation process;
- Systematic monitoring and measuring of validation,
The PLA also enabled its participants to formulate recommendations to the European Commission in the context of the Action Plan ‘It is always a good time to learn’ .
For further reading, see the summary report: