The National Validation Programme 1999-2002 Projects developing tools and methods:

1. Validation in Norway –”The Third Sector” Cathrine Thue, The Norwegian Association for Adult Learning (NAAL)www.vofo.no

2. The National Validation Programme 1999-2002 Projects developing tools and methods: Education system Working life Third sector

3. A loosely woven validation system • Legislation - Makes validation a right for some • Links validation to secondary and tertiary education • Includes it in the work of Folk High Schools

4. How? • How validation is carried out is the decision of each county (upper secondary education) and universities and colleges. • In most cases based on presentation of documents and an interview. • Some practical testing.

5. Why? • Entrance into education. • Shortening of the period of study. • Obtaining formal documentation.

6. Terms Validation is dealing with all formal, non-formal and informal competencies • Formal: planned, from formal education, documented • Non-formal: planned, outside formal education, may be documented • Informal: not planned learning everywhere (leisure, work, family++), not documented

7. Validation – the process The whole process of identifying, mapping, assessing and ending up with accrediting and recognising competencies by Issuing documentation, entrance into education, getting a position or a job.

8. Third Sector • One tool – self-evaluation • Addresses a part of the validation process: identification, mapping, articulation + motivation • Personal Competence Document (PCD) • www.vofo.no/rk

9. The PCD Tool • Introduction • Instruction and guidance • Forms: totality of activities/competencies • Forms: one activity (can be certified) • Examples • Dictionary of voluntary activities

10. PCD - experiences • Evaluated on 50 people: useful but extensive, helps identifying, and motivating, but describing competencies is difficult. • Any self-evaluation system needs support from detailed description and documenting of learning activities

11. Pilot study circle on competencies and the PCD ”Should I describe the competencies related to what I used to do in my homeland?” ”When I don’t have any documentation proving that I worked in a senior centre, can I still describe what I learnt while working there?”

12. Third sector – why validation? • Validation consultants can’t know all learning arenas. • Hard to ask the right questions. • Need for individuals to be able to articulate their competencies.

13. Norway and validation: • More information and work concerning validation is needed • The actors from the different arenas involved in competence development and validation need to -Increase knowledge of each other -Increase co-operation