Validation of Learning Outcomes in Adult Education and learning: State of the art in Europe

1. Validation of Learning Outcomes in Adult Education and learning: State of the art in Europe VALIDATION OF PROFESSIONAL DEVELOPMENT IN GRUNDTVIG COURSES Thessaloniki, Greece Thursday 8 December 2011 hkvtos@iol.ie

2. Validation of learning outcomes is understood as: • “The confirmation by a competent body that learning outcomes (knowledge, skills and/or competences) acquired by an individual in a formal, non-formal or informal setting have been assessed against predefined criteria and are compliant with the requirements of a validation standard. Validation typically leads to certification.” (2009 Guidelines from CEDEFOP glossary of terms) • ‘Social validation’ – social recognition for achievements against standards to be, for example, offered promotion or a place in E&T – certification and formal recognition (e.g. by institutions awarding qualifications) do no occur. (2009 Guidelines)

3. European Policy Background - 20+ Years • Erasmus project (1987) -> ECTS (European Credit Transfer and Accumulation System) pilot 1989-1990 • Bologna Process (1999) - ‘recognition of prior learning’ as one of 10 commitments for development of LLL - ECTS • Copenhagen Declaration (2002) - a need to “develop a set of common principles regarding validation of non-formal and informal learning . . .“-> • Common European Principles for the identification and validation of non-formal and informal learning - (2004) European Council • Cluster on Recognition of Learning Outcomes (2006 - ) - quality; costs/benefits; approaches

4. Policy Background • Europass (2005) & Youthpass (2007) – sets of documents recognised across Europe - enable validation • EQF (2008) - based on learning outcomes • Action Plan on Adult Learning (2007- 2010) - Priority Action 4 • ECVET – European Credit System for VET –(2009) - a unit-based credit system • EQAVET– European Quality Assurance Reference Framework for VET – (2009) - covers validation • European Guidelines on validation of non-formal and informal learning (2009) (2nd edition in preparation) • E&T 2020 (2009) – need for increased ‘recognition of learning outcomes’

5. Policy Background • Europe 2020 Strategy - a commitment to promote validation in flagship initiative Youth on the Move • Employment Guidelines (2010) – acknowledge need to take account of non-formal & informal learning • Public consultation on validation launched late 2010 - 400+ responses - shows demand & underlines challenges • Council Resolution (2011) - Renewed Agenda for Adult Learning 2012 -2014 -’Putting in place fully functional systems for validating non-formal and informal learning & promoting their use by adults of all ages & at all qualification levels, as well as by enterprises and other organisations’ • Commission proposal for a Recommendation on validation (Spring 2012)

6. 2010 Update to the European Inventory on Validation of Non-formal and Informal Learning For international comparability and trust . . . . On-going project- originally in the EU Memorandum on Lifelong Learning (MLLL) 2000 • Cedefop 2000– Making learning visible: identification, assessment and recognition of non-formal learning • Updated 2004, 2005, 2007 & 2010 - a co-operation between Commission & Cedefop • 2010 Inventory covering 32 countries structured to illustrate the European Guidelines on validation (2009) • + 4 Thematic studies - HE; methodologies; costs & benefits; target groups

7. Drivers of validation policy & practice at european & national levels General context • Accelerating ‘credentialism’ – ”Qualifications necessary” Specific contexts • Making human capital visible - does not add to HC • Skill shortages – validation of existing skills – identify gaps; reduce time & money spent • Unemployment - identify existing skills for alternative employment/support to get employment • Social inclusion agenda – low-skilled/low qualified adults need to identify competences & potential BUT . . . • Lifelong learning agenda– motivation; access; exemption; awards

8. 2010 ‘A fast-moving field’ . . . . Developments taking place in: • VET • General education • Adult education and learning – professional and general • Higher education • Private provision • Workplace • Community

9. LevelS of development OF VALIDATION in countries (31) • HIGH – national legislative framework AND/OR national policy/policies; established practices in all/almost all sectors; significant level of take-up • MEDIUM-HIGH – national system or framework of systems BUT take-up is relatively low OR a well-established system of validation in a certain sector with high take-up • MEDIUM-LOW - a well-established validation system in 1 or more sectors BUT no overall framework AND take-up remains low • LOW - in the process of developing legislation or policy or tools (e.g. occupational profiles) which might support introduction of validation ANDcountries with very little activity or none at all

10. approach or system • Centrally designed and managed - driven by one or more of the following: • national law (FR; NO, SI), decree (SE), legal right, policy, strategy and/or framework • centrally-designed qualifications w/validation component (FI; BE/fl; LV; PL; SI; UK/Scot) • centrally-designed qualifications w/validation procedures (AT; DE; HR; NO) • centrally-designed qualifications w/validation guidelines that devolves responsibility to providers (EE; FR; UK/En/Wal/NI) – challenges & risks • centrally-set targets (ES; LV; SE)

11. approach or system • Local project-based or sectoral initiatives - ‘islands of validation’: • Support specific target groups (AT; CY; IE; NO; PL; RO; ) • Employers/demands from employers in a certain sector (NL; UK/E,W,NI) • Cover specific sectors (IS; UK/Scot) • Support various levels of education (IT) • Projects (BG; FR; HU; IT) – often supported by LLP or ESF NOTE: Countries with a high level of development tend to have a centralised approach in one or more sectors of learning

12. Factors Influencing level of development or approach to validation • Wider policy framework or context, including the economic context • ‘employability’; need for skilled workers; early school-leaving (PT); support for unemployed (NL);migrants (UK/Scot); regulatory frameworks; • Stakeholders/institutional framework • stakeholder involvement essential for trust/full benefits/synergies/funding – ministries; agencies; formal education; social partners; private sector

13. Factors Influencing level of development or approach to validation • Impact of parallel developments in national education and training policy • learning outcomes; NQFs; occupational standards/profiles; modular/credit/unit-based qualifications • Impact of European-level drivers • EQF – referencing criteria; • European Principles & European Guidelines – models & templates • LLP & ESF funding

14. Benefits • Mobility; efficiency; equality . . • Educational – access; transfer; exemption; partial/full awards; • Economic - makes human capital visible; addresses skills shortages; supports employment • Social – access to education/employment for the most disadvantaged • Personal - self-esteem; confidence; motivation; may give greater access to employment/promotion NOTE: More evaluation of impact is required in the majority of countries . . .. . . .. . but NOT planned (2010 Country Reports)

15. Challenges for the future • Variety of terminology and aims • Sustainability (projects) and financial issues (resource intensive) • Need for a cultural shift – ‘end-users’; trust (a. capacity of non-formal and informal learning; b. processes) • Implementation(lag between policy & practice - IDD) and mainstreaming (of project & processes)

16. Variationin provision – varying quality and costs to individuals - • Quality assurance – robust quality assurance frameworks needed (BE/fl; NL; NO) to ensure validity; reliability; acceptance; trust • ‘Matthew effect’ - who avails of validation? • Data collection and evidence gathering (not systematic; lack of analysis of costs/benefits) • Balance between needs of E & T providers and labour market and community sector • Impact on non-formal learning?