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Validation of non-formal and informal learning
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Based on a survey of 400 enterprises, 20 in-depth case studies and interviews with human resource experts in 10 countries, this report analyses the main purposes of competence assessment, the standards and methods applied, the employee groups targeted and the way results are documented and used.
‘Youths should be empowered to guarantee their own employment through education and training in a lifelong learning context,’ said Cedefop Director James Calleja addressing a high-level conference on the role of the Regions in the implementation of the youth guarantee, in Kavala, Greece.
Trust is key to improving permeability between vocational education and training (VET) and higher education, and quality assurance is essential to achieve this, Cedefop Director James Calleja has told a conference on quality assurance in VET and higher education in Brussels (22 and 23 October).
A manual for validating knowledge, skills and competences acquired through informal and non-formal learning has been developed in Bulgaria. The manual was created in accordance with current legislation and regulated by the Vocational Education and Training Act’s requirements for acquiring a professional qualification in a vocation or part of a vocation. It is based on European policies, principles and best practices.
Methods and tools have been developed for validation of knowledge, skills and competences acquired through informal and non-formal learning in the finance, trade and information technology sectors.