Cedefop

It enables personal and professional documentation to be stored in one central location and additionally generates a Europass CV on the portfolio for all individuals over the age of 16. The advantage for the individual is the ease of the information stored in one central location and that this information is then readily available to distribute when required.

Electronic portfolio

The project provides clarity from adult and University education and continuing education. The primary target group for the programme is wba graduates with a diploma and people with a university degree who work in the adult education sector (working on a full-time, part-time or on voluntary basis) and hold three years or practical, professional experience. Wba generally looks to target the four professional groups which inlcude educational managers, teachers/trainers, guidance counsellors and librarians. The project is unique in that it is supported by all ten major adult education umbrella organisations and that it also recognises competences that have been achieved in non-formal and formal means. The wba process is broken down into three stages to include: 1. A status-quo- evaluation; 2. wba- certificate Certified Adult Educator; and, 3. wba diploma Graduate Adult Educator. Since the start of the initiative 1095 Status-quo-evaluations, 635 wba certificates and 152 wba diplomas have been awarded. The programme does not offer further education programmes but endorses further education programmes offered by educational organisations across Austria.

Professional online platforms
Information on wba is disseminated by a public relations agency to include official website, brochures, mass-media and events
The launch of wba was covered in national and regional media

http://wba.or.at/english/about_us.php
http://libserver.cedefop.europa.eu/vetelib/2011/77481.pdf

It aims, through validation, to attract under-represented groups to higher education.

Comparative analysis of the VPL methods and approaches to under-represented (target) groups in HE and in partner countries
Handbook that highlights best practices for HE professionals with the multi-targeted VPL-model and transversal analysis of new strategies and methods
Project ongoing

Volunteering and skills: a portfolio for students - this initiative was launched by Animafac, the French students’ organisations network.
The objective is to help students identify and value skills that have been acquired and developed through volunteering experience, with a view to their future professional integration. It developed a portfolio of competences to enable students to describe their volunteering experiences and translate the competences, skills and knowledge they acquired into a skills language understandable by employers.
Animafac organises tutoring sessions for volunteers consisting of group work sessions in which each participant fills in his/her portfolio with the help of the others and writes an extract of his/her resume in which they point out the skills developed thanks to their volunteering experiences. After that they meet human resources professionals who give them advice on how to make them stand out on a resume, a letter of intent or during a job interview. This process allows students to take stock of what they have learnt and helps them to redefine or clarify their professional goals and see how to achieve them as workers but also as citizens. The portfolio and methodology are available online.

Portfolio of competences
method of how students are helped to translate their competences, skills and knowledge into a skills language for employers.

http://www.eucis-lll.eu/eucis-lll/wp-content/uploads/2012/03/EUCIS-LLL-P...
http://www.animafac.net
http://www.eucis-lll.eu/good-practices/volunteering-and-skills-animafac/

AWICO (Assessment of Wider Competences) - arose out of a multilateral EU project. It was part of the Leonardo da Vinci Transfer of Innovation training programme and was implemented under the leadership of Liechtenstein between 2009 and 2011. AWICO is a computer-based test to assess key skills within the areas of personal skills, communication, teamwork, problem solving, and conflict resolution. This test was developed scientifically and tested in practice by a project group from five countries (Liechtenstein, Switzerland, Austria, United Kingdom, and Bulgaria). The test was specially developed for people who either have no recognised education, or have completed basic vocational training but have not done any further training for a long time.

 

Counselling returning migrants and unemployed intends to develop the validation and recognition of knowledge and competencies that unemployed people have previously acquired, in different contexts, as part of unemployment services, in order to facilitate better matching between needs and competencies on the labor market. The project aims to use the validation and recognition of the real competencies of unemployed people as a part of personalised counselling services, based on the achievement and needs of persons facing unemployment. Validating the competencies acquired in non-formal and informal contexts is a way to shorten their return to the labour market.

Six national reports regarding the needs of counsellors in the validation and evaluation field and the needs of unemployed people, especially migrants
one common report based on the six national reports
a DVD
a counselling tool
a user guide
a training concept
an online testing report
an offline testing report
a conference report

http://www.adam-europe.eu/adam/project/view.htm?prj=9502
http://www.backwork.eu/

The overarching objective of Balticbright is to improve the access and quality of education in Latvia by following examples of best practice in Europe. Balticbright cover all areas of the education system, including formal, non-formal and informal learning and their areas of expertise are lifelong learning, quality of VET, using social media in ICT, inclusion, teacher training of staff and dissemination

On-line and social media based language learning and training courses for companies

This project aims to raise standards to enable better training and assessment within the clothing and footwear sector, through the development of a ‘transnational conceptual reference model’ of the validation of prior learning (APL).

Evaluation methods
modules
CD-ROM
website
programme/curricula
teaching material

http://www.adam-europe.eu/adam/project/view.htm?prj=7991
http://www.audeladelapprentissage.eu

The bilan de compétences (personal skills audit) service is provided by the Public Employment Service (Agence pour de developpement de l’emploi - ADEM) and is available for jobseekers. It is used as a tool to explore the personal and professional skills of the individual concerned, and the skills required by the labour market, and is formative in nature. The emphasis is on identifying and documenting the individual’s skills (e.g. knowledge, know-how and interpersonal skills) and elaborating a tailored action plan for job search

 

The course offers certification for individuals who have professional experience in education and vocational guidance but without recognised qualifications. The assessment covers both an online test and assessment on both social and sell competences.

Online test for assessing competences

http://www.lifelongguidance.at/qip/mm.nsf/0/FD511C99393F4A31C12578930037...$file/06_PPT_BBB_bifeb.pdf

The project objective was to support the validation and recognition of learning outcomes from vocational education to higher education. The project is targeted towards VET students, VET and HE institutions along with regional and national companies, businesses, enterprises and employers. Essentially, the project will look to share best practice in the field and working out the areas that support the validation of learning outcomes.

Conference materials

The project objective is to test a model of validation and to update professional competences for individuals over the age of 50 based50 based on the occupations of seller's and sales representatives. The achievemnts of the project will be assessed through:
1. Assessment of competencies;
2. Individual feedback on areas for development;
3. Implementation of a professional development plan to meet the individualsindividual’s specific requirements;
4. Validation and certification.

 

The project aimed at satisfying specific labour market requirements related to competency valorisation and learning outcome recognition for migrants by putting ECVET mechanisms into practice to achieve adapted and tested qualifications (in terms of learning outcomes) - on the basis of shared and tested transferable methods; defined assessment, validation and recognition processes; testing activities (including a repertory of case studies) to assess the transferability of the recognition processes in a cross-sectoral dimension; and, A Memorandum of Understanding on ECVET-related issues among the Italian Regions involved aimed at promoting a wider use of the project results and transfer of its results into mainstream policies.

CO.L.O.R. focuses on migrants in need of a qualification in two specific sectors: healthcare and building, and on 11 qualifications (based on both national and regional standards) at EQF level 3, which represents the ‘basic’ level of qualifications (the first ‘achievement’ in terms of competency) to enter the Italian labour market.

Memorandum of Understanding

It intends to exploit the Validpack instrument by extending its use to over 20 European countries.
The instrument provides users with validation of informal and non-formal psycho-pedagogical competencies of adult educators.
It is a unique and innovative package of validation instruments that creates a framework for the documentation and evaluation of trainers’ competences, no matter whether they have been acquired in a formal, non-formal or informal learning context.
It is organised around three main validation steps: self-evaluation, external evaluation and consolidation.

Newsletters
Evaluator’s guide
Handbook (EN, IT)
Info-pack
Toolkit

http://www.capival.eu/validpack
http://www.irea.ro/en/development-a-research/142-capival.html
http://www.enaip.it/cosa-facciamo/esperienze-e-progetti/dettaglio-esperi...
http://www.lu.lv/eng/research/projects/other-projects/capival/
http://www.acs.si/CAPIVAL
http://www.irea.ro/en/images/publications/capival.pdf

Applying ECVET and ECTS to Certify Learning Outcomes and Qualification of the Entrepreneur in Construction -
It defines and applies operational and transferable methods and guidelines to designing qualifications in units of learning outcomes with allocation of ECVET points in formal, informal and non-formal contexts. Also designs and tests quality standards to apply ECVET to the qualification for validation, transfer and recognition of learning outcomes.

Project Website; Overview on Entrepreneurs in EU Construction sector;
Guideline to activate ECVET process combined with ECTS for entrepreneurs in Construction sector; Design of new European sectoral qualification “Entrepreneur in Constructions”;
Memorandum of Understanding - MoU ECVET for new European sectoral qualification “Entrepreneur in Constructions”, with ECTS provisions and ECVET quality standards;
Model for Learning Agreements ECVET – ECTS “Entrepreneur in Constructions” - Common European Model for Learning Agreements related to learning process with awarding of ECVET and ECTS credits;
Model for “Entrepreneur in Constructions” ECVET - ECTS credit awarding .
Common European Model for ECVET and ECTS credits awarding

http://www.adam-europe.eu/adam/project/view.htm?prj=9866
http://www.certent.eu

This project is aimed at developing shared experience between vocational education and training institutions and employers in order to create deeper mutual understanding of supporting learners at work. Standardised certification on the basis of the European Standard EN ISO 17024 – certification will provide an acknowledged process for validation and guarantee compliance with quality assurance requirements. The project advances the integration of labour market requirements in vocational education and identifies the competences needed for these professional profiles and provides a certifying scheme for these competences with competence certificates.

Development of a competency matrix for tutors and mentors; multi-module training courses (Mentorship, Supervision in practice, Learning in working life, Personal training and development, Interviewing/survey construction and case study and Different ways of organising vocational education)
development of a new transnational understanding of the roles of tutors and mentors; competence profiles - adapted to EQF levels 5/6; transfer of the certification process developed within the framework of the ISOQUAM project
two trial modules for tutors and mentors as pilot projects in all partner countries
Implementation of testing and validation procedures for the two professions (mentors and tutors) in the vocational field to ISO 17024
report on mentors and tutors in vocational training field in Europe

http://www.adam-europe.eu/adam/project/view.htm?prj=10053
http://www.certimentu.eu/

It is available to members of the NGO Trainers Association, the course enables the validation in levels I, II and III of competences in planning and conducting training. The individual under supervision leads a training session where on completion the supervisor will then recommend the individual to the certification committee. The supervision process includes, an introductory session, participatory session and closing session.

Website

An experimental intervention to put in transparency and to recognise the competences of the trainers on safety matter in the European VET systems of the Construction sector (2010).
The main activities for achieving this aim are focused on the MoU ECVET contents (i.e., definition of qualification field in terms of learning outcomes, mapping it onto the EQF via national qualifications frameworks and systems, designing qualification in transferable units of learning outcomes with allocation of credit points) and on its enforcement (i.e., Learning Agreements, Credits Awarding, Transfer Validation and Accumulation, through related VET programmes with flexible devices for validation, transfer and recognition of learning outcomes achieved in formal, informal and non-formal contexts), as well as on the mainstreaming and multiplication of these results.

Policy recommendations
Guidance
Evaluations/Analyses

http://www.cesatra.eu/index.php?p=0
http://www.adam-europe.eu/adam/project/view.htm?prj=7692

project that is developing European software to validate and recognise the key non formal and informal competences needed by the seniors who are volunteers in social and educational activities, as well as developing and implementing a tool for the evaluation, validation and recognition of key competences necessary for retired seniors to participate as tutors in volunteering activities with youngsters. The project assesses and validates their related skills in social activities and recognises the competences acquired formally/ non-formally. It also enables them to plan their own training to improve their skills.

Reports describing trends and performance proposals to facilitate a successful participation of seniors in volunteering processes in social and educational fields and the 10 key learning outcomes required by seniors in volunteering processes
Repository of good practices in the evaluation, validation and recognition of non-formal and informal learning in social and educational activities
Competence management tool to validate and recognise the key non formal and informal competences needed by the seniors who are volunteers in social and educational processes

Climate-Friendly Management in European Schools - practical learning project aiming at climate friendly management in European schools. By combining innovative learning approaches and instruments on curricular and extracurricular levels the project develops a concept to tackle climate change and reduce the climate footprint in European schools by integrating climate change adaptation with the environmental management approach developed in the framework of JEM.

Developing and piloting the CLIMES Management System for climate change mitigation and adaptation
action plan to reduce carbon emissions in schools
guidelines for introducing climate change issues in schools
guidelines and recommendations
Overview of the current situation in participating member states
Implementing innovative didactic approaches (blended learning, best practice models, European exchange among pupils and teacher
Evaluating transversal key competences for non-formal and informal learning
stablishing a European network involving relevant stakeholders

It aims to valorize and underline competences acquired in non formal contexts for adults, who often do not have a recognised professional qualification, wishing to return to the education-training circuit to enter again into the labour market or to start professional development paths. The recognition of such competences will be tested through the transfer of ‘Portafolio de las Competencias’ (certification tool for pre-course competences before entering training and production systems, developed by Generalitat de Catalunya) and its integration with the ‘Citizen Learning Portfolio’ together with ‘Formedil Learning Portfolio’ devised for the building sector. Moreover, such tools will be used on the occasion of the implementation of anti-crisis measures to build an Individual Action Plan aimed at valorizing and widening the competences of workers hit by the economic crisis.

Certification tool

http://www.adam-europe.eu/adam/project/view.htm?prj=8124
http://www.compcard.it/en

Competence portfolio of the Academy on New Media and Knowledge Tranfer (University of Graz) - portfolio focuses on the self-reflection and awareness of the individual’s skills. The University supports the initiative by providing workshops and individual coaching where they learn to identify, reflect and communicate their skills and competences. Additionally, the University looks to support the transfer of competences between the various environments. The target group for the programme is wide and has been applied by different institutions.

 

This is a model that puts occupational training offered by the Public Employment Service Austria (AMS) in the context of qualifications belonging to the formal context more than it has been before. KmS aims to make it possible for jobseekers to acquire the competences necessary for passing the exceptional final apprenticeship exam by attending several courses offered by the AMS. KmS is formed by competence matrices that describe the targeted competence level of AMS training provision and that reproduce all the contents of the legally specified apprenticeship profiles.

Validation for specific target groups (the unemployed)

It is a project that provides creative blended mentoring for cultural managers working in the culture/arts sector, whilst providing developmental mentoring as a learning process to help cultural managers to improve their employability. CREA.M develops and tests a mentoring kit deployed into learning outcomes to foster creativity and entrepreneurial skills, based on the mapping of competences needed in the cultural sector. It helps cultural managers update their skills and validate their competences thus assisting them to find stable employment or creating new businesses.

Competency model
research survey
new curricula framework for cultural managers
mentoring procedures to draft the CREA.M creative blended mentoring scheme
creative blended mentoring kit
testing report, validation framework

The CREATE project, funded under the Leonard da Vinci Transfer of Innovation project, covers VET in ICT and multimedia. The project enables those between the ages of 16-25, early school leavers, and the long term unemployed with the opportunity to validate their skills and knowledge in ICT and multimedia. The assessment is informal with interactive tests.
The target group will extend to trainers, policy makers, instructional designers in VET and managers of VET centres. Essentially, as a result of the project they envisage that they will be able to:
1. Increase the volume of providers in the VET sector;
2. Improve the status of informal learning of within the youth age group;
3. Validate the informal learning model to be used by institutions and finally;
4. Provide more opportunities to enable early school- leavers to gain qualifications.

Development of a toolkit to be used in training which will include interactive tools/games, leaflets and description manuals on the various aspects of the project and how to use the toolkit and guidelines on the allocation of ECVET points to the learning outcomes module.

 

Developing methods and tools for validating the results of informal learning in two creative fields: web design and computer animation. End users - Youth (16-25) and youth with special needs (early school leavers (ESL), long-term unemployed) to train VET practitioners how to implement the validation of the results of informal learning

Training toolkit with theory
interactive tools/games with procedures for validating the informal learning and credit transfer with informal learning assessment methods and outcome-based units in web design and computer animation
model for validation of the results of informal learning; toolkit for validation of the results of informal learning
report on the allocation of ECVET points to the units
manual for VET practitioners describing how the products

http://www.create-validate.org/
http://www.adam-europe.eu/adam/project/view.htm?prj=10415

Network for The Accreditation of Managerial Skills develops a common framework of competencies and qualifications for the recognition and validation of entrepreneurial-related and managerial skills acquired in non-formal learning. This will be achieved by developing a certification methodology and criteria to validate informal learning especially for the credibility and recognition of the competencies established.

Comparative study in the partner countries of the state-of-the-art of validation process of non formal and informal learning in the participating countries with reference to managerial profiles: - Online portal on which the best practices identified regarding the accreditation of the managerial skills are going to be uploaded in order to be visible by anyone interested and to set a good example
Methodology for the accreditation of managers’ competencies: Document which will describe the methodological framework for the accreditation of the skills acquired through informal and non formal training
Self Evaluation Tool: Online tool for the self- evaluation of skills and competencies
E-Learning training contents are going to be developed in order to train the managers in the methodology

http://www.adam-europe.eu/prj/8566/project_8566_en.pdf
http://www.crednetmanager.eu/phocadownload/Crednet_1st_newsletter.pdf

Creating a favourable environment for flexible and adaptable courses by defining an institutional Lifelong Learning strategy (LLL) strategy, developing model courses and modules adapted to the needs of various learners and teacher training for delivery of courses and raising of awareness and promoting of the idea of LLL. The project develops a comprehensive database on graduates, their employment rate, as well as identifying profiles lacking in the labour market. It addresses recognition of prior learning and enables returning adult learners to follow additional courses suitable to their needs and aspirations.

Labour market needs analysis /employer survey
comparative analysis of LLL in EU partner countries
database

ECVET-BUD Mobility in the Building Construction Sector - through ECVET, the project aim is to define and draft a model to accredit, accumulate and recognise ECVET credits, in order to assess and validate professional competences and appropriate learning outcomes in the construction industry. The promotion of transparency, transferability, validation and recognition of learning outcomes achieved by individuals in non-formal and informal education. ECVET-BUD aims to support the implementation of ECVET in building construction sector by pre-designing common solutions to learning outcomes and professional standards using ECVET credit points tool in the construction sector.

ECVET credits for professional qualifications in building construction sector: practical advice and models
Memorandum of Understanding between European and sectoral stakeholders
Guidelines

http://www.ecvetbud.eu/
http://www.adam-europe.eu/adam/project/view.htm?prj=10318

Project providing methodologies and techniques for the recognition and validation of non-formal and informal learning and competencies in the building construction domain; focus on green competencies for green jobs. EdilMap maps, describes and certificates knowledge, competencies and skills characterising the sector.

Transparency and certification
new occupation profile
website
qualifications framework/guidelines for VET policy makers for international certification
development of assessed curricula for the new profiles, built by unit of competence and learning aims
testing of a certification’s path for competence acquired in non formal or informal learning contexts, consistent with the national and regional guidelines

http://www.edilmap.eu
http://www.adam-europe.eu/adam/project/view.htm?prj=8946

Established by the Ministry of Education and Culture, several pilot programmes were identified to develop implementation plans for trade pilots, which included: the food industry, municipal sector, effective communication, interculturalism and teaching. Scientific and professional experts were recruited, who then produced a specific expert programme and in conclusion recommended post-experience academic education.

 

Validation of informal learning for the rubber manufacturing industry through an internal diploma.

e-platform CEMES
tailor-made learning programme

http://www.savatech.eu/eu-project-e-rubber-validation.html
http://www.adam-europe.eu/adam/project/view.htm?prj=7336

The case study of Personal Assistants (PAs) - a qualifications framework for PAs based on learning outcomes (LOs) for non-formal and informal learning leading to the design of an Assessment Tool for a European certification for secretaries and PAs. The Assessment Tool uses different methodological tools to assess different learning outcomes and can be used across sectors.

Research and qualifications framework leading to the EUPA assessment tool
Training of assessors to use tool
Modular curriculum to enable PAs to certify and to assign credits to the modules of this curriculum

European Coop Campus develops ECVET tools to increase and recognise member cooperative competences as a way of empowering coop enterprise and encouraging cooperation throughout Europe. Learning and working needs of cooperative managers are matched to design and adhoc credit system that recognises and qualifies skills in response to European market needs, ensuring mobility and transfer of skills at transnational level.

Coop manager job profile - a complete description of a European profile for coop managers-Set of Mobility learning units (MLU) - coded to enable the creation of a common reference within the cooperative context identified;
ECVET Guidelines for coop training organizations - a methodological approach for determining and attributing ECVET credits to the LO and MLU -common set of tools (Memorandum of understanding, Learning agreement) and methods (guidelines for implementing ECVET process) in line with the ECVET technical specifications/recommendation;
Mobility pilot actions
testing and customising the tools
permanent network at national and European level
ECVET tools development
Identification of transversal learning area for defining MLU and related learning outcomes
Testing implementation of ECVET framework within cooperatives’ marketing tools.

http://www.co-op.ac.uk/2013/04/collecting-information-european-coop-campus
http://www.adam-europe.eu/adam/project/view.htm?prj=9952

Recognition and transfer of learning outcomes in the nature-based/rural tourism sector. An ECVET process to put in transparency and recognition and validation for professionals in the nature-based tourism sector, mapping it onto the EQF via national qualifications frameworks and systems.

Website
description of new occupation profile
evaluation methods
material for open learning
procedure for the analysis and prognosis of the vocational training requirement transparency and certification

http://www.europeannaturesystem.eu/
http://www.adam-europe.eu/adam/project/view.htm?prj=8760

Designing the Competence Profile of the European Supported Employment Specialist: the development and implementation of quality assurance systems - this project defines the competences and the professional profile of the European supported employment specialist in accordance with ECVET guidelines and aims to design competence requirements for supported employment specialists (SESs) working with disabled jobseekers, and provides certified training and upgrading, definition of tasks and validation of skills and knowledge.

A detailed procedure for the accreditation of VET providers who train SESs
the outline of a curriculum, a lesson plan and materials for VET courses aimed at training Supported Employment Specialists and improving the quality and comparability of their educational paths
foundations for a future European register of quality providers of training and retraining of SESs

http://www.aforismatoscana.net/
http://www.esesproject.eu/sites/default/files/docs/ESES_Leaflet_A5.pdf

Through work based development and steered assessment methods, Rockwool provides each employee with the opportunity of on-going-learning. They hope to enhance performance to not just reward the company but also the individual. The objectives that are set by Rockwool look to open up and create internal and external career opportunities and development.

 

FLEXI-PATH – transparency and recognition of adult educator qualifications across Europe making them comparable by having a common reference (EQF) and a common master adult educator profile which promotes the idea of mobility through standardised educational programmes and qualification levels.

Integrated common competency profile - a set of skills, knowledge and competences defined and described by the partners to measure qualifications of adult educators in Europe on the 7th EQF level
Self-Evaluation Toolkit: a handbook to record and document acquired formal and non-formal competences. Adult educators can use the handbook for validation themselves, and for implementation in adult education and training organisations.

http://www.flexi-path.eu/
http://www.eucis-lll.eu/good-practices/flexi-path-transparency-and-recog...
http://www.vinepac.eu

Competence portfolio and pedagogical tools to identify, recognise, validate and improve the competences acquired by migrant women in formal, non-formal and informal learning contexts. FORWARD promoting the participation of migrant women in adult education and focuses particularly on two key tools: competence-based methodologies and competence validation frameworks.

An innovative competence-based portfolio and pedagogical tools for the identification, recognition, validation and development of the competences of migrant women
Handbook - explanation and description of the FORWARD competence-based model, including the portfolio of assessment and validation of competences and the practical tools for professionals
Toolbox - self-reflection tools
self-evaluation questionnaires and guidelines to draw every women’s own map of competences and analysis of employability
role playing games to identify and practice competences in a variety of contexts; indications on how to prepare a competence-based CV
Also country analysis report, comparative analysis report and theoretical framework report on competence-based models relevant to the needs and characteristics of migrant women

The project aims to outline the criteria for designing flexible and individualised pathways for the qualification of healthcare workers, which implies the recognition and validation of units of learning outcomes. Secondly, it will provide a competence mapping in order to design a workplace oriented training offer. T
These outputs will inform public debates and the elaboration of national strategies. To this end, the consortium will foster an active involvement through workshops, thematic working groups and online forums; and, bottom–up and top down actions and the institution of a permanent network connecting national stakeholders to other European thematic networks for awareness-raising and future actions. Direct users will be students (Italian and European), healthcare workers, VET providers and policy makers. Indirect users will be health and social services, care holders and their families.

Criteria for design of flexible and individualised pathways for qualification of healthcare workers
competence map for design of workplace oriented training offer

http://www.forth-eu.it
http://eacea.ec.europa.eu/llp/results_projects/documents/ka1_ecet_compen...

This iniaitiveinitiative that seeks to respond to the increase in unempolymentunemployment among the unskilled and to address the future shortage of skilled labour. The idea is to improve the skills of the workforce to adressaddress the needs of both companies and society. It is predicted that the need for skilled professions in the field of commericalcommercial companies, offices, construction and the steel business will increase,increase; therefore it is becoming essential for more people to continue in education. The Basic Adult Education (GVU) enableenables unslilledunskilled workers who share practical experience of the skills to to complete the necessary education to turn them into skilled workers.

 

It analyses post-education models, success factors and best practice for implementation. The objectives of the project were to:
1. Establish lines of business where higher education competence was needed;
2. Identification of alternative models of development to suit post experience education;
3. How field specific competences can be identified and how organisations can benefit from collectively defined knowledge;
4. To develop a educational quality system.

Digitial knowledge database
Digitial skills passport

The aim of this Leonardo da Vinci funded project is to promote transparency and comparability of qualifications, transferability, validation and recognition of learning outcomes achieved by individuals in different learning contexts (formal, non-formal and informal). In the perspective of the EQF and ECVET, the project allowed the partners to work together to elaborate references of activities, of competences and of certification on the crafts identified in the services sector (cleaning and logistics), transferring the European methodology of ‘Sustainable professionalisation’ (validated by the European Commission). The testing activities have been mostly related to the qualification of ‘Responsible in cleaning service’.

Book
on-line platform
project reports

http://www.highlightcompetences.eu/
http://www.adam-europe.eu/adam/project/view.htm?prj=4344&prd=15#.U9ziWLH...

I TUBE builds on an ESF-funded project called PEAPEDA (Personalizzare l’apprendimento in ambito EDA/To personalize Adult Learning Pathways) which carried out research into the meaning of personalisation in relation to adult education in Italy. The I TUBE project aims to put into practice the methodological approach of PEAPADA through the application of a digital portfolio.

Digital portfolio
final report
best practices
brainstorming report
validation report

http://www.itubeproject.eu/
http://www.adam-europe.eu/adam/project/view.htm?prj=7428

The project 'ich auch' is trying to strengthen and support the development of basic skills for adults. Besides the EU, this project is funded by the Foundation Adult Education Liechtenstein and the canton, Sankt Gallen. This ongoing project aims to motivate individuals to take part in courses to improve and develop their basic skills. Furthermore, relevant institutions that are active within adult education should also be supported on this.

 

Identifier, Evaluer, Valider aimed at transferring and sharing the French methodology for the Validation des Acquis de l’Expérience or VAE (Accreditation of Prior Learning or APL), in particular to reduce the shortage of teachers by reducing the training period of adults wishing to take up teaching. The project highlights the subject-specific knowledge and skills needed to fulfil the role of a teacher to ensure the development of a continuing education programme for in-service teachers.

Development of guides and tools for the accreditation of prior learning
developed and tested methodology

http://www.ideal-project.eu
http://www.eucis-lll.eu/good-practices/ideal-identifier-evaluer-valider/

It aims to increase the consideration and application of informal learning within communities, by producing innovative training modules for practitioners in the field of adult learning, who want to develop and validate informal learning opportunities within communities.

Project newsletters and leaflets
Workbooks
Reports on delivery and validation and best practice

http://ilic-project.eu/#
https://www.facebook.com/pages/Informal-Learning-in-communities/16256316...
https://twitter.com/theilicproject

A project to develop and pilot a guide to the validation of non-formal learning in career guidance practitioners coherent with the CEDEFOP guidelines and better understand the existing frameworks for validating the competence of career guidance practitioners and the effectiveness of non-formal learning assessment.

Study and comparison of the existing frameworks
a guide to the validation of non-formal learning of career guidance practitioners
pilot study of the methodology

It aims at promoting the recognition and certification of non-formal and informal competences, with a particular focus on ‘white’ jobs and the profession of caregiver. The project has two aims: to transfer to the employment services in the partner countries, an innovative procedure for the recognition of non-formal and informal competences, based on a digital portfolio and supporting web-based platform; to integrate this methodology into a Model for the assessment and certification of non-formal and informal competences, related to specific ‘white’ jobs. The project follows on from the TIPEIL – Transfer of an Innovative Portfolio to Evaluate Learning project which was funded by the Leonardo da Vinci programme over the period 2007-2009.

Occupational profiles
evaluation methods
final report

http://www.projecticare.eu/
http://www.adam-europe.eu/adam/project/view.htm?prj=6989

Validation and recognition of non-formal and informal learning in the education system providing recognition of skills gained informally to enable adults to re-enter formal learning gained in the tourism sector.

Recognition and validation of units of learning outcomes through guidelines for the recognition and validation of informal and non formal learning in the Education System
A website has also been developed (in Italian)

http://www.informedu.it/
http://www.adam-europe.eu/adam/project/view.htm?prj=9074

The INLearning project was developed as a response to the figure of individuals across the labour market in both Malta and Europe that have the knowledge and skills through informal and formal learning primarily through work experience but have no official qualifications from formal institutions. The iniative was developed to prevent the individuals being excluded from the workforce. The "Lifepass" pen drive has been tested in a number of sectors to include printing, construction and hospitality amongst others.

"Lifepass" portfolio pen drive
he pen drive enables photos,videos and other digitial formats to be stored and develop a digitial portfolio

It aims to transfer to other countries, existing tools to support caregivers to identify the skills they have acquired informally.

Programme or curricula
evaluation methods
website

http://www.keyfora.com/en
http://www.adam-europe.eu/adam/project/view.htm?prj=9394

This project concerns the transferring, adaptation and validation of System KODE®.
The acronym KODE® stands for Competence - Diagnostics and Development and System KODE® denotes an extensive diagnostic, training and coaching system.
The idea of this project is to modify and adapt the contents of KODE® system to the EQF and to the NQF of partner countries. The aim is to provide VET counsellors, advisors and consultants with a set of training guidelines that are easily adaptable not only to the individual users' needs but also to the specific learning cultures of the partner' countries. Equipping professionals with tool/measurement method will enhance the recognition of non-formally and informally acquired competencies and qualifications

Adapting the materials by adding didactic guidelines for VET teachers and trainers, counsellors how to implement this system with relation to the specific demand and need of individual users and to the specific learning cultures of countries and to the requirements of VET providers

http://www.kode-project.eu/
http://www.adam-europe.eu/adam/project/view.htm?prj=8546

The KVALUES consortium brings together adult cultural educators to develop and test the methodology of digital storytelling as an innovative tool to guide (young) adults in disadvantaged conditions to self-evaluate and recognise skills and key competences acquired through informal learning contexts, such as work, volunteering, family and community related activities.

Project leaflet

http://www.kvalues.eu/
http://eacea.ec.europa.eu/llp/results_projects/documents/ka1_ecet_compen...

Libretto formative del cittadino - the Libretto is presented as the ‘citizen's identity card for countrywide mobility, from the point of view of both their learning experience and work experience’. This skills audit procedure records 'experience acquired during training or learning pathways, continuing training and employment' and 'competences acquired in non-formal and informal ways according to the relevant EU guidelines'. It was given official status in 2005 and is primarily managed and provided by the Regions according to their institutional framework in employment and vocational training matters.
So far, the Libretto is not concretely operational in most of the Regions of Italy, but it is the object of several initiatives, both experimental applications and construction of specific regional regulations. In Tuscany for example, since 2011, the regional public employment centres have included the Libretto Formativo as part of the service offer to the unemployed receiving benefits.
In almost one year and half (2011/2012) 25,000 beneficiaries received a Libretto in Tuscany with a pre-registration of competences, all belonging to the regional qualification and competence inventory, ready to be further validated and certified.

 

The main purpose of the present project is the increase of the competition capacity of university graduates and of the competence for working on the labour market of a knowledge based society through the collaboration of universities and other parties developing study activities. The duration of the project is from the August 2005 until June 2008 and the performance of the project is supported by the European Social Fund.

The project includes 15 partners: Tartu University (the institution performing and coordinating the project), Tallinn University, Tallinn Technical University, Estonian University of Life Sciences, Estonian Academy of Music, Estonian Art Academy, Tartu Kutsehariduskeskus (trading school), Estonian Ministry of Education and Research, Association of Estonian Adult Educators ANDRAS, Eesti Üliõpilaskondade Liit NPA, Tartu Kõrgem Kunstikool, Kutsekvalifikatsiooni Sihtasutus, Rectors Council NPA, Estonian Business School, Estonian Association for Quality NPA and SA Archimedes.

The development of study activities within the frame of the present project includes the development of study programmes and training methods, the general improvement of the quality of studies, the development of support system of students and study support counselling, the development of support systems of internship and taking in account of previous study and work experience. The development of study activities also includes the assistance to improve the social and economic situation of the students.

 

MAGISTER is about creating measures and tools to support family SMEs to make the transition into the family business. The project aims to boost information and knowledge interaction and exchange in the family SMES in the Metal Sector. The project developed and trialled a transnational intervention model (Guide) allowing family SMEs in the metal sector to identify and valorise knowledge and competences (including those acquired through non-formal or informal learning) and to favour their transfer to future generations.

Guide
list of methods
identification of key strengths and weaknesses

http://www.adam-europe.eu/adam/project/view.htm?prj=7315
http://www.magisterproject.eu/

Creation of an open e-learning course for adults who want to enhance performance and visibility on the labour market and increase their employability. The aim of the MAPPED Project was to equip life-long adult learners with useful learning materials to support their professional development through an ePortfolio. The ePortfolio was used as one of the methods to manage, plan and present their achievements and map their competences achieved outside formal educational systems.

ePortfolio

http://www.adam-europe.eu/adam/project/view.htm?prj=7167
http://mapped-project.eu/

Project that addresses the changing demand within the automotive sector for qualifications by facilitating the implementation of ECVET and promoting transparency, transferability, validation and recognition of credits achieved by individuals in different learning contexts (formal, non-formal and informal).

The project pilots the application of the whole ECVET process and produces a model for ECVET implementation in the automotive sector
website

http://www.masecvet.eu
http://www.adam-europe.eu/adam/project/view.htm?prj=10275

According to Italian law, regions and autonomous provinces are responsible for defining models of certification of skills achieved in non-formal and informal contexts.
This project aims to capitalise on previous experimentations in order to start a debate across regions at national level. The project will then identify common elements, instruments and transferable items to be considered in the implementation phase of models and systems at regional level.
The network will develop mutual learning events (Technical Panels, Focus Groups, Peer Analysis, Workshops, Seminars), which will take place over a year; a report describing all the experiences and representing regional certification systems developed in Italy; guidelines for policy makers and actors for the construction of a regional certification system; digital dissemination of the project deliverables/products (web portal, newsletter, web animation on social networks). At a national level, MCS will provide better information (to policy makers, actors, stakeholders, citizens) on opportunities offered by regional systems (in progress) for the certification of competences achieved in different contexts. At a regional level, MCS will provide the set-up of regional systems for certification of competences that are: - complete (skills acquired in all contexts: formal-no formal-informal); - recognised (models/devices methodologically sound); - correct (verification of competences using established, consistent and codified procedures); - transparent (products of process of attestation of competences will use references and languages shared).

A report of experiences and certification systems in Italy
Guidelines for policy makers and actors for the construction of a regional certification system

http://www.moltiplicarecompetenze.it/it/Avviato-MCS-Moltiplicare-compete...
http://eacea.ec.europa.eu/llp/results_projects/documents/ka1_ecet_compen...

Inducing VET trainers with mentoring skills to boost entrepreneurial growth - project to develop the skills and competencies, including mentoring competencies of VET teachers, trainers, tutors by providing a competence-based system and validation of non-formal and informal learning to enable VET professionals to apply transversal competencies such as mentoring and guidance skills.

Mentor’s training manual adapted from the European Project MAITRE to include entrepreneurship material to match the needs of the project’s target group, i.e. VET trainers in general business training who are interested in/already involved in entrepreneurship training
a blended train-the-trainer methodology (online, face-to-face, self study, action learning) for course delivery
training courses for identified VET trainers in project countries through online and face-to-face pilot events in order to provide them with mentoring skills and competencies especially designed for entrepreneurship: skills matrix
database on mentoring training projects

http://www.adam-europe.eu/adam/project/view.htm?prj=8987
http://mentering.eu/project-overview/

Recognition of competences acquired during mobility experiences within Initial Vocational Training. The result will give added value to mobility projects by enhancing quality and transparency through evaluation and validation of intercultural, linguistic and vocational competences. The project transfers the CEMES(R)-method and adapts the CEMES(R) platform to validate and recognise learning outcomes which have been acquired during mobility experiences abroad. The CEMES(R) platform is applied to the sector IVET in the field business and administration.

Learning agreement
learners’ record of achievement
validation
CEMES
assessment

The intention on the completion of the project was to validate the skills and competences of individuals and support employers and employees of SME’s in the municipal sector within Wielkopolska. The project resulted in:
1. Registration of authorities validating competences and skills at selected occupations in the sector;
2. The generation of a database, recording competencies and skills of women in the Wielkopolska municipal sector;
3. Promoting awareness to Managers and executives in the municipal sector of the competences acquired in informal learning;
4. The designing of principles and models of validation. Executives, managers, supervisors and employees of SME of Wielkpolska were the intended target area for the project.

database

Project promoting the values of volunteering and non-formal education for over 10 years, through encouraging young people to educate in different fields and persuading employers to consider non-formal education as a reference when getting a job.

Record book
Online portfolio

The two phase project was carried out in Denmark, Sweden, Norway, Iceland and Finland. The target group of the project was identified as validation stakeholders in Nordic countries. In the first phase of the project each of the countries produced reports as a result of mapping; whilst the second phase created a QA tool based on the results from the first phase and a subsequent article was produced regarding QA validation. The QA tool has been widely promoted by the Nordic Network of Adult Learning (NVL).

 

A network that aims to provide evidence on models and best practices in the validation of non-formal and informal learning.

Case study documents and national profiles

Organising New Skills for Creative Enterprise and Networks in Europe - the project aims to improve the educational and cultural potential of the scenography and stagecraft sector and contributes to the enhancement of training and employment within the creative industries. This will be done by designing and developing common training and learning pathways through competency-based unit models focusing on labour market needs.

Programme or curricula
website
material for open learning modules
DVD
evaluation methods
description of new occupation profiles
National context studies
Pilot courses
Learning laboratories
Video dossier

http://www.adam-europe.eu/prj/9916/project_9916_en.pdf
http://www.onscene.eu/en/

It aims to transfer to the Italian context the results of the project Recognition of Prior Learning Outcomes (RPLO, 2008 – 2010) which developed a method for implementing - at UK level and for the VET sector - the Cedefop European guidelines for validating non-formal and informal learning. The aims of the project are to develop a general model of recognition of prior learning, to be tested on the VET sector in Lombardy and Lazio regions; to apply the model in the two Italian regions and in the partner countries through experimentations on the level 4 and 5/6 of the European Qualification Framework (EQF); and to strengthen the basis for improving the VET offer in Italy and in the partner countries.

Occupational profiles
evaluation methods

http://www.adam-europe.eu/adam/project/view.htm?prj=8134
http://www.peira.eu/

PICA is a programme of paid internships, for young people of 18-28 years old, created by the Minister of Youth and the Municipality of Rome in the European Year of Volunteering. The validation of learning has been carried out for the 236 young people involved in the 36 PICA projects between 2011 and 2012.

 

 

+APL project will facilitate the development of innovative practises in the field of VET by: (i) transferring and adapting Portuguese RVCC materials; (ii) developing a common guideline on RVCC methodology and tools as an APL innovative model; (ii) piloting RVCC contents; (iv) design ECVET curricula for APL professional; (v) developing dissemination and valorisation outcomes.

Common guideline on RVCC methodology and tools as an APL innovative model
piloting RVCC contents
design ECVET curricula for APL professional
Validation of non-formal and informal learning competences
European ECVET curricula for APL professionals
Common guidelines for integration in existing national VET programmes

http://www.adam-europe.eu/adam/project/view.htm?prj=10230
http://www.plusapl.net/

Polish Welding Institute - established in 1945, the institute is responsible for issuing diplomas in: 1. International/ European welding engineer; 2. International/ European welding technologist; 3. International/ welding inspector; 4. International/ European welding specialist; 5. International/ European welding practitioner; and, 6. European welder. Additionally, they are accredited in issuing certificates in methods of testing to include, visual inspection, magnetic particle inspection, radiographic, enabling the certificated individual to practice in both Poland and abroad.

Certification of personnel leaflet
brochures available for download

Programme aim is to support the improvement of higher education institutions' graduates' professional competitiveness. To implement the programme, 22 higher education institutions, the Federation of Estonian Student Unions and Estonian Information Technology Foundation are involved. The programme focuses on the development of six activity areas:
1. Sustainable and high-quality competency in the area of higher education pedagogy, i.e. teaching stuff;
2. High-qualityHigh-quality implementation of study programmes based on learning outcome, i.e. quality of study;
3. QualityQuality of recognition of prior learning and work experience, i.e. RPL (Recognition of Prior Learning) ;
4. SupportSupport systems and result-orientated management skills that support the conducting of studies, i.e. strategic management;
5. ResearchResearch and analyses in the field of higher education, i.e. research and analysis;
6. trainingTraining of adjusting to studies for entrants by providing study and career counselling services and support services to students with special needs, i.e. students.

 

http://primus.archimedes.ee/en
http://primus.archimedes.ee/en/rpl

National programme developed to improve the retention rate for individuals continuing in education or VET and enhance passing IVET. The programme supports: 1. improving guidance available to prevent dropping out; 2. improving validation of non-formal and informal learning in order to shorten study times; and, 3. the development of housing services and extra-curricular activities. IVET providers are able to apply for a project based funding to develop their activities.

 

Promoting Lifelong Learning in Turkey - through funding received by the European Union, the project developed a startegic framework for Lifelong Learning to enable individuals to receive a qualification certificate enabling them to have wider access to the labour market. There is a primary focus on informal learning with key individuals who they were looking to engage to include unemployed, employed, unqualified and qualified adults, literates and a primary target of women.

 

The project fills the gap between the provided and the needed qualified staff in the field of health and social care by supporting the implementation of the European Credit system for Vocational Education and Training (ECVET). Professional permeability and the mobility of workers will be increased by the promotion of transparency and recognition of learning outcomes and qualifications, including non-formal and informal learning, supporting the provision of job opportunities for young and less qualified people, immigrants and women.

Methodology of description of activity-oriented and competence-based learning outcomes according to the recommendations for ECVET and EQ
Methodology of allocation of ECVET credits to units of learning outcomes and qualifications
Common assessment standards on a competence-oriented basis
Methodology of defining common standards to assess outcomes of formal, informal and non-formal learning
Model for personal transcripts of assessed learning outcomes, according to the EUROPASS transparency instruments Development, transfer and implementation of educational modules of central work competences from other professions into "Extra qualifications" for included professions

http://www.adam-europe.eu/adam/project/view.htm?prj=8600
http://www.proper-chance.eu/website_english.html

Certification of persons holding functions in quality management systems in initial VET and in adult education focuses on persons working in quality management in the VET sector in Austria. The two main aims are: i) to guarantee that persons dealing with quality management in VET institutions have the necessary competences; and, ii) to make these competences visible through a certification process. Project now completed - a new project 'QUALI-QIBB' is building on its findings.

Competence profiles
proposals for a curricular framework (training contents, training methods, training institutions), a concept for the certification which takes into consideration the validation of non-formal and informal learning and competencies

http://www.adam-europe.eu/adam/project/view.htm?prj=7491
http://www.vet-cert.at/home/
http://www.arqa-vet.at/quali-qibb/quali-qibb/

It is composed of 12 European Credit Transfers and based on the validation of prior learning. QUALI-QIBB is a collaboration between the Austrian Reference Point for Quality Assurance in VET and the University College of Teacher Education Upper Austria.

Website

Quality and innovation in vocational training for Enterprise Cultural Heritage management, in partnership with SMEs in the craft sector.
The project looks at how they currently use their enterprise cultural heritage and how this can be developed. The project focuses on makers of textiles and clothing, food and drink, ceramics and jewellery. The project develops an innovative vocational training approach in order to exploit the potential of ECH management in SMEs and improve the quality of VET practices for non-formal learning for SMEs in the sector.

E-learning modules
management training programme in enterprise cultural heritage
methodology guid
training materials
validation guidelines
case studies

http://www.enterpriseculturalheritage.org/
http://www.adam-europe.eu/adam/project/view.htm?prj=5529&page=1&prd=13

It focuses on providing adult educators with the skills and knowledge through work experience rather than a formal qualification and to then have these skills and knowledge validated. The REAL project key development enables adult educators to gage their own experience against a national framework

REAL project key development toolkit

Recognition of working life competences in higher education - co-ordinated through the University of Finland, the ESF project resulted in:
1. A regional validation network;
2. The process of validation in place amongst HEI's in the region and the testing and evaluation of the validation practices;
3. Publication of good practice;
4. The development if PSP-guidance to comply better with the validation procedures.

Validation network

http://www.uef.fi/en/studies/rpl-decisions-and-guidelines
http://epublications.uef.fi/pub/urn_isbn_978-952-61-0696-0/urn_isbn_978-...

A think tank promoting the recognition of skills gained through youth exchange programmes and (youth) voluntary work.

Toolkit (synopsis paper of the project conference)

It focuses on the research and development of validation on a regional level in central Denmark. Essentially, the action plan enables collaboration among stakeholders in specific initiatives and tasks concerning prior learning.
The purpose of the tool for the recognition of prior learning was to:
1. Support activities regarding the recognition of prior learning to have greater visibility;
2. Improve collaboration among key stakeholders in the work with prior learning assessment (a competence committee has been established to ensure that all relevant stakeholders, such as adult education organisations, training institutions and the corporate sector work together);
3. Strengthen a coherent perspective for education and employment.

 

The aim of the project is to respond to the need for better national motivation, understanding and application of education, training and learning in all its forms. In this context a number of concrete project actions and results are envisaged, such as: the elaboration of tools which will support the local authorities in the design of lifelong learning strategies and action plans for their implementation; elaboration of guidelines for prior learning validation; pilot elaboration of two concrete regional and eight concrete local LL strategies; the initiation of a national discussion on validation mechanisms for awareness raising; and, respectively encouraging citizens and respective institutions to implement the processes.

Guidelines for prior learning validation

http://eacea.ec.europa.eu/llp/results_projects/documents/ka1_ecet_compen...
http://www.unwe.bg/en/news/3374/project-resolve-regional-strategies-for-...

It aims to develop and implement methods by which the things learned through scouting and guiding can be recognised in society and to share tools which can be used for recognition.

National profiles
toolkits
guides

The SAVing project aims to support and promote best practices in terms of skills acquired in formal and informal contexts.
The project looks at success factors in certifying skills gained in non-school and non-academic contexts, in order to transfer effective solutions to other areas and sectors in Italy.
Decision-makers from the public sector and a vast range of stakeholders from the world of professional training are involved in the project, which seeks to promote debate surrounding professional training policy by building synergies between training organisations, institutions, business, schools and universities.
SAVing aims to reach these objectives by: local focus groups, conventions and seminars, and sharing results via social media

Informal guidelines
event results to be made available online

http://network.sfc.it/saving/
http://eacea.ec.europa.eu/llp/results_projects/documents/ka1_ecet_compen...

A tool which helps their 25,000 volunteer leaders and managers evaluate the skills they have acquired during their scouting experience, to better understand them and to determine how best to use them in their personal and professional projects.

Creation of a skills assessment tool
list of skills and behavioural indicators established jointly with the HEC-Ulg
creation of a skills recognition and enhancement tool

Seminar on recognition of Prior Learning (RPL): Flexible Tie within Higher Education - the recognition of prior learning is the knowledge and learning outside of higher education, either in formal education, education, or in non-formal and informal learning. The learning is usually commonly undertaken with an objective to gain access into higher education studies. The RPL does however imply that learners can be exempt from higher education courses if they already possess the skills and knowledge to these parts of the study through informal paths/ routes in some contexts. The validation of the individual's skills and knowledge can be provided by businesses whothat may provide work-based learning. RPL can contribute to widening participation for students and learners, primarily mature and underprivileged individuals. The seminar highlighted that the understanding of higher education plays an important role in regional development and economic needs.

evaluation summary
programme
speakers' contributions

http://files.eurashe.eu/wp-content/uploads/2012/04/EURASHE_Sem_RPL_12121...
http://www.eurashe.eu/prague

Supporting system for non-formal and informal learning for low-skilled workers aims to promote the validation of competences of drywall system installers. The results of the project will include an educational e-package adjusted to the needs of the IT environment and to different training forms, especially to non-formal and informal ways of learning.

Student handbook
teacher guidebook
modular training programme
ebook

http://www.adam-europe.eu/adam/project/view.htm?prj=7408
http://www.skillsup.eu/

System for quality assurance in non-formal/informal learning by developing and testing quality assurance systems to increase the quality of and access to validation of non-formal/informal learning, improving governance systems, identification of partner organisations' quality label, training and accreditation of providers.

Assessment tool; common framework for RPL schemes at the EU level
governance model and quality assurance system
quality label (at regional and national level) of RPL. This label will be on a voluntary basis and will be awarded by an independent body
quality assurance procedures and tools related to the advisory services
transparency of validation of non formal and informal schemes in partners' countries

http://www.adam-europe.eu/adam/project/view.htm?prj=9130
http://www.siqucae.eu/

It aims to provide employees with a transferable record of their qualifications and experience, which can be easily assessed by future employers. A Skills Passport is a portable, online record of an individual’s career history, current skills and training. The information in a Skills Passport can be independently verified and includes an individual’s education, qualifications, competencies, employment history, training record and objectives. It is accessible securely via the internet at any time, from anywhere.

Videos
case studies
information packs

http://www.skillsforhealth.org.uk/developing-your-organisations-talent/s...
http://www.nuclearskillspassport.co.uk

European Social Fund (ESF) - covers 9 identified sectoral areas including art and design, community service, business and commerce and tourism to match occupational standards; these occupational standards are used as benchmarks to enable VET providers to certify qualifications. The target groups identified included: 1. Students looking to take up post-secondary courses; 2. Those outside the fomal education system who are looking to re-integrate into the labour market; and, 3. The knowledge of empoyers to advise on the change in skills and need to update courses in VET.

Production of DVD containing an overview of the career and occupational standards for the specific qualification.
Intensive training programmes for the design of home- grown VET, qualifications and awards for accreditation.

By developing skills assessment tools that could enable workers to bridge the skills mismatch and offer them individual learning pathways. The project integrates learning and career guidance, lifelong learning pathways of workers that are vulnerable to economic restructuring and focuses on re-skilling and up-skilling of adults, especially those with low-level qualifications, who seek for a continuing improvement and recognition of their skills, competences and knowledge in order to increase their labour market participation and facilitate development of further learning pathways.

Working assessment methodology that will improve career and further learning perspectives of workers who are vulnerable to economic restructuring and seek for skills upgrading
Methodology focuses on the ‘general scope’ of competences and soft skills that are an essential part of the qualification portfolio

http://www.eucis-lll.eu/good-practices/strengthening-individual-learning...
http://www.solidar.org/Promoting-the-Agenda-for-New.html
http://solidar.org/IMG/pdf/kompetenzf_finalpublication.pdf

Sustainable Networking through a Language Learning Community - the SuN. Com(munity) provides a methodology for sustainable networking for an informal language learning community; virtual communities are formed: a Community of Learning, and a Community of Practice; the project unites both communities to form an extended and sustainable learning network. This model is then adapted into 7 less used languages and English. The project uses e-learning tools in conjunction with social, participatory technologies and face to face courses to form a blended learning strategy for language learners and language teachers.

Virtual learning community: model for online language learning in an informal learning community, a core community of practice for teachers, a core community of learning, an e-learning platform with social media applications (Skype, facebook, blogs, wikis, ning, etc.)
language learning materials
validation guide for language skills acquired through informal and non formal learning and an administrator
tutor and learner guide

ECDL Foundation is a non-profit social enterprise dedicated to raising digital competence standards in the workforce, education and society. ECDL is a standard digital certification programme, known as ECDL in Europe and ICDL outside of Europe. ECDL Foundation is present in more than 100 countries and over 40 languages; more than 14 million people have received ECDL certification. Key target groups include education (primary, secondary, tertiary, VET), workplace, vulnerable groups of society (unemployed, the elderly, etc.).

The ECDL programme is made up of a range of modules – each module provides a practical programme of up-to-date skills and knowledge areas, which are validated by a test. Flexible modular structure allows the creation of profiles that match individual and organisational needs. ECDL Profile encourages lifelong learning and the continuous development of digital competence. An ECDL Profile can be built on over time, when a candidate wants to update his or her skills or when new modules are developed.

• ECDL modules
• Position papers

The project promotes the use of the ECVET system by applying it to the professional qualification of Technology Transfer Manager (TTM). The Technology Transfer Manager (TTM) helps interested parties to turn a research result or prototype into a commercial product. The project promotes the use of the ECVET system by applying it to the occupation of the TTM. The project supports the development of the European qualification of "European Technology Transfer Manager (TTM) testing and implementing ECVET system, which is used for the assessment, transfer, validation and the accumulation of learning outcomes achieved in formal, informal and non-formal contexts related to the TTM qualification.

A competence profile of the European TTM structured according to ECVET guidelines
The curriculum of a training course for training TTMs
A procedure for the accreditation (recognition of competence) of people working as TTM
The procedure will allow assessment, transfer, validation and accumulation of learning outcomes (under the form of ECVET points) achieved in formal, informal and non formal contexts
Guidelines for the accreditation of courses providers organising courses for training TTMs
Guidelines for the application of ECVET to qualifications

Formedil has developed a system for the assessment and certification of competences in the building sector and the coordination on national scale initiative if qualification and continuous training in the field of building. The assessment of competences is made up of: certification of competences as part of the formal paths; and the validation of learning.
The process of assessment includes:
1. Competences repertory;
2. Training sector repertory;
3.Worker personal transcript;
4. Database of training activities in the building industry. In regardsIn regards to the validation of non-formal and formal learning the service targets the need for workers to improve their positioning for re-entry into the labour market through certification of previous competences and those who require an assessment to enter a training scheme with a credit.

Database of training activities

The project develops a system to describe and group vocational skills to validate competences as acknowledgement of the experience gained during mobility periods. It develops and transfers experience and tools to common guidelines to recognise input of the hosting foreign company and validation made by a local assessment company of the work experience undertaken and make skills acquired during mobility transparent, clear and recognisable and aligns this to a Europass style verification of the in-company experience gained.

Transparency and certification
website
recommendations about transnational assessment and validation
guidelines about common assessment procedures
sectoral (tourism, commerce, constructions) common (multi- language) professional competence reference for Europass compilation
guidelines about in-company professional competence validation
multi-language web tool, based on Europass
guidelines on in-company competence validation

http://www.regione.fvg.it
http://www.adam-europe.eu/prj/10207/project_10207_en.pdf

It aims to improve the quality and effect of AMU by promoting transversal experiments and development of educational science. AMU looks to contribute to a strengthening workforce competency development in the long run. In 2012 the TUP project identified two objectives to focus on whcih included:
1. A better use of individual competence assessments in regards to AMU educational structures;
2. The stregthening of AMU suppliers' work with individual competence assesmentsassessments in AMU.

 

 

Truknor Rogaland - the competence assessment introduced by the automobile dealer is a response the industry-wide legal obligation. The assessment looks to improve the quality of corporate staff and to enable the company to better meet customer demands. The primary target group for the assessment are mechanics as a result of the strict laws and regulations. The competence assessments were produced by Volvo and are composed of standard grids tailored to the roles in the company. Assessments, managed electronically take place once or twice a year.

Employee profile

Transfer of tools for managing and mentoring the international work placements to recognise competences acquired and the quality of the learning process in the school system. The project is based on the needs of secondary schools and vocational training centres to benefit from a strategy, systems and tools for managing and mentoring international work placements as well as for recognising, certifying and validating the competences acquired by students during the international mobility project. The main aims of the project are to equip secondary schools and vocational training centres with competences and tools to manage and mentor international work placements experiences, integrated with their curricular activities; with competences and tools to recognise, certify and validate competences acquired by the participants.

Quality manual
monitoring tools
distance learning modules for imporving skills in management and monitoring international work placement experiences
learning platform
T-Tactic manuals are available in different langagues and provide an explanation of the link between international work placements and informal learning

http://www.tacticschool.eu/
http://www.adam-europe.eu/adam/project/view.htm?prj=9195
http://tacticschool.pluriversum.eu

It aims to transfer a model for recognition, evaluation and certification of learning outcomes (LO) by testing two levels of adoption and implementation: governance and operational implementation services. The project is aimed at the professional development of service providers through support and tutoring, encouraging the creation of a professional team able to manage and disseminate the model.

The core products are tools and procedures for the recognition and certification of LO acquired in every context
Sustainability Plan
Prototypes of Memoranda of Understanding addressed to institutions, to the world of work and VET stakeholders

http://www.adam-europe.eu/adam/project/view.htm?prj=10285
http://www.unisystemlo.com/index.php/en/

The project aims to improve the professionalism of home care workers and enhance their chances of employment. It aims to achieve this through using a web-based platform to develop learners’ knowledge and skills in home care work through e-learning, enhancing their professionalism through validation of their prior learning, and supporting their employability through a demand/supply matching service.

E-learning system based on four macro-areas of competence drawn from comparison of national and regional curricula of the partner countries and regions
A set of tools for recognition and validation of prior formal, informal, and non-formal learning attainments
A demand/supply matching system to act as a connection between home care workers and their market (families with older relatives needing care -Framework of competence for the professional Home Care Worker 
Accompanying documents to the Framework of Competences for the professional Home Care Worker
Operational procedure for Validation of Prior Learning- Learning outcomes translation table
VPL Toolkit for Learners
VPL Toolkit for Tutors
Home Care Workers' portfolio
Demand/Supply matching system for home care services
General set-up guidelines

The URPL project aims to transfer knowledge and experience in the implementation and exploitation of EQF / NQFs from countries with established frameworks to those initiating this process; to contribute to the development of procedural, formal, legal and cultural foundations for the implementation of a process of Recognition of Prior Learning (RPL); and, to elaborate guidelines and recommendations for policy makers and other stakeholders regarding the implementation of RPL.

RPL pilot report
report ‘Review of the Recognition of Prior Learning in the Member States of Europe’
various other written outputs available from project website.

http://www.u-rpl.eu/goals
http://www.adam-europe.eu/adam/project/view.htm?prj=9626

The aim of the project is to create a pilot methodology for the recognition and validation of vocational skills gained through work experience and competencies, which are acquired through informal and non-formal learning in services and tourism, as a tool fostering integration of immigrants and mobile workers in the new EU Member States.
The project goal is achieved via transferring the functioning model of the countries with developed validation systems and practice, such as Denmark and Portugal to the new Member States Bulgaria and Romania and the applicant county of Turkey where, due to the conservative state dominated education systems or to language and cultural barriers, access to individual learning paths and recognition of prior competence is underdeveloped.
This transfer will support the flexibility and labour market adequacy of these education systems as it is in the ‘old’ Member States. Indeed, the full-right participation of immigrants in the European labour market is integrally linked to the recognition of their vocational skills and upgrading of their professional performance. The added value of this model is its transferability to other economic sectors.

Validation procedure documents
Main features of the advanced competence validation
Comparative Analysis
Research report

http://www.valeu.org/
http://www.eucis-lll.eu/eucis-lll/wp-content/uploads/2012/03/EUCIS-LLL-P...
http://www.eucis-lll.eu/good-practices/valeu-project-transferring-valida...

A project for validation of skills and knowledge for strengthening the positions of low-qualified employees in the labour market. The project develops methods and tools for identifying and validating competences in the workplace and opening gateways to education and training to make it easier for low−qualified individuals to develop their competences. The project examines methods of validation in workplaces based on occupational standards. The target group is low−qualified employees in Finance, Trade and Information technology sectors.

Validation kit - methods and tools of confirmation and validation of competences
EQF validation framework of non−formal and informal learning, Interactive tests
guidelines for businesses

Validation des compétences (VDC) in the field of continuous vocational training, leads to the issuing of a "titre de competences" (skill certificate).
All candidates benefit from an identical assessment procedure. Candidates are asked to demonstrate their skill or ability in a given occupation in a situation that is typical for the given occupation, in an approved training centre.
The titre de competences is a legal document recognised by the three French-speaking entities. It may be used either for direct access to the labour market or for access to further training courses (in the five public bodies providing vocational training). It can be accumulated to obtain a qualification in the adult education sector.

 

http://www.validationdescompetences.be
http://www.cvdc.be/fr/accueil.html
http://www.cvdc.be/fr/dispositif/documents-utiles.html
http://www.cvdc.be/uploads/media/Note-orientation-strategique-2012-2014.pdf

Electronic inventory tool for employees that enables them to record learning and achievements for both formal and non-formal learning. Those employees in the Halden Muncipality who are able to provide evidence of participation in at least one year of full-time formal learning are entitled to a wage increase that equates to EUR270. Those who provide evidence of non-formal learning are entitled to a salary increase of EUR 680.

Electronic tool for employees to record learning and ahievements

Development and transfer of a procedure for validation of professional performance skills of formally low-skilled adults in further vocational training or qualification-driven modular second-chance training: a learning outcome-oriented model for a professional qualification certificate in the retail sector.

Procedure with guidelines
instructions with quality standards
methodologies
tools for collection
reflection and evidence of skills and for training planning as well as indicators
criteria for the recognition of learning outcomes

http://www.valiskills.eu/Erfolge
http://www.adam-europe.eu/adam/project/view.htm?prj=9996#.UZx_HqyPZxo

Towards an integrated system for validation of non-formal and informal learning. National network of cooperation and information exchange.
The aims of Val-Net are to raise awareness in Latvia of the European policies, practices and reference material in the area of validation of non-formal and informal learning, of work on a national framework in this area and of existing practices and approaches in Latvia; to create partnerships between the policy and practice levels of education; and to create a sustainable information system. Activities of the Val-net project include:
1) identifying, contacting target groups, research, preparation of dissemination channels and content;
2) organizing awareness raising events, activating different dissemination tools and channels;
3) establishing the National Network for Promoting Validation of Non-formal and Informal Learning; and,
4) national debates, proposals for a vision of an integrated system.

Outputs of Val-Net will include:
1) a forum of cooperation: National Network;
2) series of dissemination activities and long-term dissemination channels; and,
3) proposals for an integrated view of the system in Latvia.

It is expected that the impact of Val-Net will include:
1) information about EU policy tools and national initiatives will be delivered to two target groups before and after Val-Net: (a) participants of validation system; (b) general public: individuals and organizations; and,
2) target group (a) above will be involved in working on the development of the validation system in Latvia (in policy process) and mutual consultation process during and after Val-Net project.

Proposal for an integrated view of the system in Latvia

http://www.lbd.lt/wp-content/uploads/2012/02/Marta_Dziluma.pdf
http://www.laea.lv/70/section.aspx/484
http://eacea.ec.europa.eu/llp/results_projects/documents/ka1_ecet_compen...

Val-net - the target group for the Val-net project was made up of individuals and organisations, involved in non-formal and informal education from providers and users through to policy and decision makers.
The objectives of the project were to:
1. Raise awareness of validation of learning outcomes achieved through non-formal and informal learning;
2. Promote the European Union framework and the tools used in the field of validation;
3. Promote cooperation between social partners and stakeholders;
4. To create an information exchange.

The activities which made up the stages of the project were:
1. The research, collection and presentation of information;
2. The organisation of events, supported by project partners;
3. The development and preparation of dissemination material.

On completion of the project they achievedthey achieved the following objectives:
1. To improve the awareness of non-formal and informal learning outcomes;
2. Discussion forum for representatives of education institutions;
3. Demonstration of best practice;
4. Conclusions and recommendations for the recognition framework;
5. A co-operation network;
6. Val-net website;
7. The publication of information on this process, the conclusions, achievements and recommendations.

Val-net website
publication

Taking into account the digital transformation which is currently affecting the media and newspaper industry, VG has been piloting competence assessments through external consultants to address this. The assessment which takes place through questionnaires, skills and knowledge tests and exercises. VG provides support of recruitment, training of existing staff and support of restructuring activities. All the employees are also assessed on their personality traits and behaviours.

All VG employees have a profile, recording their competence assessments, which the department manager then has access to.

The project provides a comprehensive approach and a consistent set of instruments to assess and evidence the impact of informal mobility learning on the competence development of the individual learner based on a comparable reference system and a common methodology.

Mobility learning suite
training materials and modular validation tool to validate competences acquired during participation in transnational mobility actions
accreditation procedure and certificates

It aims at creating a specific and transferable evaluation procedure; a tailor-made reference system for the evaluation of European collaborative learning in partnerships; and, a web-based software that will enable the internal and external validation of participants/learners in Grundtvig actions and regard competence development in European collaborations.
The project targets: project coordinators; partners and participants of partnerships and other mobility actions; evaluators and members of umbrella organisations; experts from the European Commission and from the political level; staff from National Agencies; and, the whole Grundtvig community.

Project reports
Newsletters
Guidance
Toolkits
Evaluations

The project aims to assess and evidence the competence development of team members working in European projects, to improve the visibility of informal learning that takes place in collaborative European projects, networks and partnerships. It develops and tests a specific and transferable evaluation procedure to assess and evidence the impact of these collaborative actions on the competence development of project partners and their organisational background.

Transnational network consisting of experts to validation of non-formal and informal learning in the framework of the REVEAL group
Reference systems for validating informal learning in Grundtvig actions
Curriculum for the VIP course on validation of informal learning
planning, organising, delivering and evaluating a pilot course

http://eacea.ec.europa.eu/llp/project_reports/documents/grundtvig/gmp_fi...
http://www.vip-eu.org

Validation of service related skills and competences with an innovative IT-based assessment and evidencing system - an innovative validation system for service-oriented competences to provide evidence of professional competences for both learners and potential employers

Evaluation and validation systems for service related learning outcomes
ICT Development
Certification and Accreditation
Developing Training and Counselling Units for Personnel on the validation of learning outcomes in the different educational sectors
Comprehensive inventory of personal and social competences relevant for the service economy
Linking the VITA approach to formal certification systems (EUROPASS) in order to give evidence and increased value to personal, social and organisational skills and competences
Providing a system to facilitate the assessment and evidencing of service related skills and competences
Piloting the approach in different educational domains (school, higher and adult Education, vocational training)
Validating personal and social competences

http://www.vita-eu.org
http://www.bupnet.eu/?page_id=53

Voluntary Centre Foundation composed of five non-profit organisations to support the Hungarian voluntary sector. The foundation provides information, training, counselling and development of methodological tools.

Volunteer portfolio
brochure on competence portfolio

http://www.oka.hu
http://oka.hu/cikkek/kompetencia-portfolio-0

It provides volunteers, especially unemployed volunteers, with recognition of the skills and competencies gained as a volunteer to facilitate their access to the labour market. It also provides a methodology for employment offices on how to support and motivate unemployed people for volunteering.

Website
transparency and certification
modules
CD-ROM
study of the project for employers, public institutions as labour offices and Ministry of Work
adapted online tool for volunteers
V-Skills for Employment
focused on the recognition of skills and competencies gained through volunteering
methodology for professionals at employment offices and volunteer centres to enable them to engage unemployed people in volunteering

http://www.adam-europe.eu/adam/project/view.htm?prj=10173
http://volwem.dobrovolnickecentra.sk/?lang=en

The web-based learning resource and is aimed at independent learners such as adults who are not engaged in adult education programmes. Its purpose is to enable learners to improve their reading, writing, numbers, ICT, personal development skills and to develop new digital literacies and pursue accreditation if desired.
There are 12 accredited awards at Level 2 and 14 at Level 3, mapped to the National Framework of Qualifications of Ireland. Learners have a choice of 6 topics through which to achieve the awards, namely Family, Sport and Leisure, Health, Money, Technology and Work. This choice, combined with Initial Assessments for each award, ensures that learning is individualised as far as possible. The site uses text to speech software for supporting beginners’ readers and it is linked to a Freephone number in case the learner encounters any difficulties.

Blended Learning Report

The project addresses VET needs within the hotel and catering sector by establishing a system of validation, transfer and recognition, of skills and competencies achieved during formal, informal and non-formal learning expressed in transferrable units, and that can be linked to existing national and European frameworks. The YES Project builds upon work already carried out in a prior Leonardo da Vinci project, NEW Hospitality but reaches additional beneficiaries – operators and users, in education and vocational training aged 17 to 22 and integrates the database application with other Europass tools besides the CV. The project also proposes integration with ECVET, mainstreaming the products as part of educational and vocational training programmes, to support the credit transfer and recognition procedure (ECVET).

CD-ROM
website
transparency and certification
TEEMPASS on-line database of technical-professional competencies and their related learning areas and learning pathways in the Tourism/Hospitality industry
Guidelines providing organisational, operational and content
related directions for creating seminars on the use of the software
up-dating of the contents of the New Hospitality Database, through the use of tools derived from best practises

http://www.adam-europe.eu/adam/project/view.htm?prj=7017#.U-vYiU9OXIU'
http://www.yesemployability.eu

Project that increases the impact of VET mobility activities through a cost-effective ICT based working instrument for all involved parties and implements ECVET principles as the recording method for obtained learning through different training pathways, including validation of prior learning acquired through formal, non-formal or informal experiences. It provides easier access to the learner’s own training records, certificates and qualifications, creating a helpful tool for the process of individual guidance through access to a person’s record of previous learning.

WEB based tool integrating the operative documents relevant and required in a transnational VET mobility
learning outcomes, certificates and qualification documents
interactive database of individually obtained learning with links to relevant documents like Journeyman Certificates, sector specific certificates and the Europass documents