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Validation of non-formal and informal learning
Projects
- E-portfolios
- France
- Validation of non-formal and informal learning
- Adult education
- Austria
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
- Validation in HE
- Validation for specific target groups (underrepresented groups and non-traditional learners in HE)
- Practitioners involved in delivering validation.
- Netherlands
- Finland
- Denmark
- UK
- Slovenia
- Romania
- France
- Switzerland
- South Korea
Handbook that highlights best practices for HE professionals with the multi-targeted VPL-model and transversal analysis of new strategies and methods
Project ongoing
- Validation in the third sector
- Validation in the workplace
- Youth
- France
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.
method of how students are helped to translate their competences, skills and knowledge into a skills language for employers.
- Validation for specific target groups (Low-skilled)
- Liechtenstein
- Switzerland
- Austria
- United Kingdom
- Bulgaria
- Skills audits
- Validation for specific target groups (the unemployed, migrants)
- Romania
- Denmark
- UK
- Greece
- Germany
- Bulgaria
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
- Lifelong learning guidance
- VET validation of non-formal and informal learning outcomes
- social media
- ICT
- language learning
- intercultural communication skills
- inclusion
- teacher training
- dissemination
- Latvia
- Lifelong learning
- Higher education
- Recognition
- Transparency
- Certification
- Continuous training
- Initial training
- Vocational guidance
- Enterprise
- SME
- Italy
- Spain
- Romania
- France
modules
CD-ROM
website
programme/curricula
teaching material
- Skills audits
- Validation for specific target groups (the unemployed)
- Luxembourg
- Vocational guidance
- Education
- Austria
- Validation in VET
- Education
- Estonia
- Lithuania
- Germany
- Latvia
- Finland
- Slovenia
- Turkey
- Validation and updating of professional competence
- Poland
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.
- Validation for specific target groups (migrants)
- Italy
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.
- Guidance and counselling in relation to validation
- Practitioners involved in delivering validation
- Promotion / raising the profile of validation
- Examples of effective marketing of validation initiatives to key target groups
- Romania
- Germany
- France
- Netherlands
- Italy
- Portugal
- Latvia
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.
Evaluator’s guide
Handbook (EN, IT)
Info-pack
Toolkit
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
- Qualifications framework
- Assessment methods
- Spain
- Italy
- Belgium
- France
- Germany
- Greece
- Cyprus
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.
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
- Practitioners involved in the delivery of validation
- Guidance
- UK
- Greece
- Cyprus
- Sweden
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
- Validation in VET
- Poland
- Validation
- Validation in the workplace
- Guidance and counselling
- Practitioners involved in delivering validation
- Qualification framework
- Italy
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.
Guidance
Evaluations/Analyses
- Skills audit
- Validation in the third sector
- Assessment methods
- Validation for specific target groups (adult learners)
- Spain
- Austria
- Greece
- UK
- Romania
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
- Assessment methods
- Multi-level governance
- Germany
- Italy
- Austria
- Hungary
- Sweden
- Turkey
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
- Lifelong learning
- Recognition
- Transparency
- Certification
- Italy
- Spain
- Romania
- Formulation of competences
- Austria
- Vocational guidance
- Education
- Austria
- Skills audits
- Validation in the workplace
- UK
- France
- Italy
- Spain
- Czech Republic
- Finland
- Turkey
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
- Validation in VET
- Validation in ICT
- Validation in the workplace
- Bulgaria
- Germany
- Ireland
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.
- Assessment methods
- Validation for specific target groups (young people)
- Valiation for specific target groups (early school leavers)
- Validation for specific target groups (unemployed)
- Bulgaria
- Germany
- Ireland
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
- Validation in the workplace
- Innovative assessment methods
- Greece
- Cyprus
- Italy
- Slovenia
- Poland
- Latvia
- Romania
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
- Validation in HE
- National strategies and policies
- Denmark
- Belgium
- Spain
- Austria
- Montenegro
comparative analysis of LLL in EU partner countries
database
- Validation in VET
- Italy
- Switzerland
- Poland
Memorandum of Understanding between European and sectoral stakeholders
Guidelines
- Validation in VET
- Italy
- Switzerland
- Germany
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
- Post experience academic experience
- Finland
- Validation in the workplace
- Assessment methods
- Slovenia
- Germany
- Austria
tailor-made learning programme
- Validation in the workplace
- Assessment methods
- Cyprus, Greece, Sweden, Slovakia, UK
Training of assessors to use tool
Modular curriculum to enable PAs to certify and to assign credits to the modules of this curriculum
- Italy
- UK
- Germany
- Spain
- Greece
- Romania
- France
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.
- National strategies and policies
- Italy
- Germany
- Austria
- Belgium
- Spain
- Latvia
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
- Validation for specific target groups (disabled learners)
- practitioners involved in the delivery of validation
- France
- Poland
- Bulgaria
- Spain
- Austria
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
- Formal and non- formal learning
- Netherlands
- Validation for specific target groups (adults)
- Spain
- Germany
- UK
- Estonia
- Romania
- Switzerland
- Italy
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.
- Validation for specific target groups (migrant women)
- Awareness raising
- Spain
- Italy
- Romania
- Austria
- Finland
- Lithuania
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
- Recognition and validation of learning outcomes for healthcare workers
- Assessment methods
- Italy
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.
competence map for design of workplace oriented training offer
- VET
- Basic education
- Denmark
- Post - education
- VET
- Finland
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 skills passport
- Validation methods
- Italy
- Spain
- Malta
- Poland
- Greece
- France
on-line platform
project reports
- E-portfolios
- Adult Learning
- Guidance and Counselling
- Italy
- Germany
- UK
- Czech Republic
- Portugal
final report
best practices
brainstorming report
validation report
- Validation for specific target groups (Low-skilled)
- Liechtenstein
- Assessment methods
- France
- Belgium
- Lithuania
- Italy
- Portugal
developed and tested methodology
- Validation for specific target groups
- Practitioners involved in delivering validation
- UK
- Lithuania
- Bulgaria
- Germany
- Italy
Workbooks
Reports on delivery and validation and best practice
- Practitioners (career guidance practitioners)
- Italy
- Czech Republic
- Spain
- Greece
- Romania
- Germany
a guide to the validation of non-formal learning of career guidance practitioners
pilot study of the methodology
- Validation in the workplace
- Italy
- Romania
- Netherlands
- UK
evaluation methods
final report
- Quality assurance
- Qualifications framework
- Italy
- France
- Netherlands
- Lithuania
A website has also been developed (in Italian)
- Validation of non-formal and informal learning
- Adult education
- Qualifications
- Austria
- Greece
- Slovenia
- Estonia
- Turkey
- Portugal
- Italy
he pen drive enables photos,videos and other digitial formats to be stored and develop a digitial portfolio
- Guidance and counselling
- Ireland
- France
- Slovakia
- Belgium
- Spain
- Italy
evaluation methods
website
- Practitioners (career guidance practiioners)
- Qualifications framework
- Germany
- Italy
- Poland
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
- Assessment methods
- Italy
- UK
- Germany
- Sweden
- Estonia
- Bulgaria
- Skills audits
- Validation for specific target groups (the unemployed)
- Italy
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.
- Counseling
- Internships
- Estonia
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.
- Validation in the workplace
- Spain
- France
- Italy
- Romania
list of methods
identification of key strengths and weaknesses
- Lifelong learning
- Vocational guidance
- Open and distance learning
- Labor market
- Poland
- Italy
- Czech Republic
- Turkey
- National strategies and policies
- Germany
- Turkey
- Italy
website
- Multi-level governance
- Italy
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).
Guidelines for policy makers and actors for the construction of a regional certification system
- Practitioners involved in the delivery of validation
- Guidance
- Validation in VET
- Bulgaria
- Spain
- Greece
- UK
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
- National strategies and policies
- Northern Ireland
- France
- Malta
- Germany
learners’ record of achievement
validation
CEMES
assessment
- Validation of competences and skills
- Poland
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.
- Validation for specific target groups (young people)
- Validation for specific target groups (early school leavers)
- Validation in the workplace
- Slovenia
Online portfolio
- Quality Assurance
- Validation
- Adult learning
- Finland
- National policies and strategies
- Validation in the workplace
- Validation in HE
- Validation in VET
- Validation in the third sector
- Austria
- Belgium
- Bulgaria
- Cyprus
- Czech Republic
- Denmark
- Estonia
- Finland
- France
- Germany
- Hungary
- Iceland
- Ireland
- Italy
- Latvia
- Lithuania
- Luxembourg
- Malta
- Netherlands
- Norway
- Portugal
- Romania
- Slovenia
- Spain
- Sweden
- Switzerland
- UK
- National policies and strategies
- Validation in the workplace
- Validation in HE
- Validation in VET
- Italy
- Spain
- UK
- Greece
website
material for open learning modules
DVD
evaluation methods
description of new occupation profiles
National context studies
Pilot courses
Learning laboratories
Video dossier
- Lifelong learning
- Recognition
- Transparency
- Certification
- Vocational guidance
- Italy
- Croatia
- France
- Lithuania
- Switzerland
- UK
evaluation methods
- Validation for specific target groups (young people)
- Italy
- Validation in VET
- Poland
- Spain
- Germany
- Portugal
- Italy
- Bulgaria
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
- Informal learning
- Poland
brochures available for download
- Research and analysis
- RPL (Recognition of Prior Learning)
- Estonia
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.
- IVET
- VET
- Finland
- Lifelong learning
- Informal and formal learning
- Validation in VET
- Turkey
- National policies and strategies
- Validation in VET (mobility)
- Belgium
- Italy
- Germany
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
- Validation in the workplace
- Austria
- Germany
- Ireland
- Slovenia
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
- Validation of prior learning
- Austria
- Validation in the workplace
- Quality assurance
- Assessment methods
- UK
- Italy
- Turkey
- Czech Republic
- Greece
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.
management training programme in enterprise cultural heritage
methodology guid
training materials
validation guidelines
case studies
- Adult learning
- Estonia
- Validation in HEI
- Finland
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 in the third sector
- Validation for specific group (young people)
- Promotion / raising the profile of validation
- Switzerland
- Validation of prior learning
- Denmark
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.
- Awareness-raising
- Multi-level governance
- Bulgaria
- Practitioners involved in delivering validation
- Validation in the third sector
- Belgium
- Czech Republic
- Denmark
- France
- Portugal
- Slovenia
- Spain
- Netherlands
- Scotland
toolkits
guides
- Multi-level governance
- Awareness-raising
- Italy
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
event results to be made available online
- Validation in the third sector
- Promotion / raising the profile of validation
- EU-27
list of skills and behavioural indicators established jointly with the HEC-Ulg
creation of a skills recognition and enhancement tool
- Regonition of prior learning
- Assesment of prior learning
- Validation of learning through experience
- Recognition
- Validation and acreditation
- VET
- Czech Republic
programme
speakers' contributions
- Validation in the workplace
- Poland
- Romania
- Italy
teacher guidebook
modular training programme
ebook
- Validation in VET
- Quality assurance
- Italy
- France
- Belgium
- Spain
- Ireland
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
- Validation in the private sector
- Skills audits
- UK
case studies
information packs
- Informal and formal learning
- Malta
Intensive training programmes for the design of home- grown VET, qualifications and awards for accreditation.
- Skills audit
- Guidance
- Assessment methods
- Multi-level governance
- Netherlands
- Sweden
- Denmark
- Germany
Methodology focuses on the ‘general scope’ of competences and soft skills that are an essential part of the qualification portfolio
- Practitioners involved in the delivery of validation
- Greece
- Italy
- UK
- Germany
- Latvia
- Romania
language learning materials
validation guide for language skills acquired through informal and non formal learning and an administrator
tutor and learner guide
- Validation in VET
- Education
- Validation for specific target groups (unemployed, migrants)
- Youth
- ICT
- Certification
- Lifelong learning
- Formal and non-formal learning
- All EU Member States
- Over 100 countries worldwide
- Validation in the workplace
- National policies and strategies
- Qualification frameworks (linked to ECVET)
- Greece
- Spain
- Romania
- Bulgaria
- Poland
- Portugal
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
- Vocational training
- Validation of informal and formal learning
- Italy
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.
- Validation in VET (mobility)
- Italy
- Belgium
- Spain
- Poland
- Netherlands
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
- Quality assurance
- Denmark
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.
- Competence assessments
- VET
- Norway
- E-portfolios
- Guidance and Counselling
- Italy
- Spain
- France
- Germany
- Portugal
- Austria
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
- Multi-level governance
- Validation in VET (mobility)
- Italy
- Switzerland
- Netherlands
- Germany
Sustainability Plan
Prototypes of Memoranda of Understanding addressed to institutions, to the world of work and VET stakeholders
- Validation in the workplace
- Skills audits
- Assessment methods
- Italy
- UK
- Lithuania
- Spain
- Netherlands
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
- Qualifications framework
- Assessment methods
- Poland
- France
- Scotland
- Croatia
report ‘Review of the Recognition of Prior Learning in the Member States of Europe’
various other written outputs available from project website.
- Validation of vocational skills gained through work experience and competencies acquired through informal and non-formal learning
- Bulgaria
- Romania
- Turkey
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.
Main features of the advanced competence validation
Comparative Analysis
Research report
- Validation in the workplace
- Validation for low-skilled
- Iceland
- Portugal
- France
- Lithuania
- Bulgaria
EQF validation framework of non−formal and informal learning, Interactive tests
guidelines for businesses
- Validation in different sectors (CVET)
- Belgium
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.
- Validation in the private sector
- Norway
- Validation in the workplace
- Germany
- Austria
- Switzerland
- Norway
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
- Raising awareness
- Latvia
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.
- Validation of non- formal and informal learning
- Latvia
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.
publication
- Competence assessments
- Norway
- Validation in VET
- Validation in the workplace
- Validation in third sector
- Germany
- Austria
- Belgium
- Spain
- Italy
- Lithuania
- Malta
- France
- Switzerland
training materials and modular validation tool to validate competences acquired during participation in transnational mobility actions
accreditation procedure and certificates
- Validation for specific target groups
- EU-27
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.
Newsletters
Guidance
Toolkits
Evaluations
- National strategies and policies
- Raising awareness
- Germany
- Austria
- Belgium
- Spain
- Romania
- Slovakia
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
- Validation in VET
- Validation in the workplace
- Validation in third sector
- Germany
- Austria
- Switzerland
- Denmark
- Greece
- Turkey
- France
- Lithuania
- Ireland
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
- Voluntary work
- Information and training
- Hungary
brochure on competence portfolio
- Validation in the third sector
- Validation for specific target groups (unemployed)
- Validation for specific target groups (volunteers)
- Slovakia
- UK
- Czech Republic
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
- Validation for specific target groups (adult learners)
- Qualifications frameworks
- Ireland
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.
- Youth
- Validation in the workplace
- ECVET
- Malta
- Italy
- Portugal
- Cyprus
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
- Validation in VET
- Youth
- Norway
- Austria
- France
- Germany
- Poland
- Belgium
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