Problem statement
Validation of non-formal and informal learning could have a substantial positive impact on young people who left education and training early and who are not in employment (NEETs). Giving these young people opportunities to identify and reflect on their learning experiences outside of formal education has many benefits. Most significantly, it boosts their self-confidence, which is the first step towards a return to formal learning, on the pathway into employment or an awareness of their own skills and capabilities.
The different stages of a validation process allow NEETs to reflect on the competences they have gained and how they could be used in different ways in the future.
Many validation processes focus on the identification and documentation of competences, skills and knowledge acquired in different settings (often through portfolio building). Such processes focus on building individuals’ self-awareness and ability to identify their own skills and competences. Other validation processes go beyond identification and documentation to emphasise assessment and certification. They focus on enabling individuals to obtain a full or partial qualification and may give direct access to formal education and training systems.
Beneficiaries
Addressing the problem
The following tips may be useful for policy makers and practitioners involved in the design and delivery of validation processes.
Validation that is adapted to individual needs can empower individuals in their career choices and help them become co-owners of the process. Such adaptability means that the process is personalised and considers the needs of the individual throughout. This can be achieved by adapting methods and tools in the different stages of validation and using the most appropriate methods for assessment in each case.
Information, advice and guidance are important to help young people understand what the different validation options entail. Some NEETs are more attracted to informal learning, while others may benefit from enrolling in education and training programmes that will eventually lead to a formal qualification. Some may not need to enrol in learning or training activities but could obtain a formal qualification by directly taking a final examination for a qualification. This opportunity is relevant to NEETs who may have left school to take up employment and who have acquired skills in the workplace that could be recognised through a formal qualification.
Communication and coordination between the organisations involved in career guidance and validation ensures that individuals receive the right information and advice on validation procedures. This involves networking within and across sectors where validation is available: education and training, labour market services, enterprises, the voluntary sector.
Guidance plays a vital role in supporting NEETs throughout the validation process. Giving NEETs access to guidance before, during and upon completion of validation procedures can help them to fully realise their potential. Initially, guidance involves raising awareness of validation opportunities and providing information on learning and upskilling opportunities. It then continues in supporting individuals to develop personal portfolios and career management skills. Guidance activities should be adapted to the needs of the individual.
Effective outreach strategies can play a key role in identifying, engaging and supporting NEETs – especially those who are furthest from accessing opportunities for validation and public support services in general.
See also sections on Outreach and Lifelong guidance
Validation provides opportunities for self-exploration and reflection, which can be highly beneficial for NEETs working towards a formal learning outcome, such as a qualification. A variety of tools and methods can be used. For some young people, conversations or observations may be most suitable, while tests or examinations may be more appropriate for others. Based on the profile of individuals, practitioners select the most appropriate tools to document and present the evidence, e.g. portfolios, third party reports, CVs. Building a portfolio can help young people to understand their own skills and competences by identifying their undocumented skills. It provides them with comprehensive insights into the achievements of their learning experiences.
It is important to select assessment methods that best meet the characteristics of the individual. Options include practical tests, interviews or counselling sessions, competence portfolios or online self-assessment tools. Some NEETs may be worried about taking traditional style tests, and alternative assessment methods or a combination of assessment methods are thus more likely to be successful. These can be very effective in identifying and assessing the individual’s knowledge, skills and competences, as well as their personal interests and motivations.
Depending on the needs of NEETs, validation can be used as a stepping stone (back) into education, training or work or to simply help them to understand their own skills and competences. Ensuring that NEETs are aware of the guidance and support services available is essential for those who do not transition to the labour market or undertake further education or training.
Systematic data collection and monitoring arrangements (e.g. unique reference numbers, registers) can be used to track the progress and mobility of individuals after they have completed a validation process. This notes whether NEETs have successfully achieved their transitions into education or the labour market or if they require additional follow-up supports.
The credibility of validation processes and their outcomes is achieved where the related qualifications are considered by employers and education providers to hold equal value to those acquired through formal learning.
Awarding certifications acquired through non-formal and informal learning requires an agreed reference point, usually in the form of a qualification standard or occupational standard. The identification and documentation phases of validation may be carried out without a formalised standard (see above). However, the assessment and certification phases of validation should have an agreed and approved standard based on learning outcomes.
To make sure that validation arrangements are established as an accepted and normal route to qualification, validation should be linked to national qualification systems and frameworks. This will facilitate the recognition and portability of credentials.
Lastly, quality assurance is needed to ensure continued consistency between validation outcomes and national qualification systems and frameworks.
Validation processes often involve many different stakeholders (e.g. national/regional stakeholders, education and training institutions, enterprises, NGOs), each with different responsibilities and functions. Their early involvement and contribution to the validation process can ensure their commitment and the quality and coherence of the validation experience for the individual. Coordination between different stakeholders can also raise NEETs’ awareness of validation opportunities and trust in their outcomes.
A wide range of practitioners may be involved in a validation process (e.g. career counsellor, career advisor, guidance counsellor, mentor, teaching staff). Ideally, they should all access the appropriate training, where they can draw on practical guidelines and a range of different validation tools and methods in their work. This ensures that all practitioners are suitably qualified to work with NEETs, to appraise the breadth and depth of their learning experiences, and to select the methods best suited to individual profiles. Training also covers the acquisition of soft skills, such as intercultural capacity, in order to meet the diverse needs of NEETs and to recognise the different life circumstances and backgrounds of these young people.
