Iceland 2018

[5] This section draws mainly on input from the 2018 update to the European inventory on validation of non-formal and informal learning (European Commission et al., forthcoming).

A national strategy for validating non-formal and informal learning is in place for people with low levels of education and qualifications. Most of the work undertaken on validating non-formal and informal learning has been carried out by the Education and Training Service Centre (ETSC) ([6] Education and Training Service Centre: http://www.frae.is/um-okkur/about-us/). The target group for the work of the ETSC and of its validation activities is people with little formal education; around 22% of those aged 25 to 64 on the labour market have not completed upper secondary education ([7] Statistics Iceland, data from 2017: https://www.statice.is/).

The main objective of the national validation strategy is opening pathways for people with little formal education, focusing mainly on reducing the length of studies based on curricula at upper secondary level, and where a unit-based system is in place. The process focuses on assessing competences within each curriculum subject with a specific unit value. The results are calculated as recognised credits and certified specifically as 'passed' into a general databank for upper secondary schools and formal adult learning. It is possible to obtain a full qualification through validation in some sectors, however this is rarely the case and a full qualification as a skilled worker is not granted until a trade - or journeyman's examination - is completed. Validation against standards in specific occupations has not been linked to a credit system or modularised structure of qualifications.

The ETSC works according to contract with the Ministry of Education, Science and Culture. Validation of prior learning (VPL) projects is conducted in cooperation with lifelong learning centres distributed around the country. VPL has a legal framework in Iceland and its practices are based on a regulation introduced in 2011.

Around 60 pathways at upper secondary school level have been validated against curricula at ISQF levels 2-3 (EQF levels 3-4), evenly spread between the certified trades and other sectors. In 2016-17, around 955 individuals had their competences validated: 426 within the certified trades; 404 against curricula in other sectors; and 113 against specific occupational standards, of which 86 were linked to employability skills. Only 12 individuals had their competences validated against general subjects. In 2017, 6% of participants in VPL projects were immigrants. In the Erasmus KA3 project VISKA 2017-20 (visible skills for adults), the focus is on developing methods and processes for increasing migrants' access to VPL processes, education and work ([8] http://www.viskaproject.eu ).

There have been developments in validation linked to occupational standards in cooperation with stakeholders in the service and tourism sectors, which have been growing rapidly. Validation of occupational standards for lighting technicians and sound technicians has already been successfully introduced. Pilot projects are to be planned soon for ISQF level 4/EQF level 5. A committee has been working over the last two years on developing VPL in higher education; it presented its findings in a report in June 2018 ([9] http://frae.is/wp-content/uploads/2018/06/Raunf%C3%A6rnimat-%C3%A1-h%C3%A1sk%C3%B3lastigi-ni%C3%B0urst%C3%B6%C3%B0ur-vinnuh%C3%B3ps.pdf). The committee submitted four proposals on the development of VPL in higher education based on its work:

1. to support validation of prior learning in higher education it is vital to coordinate a common understanding of VPL and the best practices to be used. Regulations need to be clear and it is very important to ensure a common definition of validation of prior learning and of ensuring that laws and regulations on the issue at the level of higher education are coordinated, although each education institution will devise its own implementation methods. Quality assurance is a vital part of carrying out VPL in HE and it is important to keep track of statistics and results;
2. the committee suggests that an independent third party e.g. the Directorate of Education or the Education and Training Service Centre (ETSC) will conduct the validation;
3. it is proposed that each university faculty develops its validation of prior learning to shorten the study time required, hence there may be differences between faculties;
4. the committee suggests a pilot project where VPL methods are developed in chosen faculties at university level, such as engineering, computer science and education. The methods developed in this project could be used in other faculties in the future.

Validation methodology is not used at university level, but some university departments partly consider candidates' work experience during intake procedures.