- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
Background
A national system for the validation of prior learning, called Recognition, validation and certification of competences, RVCC (Reconhecimento, validação e certificação de competências), was put in place in 2001. The RVCC process can lead to a qualification. Some applicants can reach a qualification level only through validation of prior learning, while others need to attend training courses. It is also common for someone to combine validation and certification of skills with training to achieve a basic or secondary qualification or even a professional qualification.
Objectives
To enable trainers to access the Certificate of pedagogical competences (CCP) through the recognition, validation and certification of pedagogical skills acquired through formal, non-formal and informal ways.
Description
The Recognition, validation and certification of competences of trainers (RVCC-For) process, launched in 2019, targets professionals (including VET-school leaders) with proven experience as trainers or in other education and training activities, who wish to certify their pedagogical competences acquired through formal, non-formal and informal ways.
The RVCC-For process enables them to access the Certificate of pedagogical competences (CCP). It takes place in three stages through individual sessions and/or in small groups (face-to-face or online). Initially, candidates identify, analyse and self-evaluate their training experiences. Subsequently, they are evaluated by a jury (composed of external and RVCC-For evaluators), which certifies their competences and identifies, if any, the competences that need to be acquired to obtain the CCP, indicating the additional training that candidates should attend. Candidates are evaluated against the trainer competence standard and the training standard of the Initial pedagogical training course for trainers, authorised by the IEFP.
The RVCC-For process is supervised by the Institute of Employment and Vocational Training (IEFP).
The Qualifica programme also promotes the RVCC-For process.
The Recognition, validation and certification of competences of trainers (RVCC-For) process was launched in 2019.
In 2020, IEFP received 210 applications for an RVCC-For process, and115 applicants completed their RVCC-For process.
In 2021, IEFP received 172 applications for an RVCC-For process, and 98 applicants completed their RVCC-For process.
In 2022, IEFP received 231 applicants for a RVCC-For process. Of those, 86 were certified.
Bodies responsible
- Institute for Employment and Vocational Training (IEFP)
- National Agency for Qualification and Vocational Education and Training (ANQEP)
Target groups
Education professionals
- Trainers
Thematic categories
Transparency and portability of VET skills and qualifications
European principles and tools, such as EQF, ESCO, ECTS, Europass and ECVET, provide a strong basis for transparency and portability of national and sectoral qualifications across Europe, including the issuing of digital diplomas and certificates.
This thematic category looks at how individuals are supported in transferring, accumulating, and validating skills and competences acquired in formal, non-formal and informal settings – including learning on the job – and in having their learning recognised towards a qualification at any point of their lives. This is only possible if qualifications are transparent and comparable and are part of comprehensive national qualifications frameworks. Availability of qualifications smaller than full and acquirable in shorter periods of time is necessary; some countries have recently worked on developing partial qualifications, microcredentials, etc.
This thematic sub-category refers to validation mechanisms allowing individuals to accumulate, transfer, and recognise learning outcomes acquired non-formally and informally, including on-the-job learning, or in another formal system. In case they are not automatically recognised, a learner can have these learning outcomes validated and recognised through a particular process with a view to obtaining a partial or full qualification. This thematic sub-category covers such provisions and mechanisms.
Teachers, trainers and school leaders competences
Competent and motivated VET teachers in schools and trainers in companies are crucial to VET becoming innovative and relevant, agile, resilient, flexible, inclusive and lifelong.
This thematic category comprises policies and practices of initial training and continuing professional development approaches in a systemic and systematic manner. It also looks at measures aiming to update (entry) requirements and make teaching and training careers attractive and bring more young and talented individuals and business professionals into teaching and training. Supporting VET educators by equipping them with adequate competences, skills and tools for the green transition and digital teaching and learning are addressed in separate thematic sub-categories.
The measures in this category target teachers and school leaders, company trainers and mentors, adult educators and guidance practitioners.
This thematic sub-category refers to all kinds of initial and continuing professional development (CPD) for VET educators who work in vocational schools and in companies providing VET. VET educators include teachers and school leaders, trainers and company managers involved in VET, as well as adult educators and guidance practitioners – those who work in school- and work-based settings. The thematic sub-category includes national strategies, training programmes or individual courses to address the learning needs of VET educators and to develop their vocational (technical) skills, and pedagogical (teaching) skills and competences. Such programmes concern state-of-the-art vocational pedagogy, innovative teaching methods, and competences needed to address evolving teaching environments, e.g. teaching in multicultural settings, working with learners at risk of early leaving, etc.