System of verifying qualifications

In 2019, implementation of the project started.

The State Institute of Vocational Education, in cooperation with a partner organisation Asseco, developed a proposal for the establishment of a system of validation of non-formal and informal learning (VNFIL), nationally referred to as the system of verifying qualifications. In 2020, the first versions of manuals describing the position of system players (authorised awarding bodies, authorised specialists and validation specialists) were developed. Manuals for key activities were also produced, such as on

1. creating units of learning outcomes;
2. developing assessment manuals for 312 qualifications.

These documents were reviewed by external specialists. Once the network of institutions awarding qualifications is established and validation specialists have undergone retraining, the proposed VNFIL system is planned to undergo testing.

Two guides were completed: a manual prescribing an obligatory framework for the creation of respective assessment manuals and a manual for the creation of units of learning outcomes. The first assessment manual composed of three units of learning outcomes was developed. 330 qualifications were pre-selected as relevant for validation piloting processes.

A document regulating the establishment of institutions entitled to validate non-formal and informal learning was submitted to the sectoral councils for their opinion. Specialists for two registers were recruited. The first register contains the list of national experts (so-called national guarantors) covering 24 sectors of the economy responsible for quality assurance of processes in respective sectors. The second register contains the list of specialists (so-called authorised persons) entitled to assess portfolios of evidence in accordance with the evaluation manual created in the project and to act as a member of the validation examination committee. They were obliged to complete a qualification programme composed of two components. The first component valid for all authorised persons was developed and accredited by the education ministry and followed by a specialised second component.

The EQAVET National reference point was assigned by the education ministry to assess procedures of validation of non-formal and informal learning from the quality assurance point of view within the project System of verifying qualifications.

In addition to the two aforementioned guides, two new documents were produced. A guide was prepared on informing VET schools, higher education institutions, and employers about the expansion of activities in lifelong learning. This concerns, in particular, new governance structures and procedures for the validation of non-formal and informal learning. Furthermore, a strategy paper drawing also on sectoral strategies developed under the ESF project Sector-driven innovations for an efficient labour market was elaborated. It set priorities for lifelong learning in 24 sectors of the national economy and identified

1. qualifications and qualification standards that need to be established;
2. existing labour market relevant qualifications that should be included in validation piloting.

As of 31 December 2022, 178 assessment manuals were developed covering 178 out of the 330 pre-selected qualifications.

A document regulating the designation of authorised institutions was developed. 51 institutions met the requirements and were registered as authorised institutions for validating non-formal and informal learning.

73 national guarantors responsible for quality assurance of validation processes were officially registered. 23 authorised persons already completed both components of the training and were officially registered.

As of 31 December 2022, validation was carried out in two areas. The qualification 'Furniture machine operator' was awarded to 15 applicants, and 20 qualifications were awarded in the field 'Extraction and treatment of raw materials and geology'.

237 applicants were registered for validation in the automotive industry making this sector dominant not only in the labour market but also in validation processes.

On 21- 23 November State institute of Vocational Education hosted peer reviewers from seven organisations from five countries of the EQAVET Network (Belgium-Flanders, Czechia, Hungary, Portugal and Slovenia) to get the feedback from peers feeding into adjustments of the system as well as modifications of the underpinning legislation.

The final monitoring report of the project confirmed the creation of a methodological framework, along with structures and procedures for validation processes. Crucial components of the system were established, including authorising body, authorised institutions, authorised specialists, national guarantors, and the development and use of units of learning outcomes and assessment manuals. The operational framework and prerequisites for these components were also defined.

During the pilot phase:

• 150 institutions were authorised to deliver validation;
• 376 validation specialists, and 111 national guarantors responsible for quality assurance were selected;
• 314 manuals were developed, out of which only manuals related to 43 qualifications of the NSQ register were applied as there were only demands for validation related to 43 qualifications;
• 2 702 individuals were awarded relevant qualification certificates.

The education ministry incorporated only some of the system concepts into the new Act on adult education. However, it did not accept experts and institutions originally identified by the project as ready for running validation. According to the education ministry, it is necessary to rebuild personnel capacities anew. In October, a round table of experts discussed a proposal for a future national project aimed at building personal capacities. The project envisions training approximately 500 people to prepare them for a role in:

1. creating occupational and qualification standards (embedded in respective 'cards');
2. accrediting educational programmes for adults;
3. conducting validation of learning outcomes.

The quality of the national guarantors is decisive for ensuring the overall quality of the processes. The guarantors are responsible for:

1. developing the methodology to evaluate the applicants' competence portfolios and against standards;
2. evaluating the professional competence of authorised specialists conducting the assessment of learning outcomes;
3. cooperating with authorised institutions in the assessment and recognition of units of learning outcomes based on competence portfolios.

Experts can only be included in the education ministry's register of national guarantors with the consent of the Sector Councils Alliance, making it a key player in quality assurance. To enable the wider application of the validation of non-formal and informal learning, further efforts are needed to enhance personnel capacities in skills audits and consultancy for creating competence portfolios.