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Validation of non-formal, informal and formal Competence in Norwegian Reykjavik 14.02.03 Bård Pettersen, Senior Adviser Norwegian Ministry of Education.

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Presentation on theme: "Validation of non-formal, informal and formal Competence in Norwegian Reykjavik 14.02.03 Bård Pettersen, Senior Adviser Norwegian Ministry of Education."— Presentation transcript:

1 Validation of non-formal, informal and formal Competence in Norwegian Reykjavik Bård Pettersen, Senior Adviser Norwegian Ministry of Education and Research The Competence Reform

2 2 Real- kompetanse

3 3 The commission: Parliament, 19 January 1999 Parliament requests that the Government set up a system which gives adults the right to document their overall skills without having to go via traditional testing methods. Real- kompetanse

4 4 To set up a national system for the documentation and validation of adults realkompetanse, with legitimacy in both the workplace and the education system The main target Real- kompetanse

5 5 Realkompetanse All knowledge, abilities, attitudes and insights people have. These may be acquired by means of: education and organised learning self-education work participation in organisations, society and so on family life The current definition: Non-formal, informal and formal competence Real- kompetanse

6 6 Target group All adults who would like their realkompetanse to be assessed in comparison with the education system, the workplace and organisations Adult immigrants who would like their skills to be documented, assessed and validatied through a employability-test, are a part of the target group Real- kompetanse

7 7 The challenges Validation in respect of upper secondary and higher education (the education system) Documentation methods in the workplace and in the civil society/third sector Real- kompetanse

8 8 Documentation in the workplace Valuable for both employers and employees: Better, more correct work to be done When changing jobs, either in-house or externally When charting skills and in respect of further education, in-house and/or externally To enhance the competitiveness of the company To provide a foundation for admission to the education system – upper secondary education and higher education To provide a foundation for shortened courses of learning/study adapted to suit individuals Real- kompetanse

9 9 Documentation in the civil society/third sector (1) Association for adult education Courses and study activities are documented with proofs. In addition, a tool has been developed to identify knowledge, skills and experience Distance learning institutions Courses are documented with proofs. In addition, supplementary skills are documented which individuals develop by using ICT tools during the course and as part of Internet-based learning. The confirmation is signed by the principal Real- kompetanse

10 10 Documentation in the civil society/third sector (2) Folk high schools An issuing report, signed by the principal, documented the learning that has taken place. The report includes the students own assessment of the learning that has taken place over the academic year Voluntary organisations It is proposed that the individuals themselves describe and confirm skills they have acquired by means of participation in activities. A certification method is recommended Real- kompetanse

11 11 Workplace Self-education Organisations and society Family life Training and organised learning Validation of realkompetanse in comparison with the education system Education system Equivalent competence Non-equivalent competence Need for education Realkompetanse Real- kompetanse

12 12 Validations methods in upper secondary education Dialogue-based method Based on discussions between assessors/ specialists and adults. A computerised or a manual tool based on the curriculum is used Assessment of portfolio Based on written documentation, photos, etc together with certificates and reports Vocational testing A specialist interview is followed by a practical vocational test. Both theoretical and practical side of the trade are tested Real- kompetanse

13 13 Validation in higher education Universities and colleges are under obligation to assess adult applicants over the age of 25 on the basis of their realkompetanse Individual institutions have the power to assess what qualifications they consider to be necessary Real- kompetanse

14 14 Workplace Assoc. for adult ed. Distance learning Folk high schools Voluntary orgs. Workplace Education system Documentation methods Validation A national system Secretariat Real- kompetanse

15 15 Summing up Principles and procedures have been created from experiences from 50 development projects The education system has opened its doors There is still some work to be done The national system of documentation and validation of realkompetanse involves and needs a close co-operation between the education system, the social-partners and the third sector The implementation and further development have started Real- kompetanse


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