Presentation on theme: "Validation in Norway – ”The Third Sector” Cathrine Thue, The Norwegian Association for Adult Learning (NAAL) www.vofo.no."— Presentation transcript:
Validation in Norway – ”The Third Sector” Cathrine Thue, The Norwegian Association for Adult Learning (NAAL)
The National Validation Programme Projects developing tools and methods: Education system Working life Third sector
A loosely woven validation system Legislation - Makes validation a right for some -Links validation to secondary and tertiary education -Includes it in the work of Folk High Schools
How? How validation is carried out is the decision of each county (upper secondary education) and universities and colleges. In most cases based on presentation of documents and an interview. Some practical testing.
Why? Entrance into education. Shortening of the period of study. Obtaining formal documentation.
Terms Validation is dealing with all formal, non-formal and informal competencies Formal: planned, from formal education, documented Non-formal: planned, outside formal education, may be documented Informal: not planned learning everywhere (leisure, work, family++), not documented
Validation – the process The whole process of identifying, mapping, assessing and ending up with accrediting and recognising competencies by Issuing documentation, entrance into education, getting a position or a job.
Third Sector One tool – self-evaluation Addresses a part of the validation process: identification, mapping, articulation + motivation Personal Competence Document (PCD)
The PCD Tool Introduction Instruction and guidance Forms: totality of activities/competencies Forms: one activity (can be certified) Examples Dictionary of voluntary activities
PCD - experiences Evaluated on 50 people: useful but extensive, helps identifying, and motivating, but describing competencies is difficult. Any self-evaluation system needs support from detailed description and documenting of learning activities
Pilot study circle on competencies and the PCD ”Should I describe the competencies related to what I used to do in my homeland?” ”When I don’t have any documentation proving that I worked in a senior centre, can I still describe what I learnt while working there?”
Third sector – why validation? Validation consultants can’t know all learning arenas. Hard to ask the right questions. Need for individuals to be able to articulate their competencies.
Norway and validation: More information and work concerning validation is needed The actors from the different arenas involved in competence development and validation need to -Increase knowledge of each other -Increase co-operation