1. Government Action Plan 2002 Policy: Well-functioning high quality and flexible education system is pre-requisite for growth and welfare for individuals, enterprises and society Need: Better possibilities for validation of non- formal/informal learning results obtained in working life and other learning activities Objective: Better access to initial and further education/training (incl. shorter programmes) - New access to documentation of competences.

2. APL: What’s in it for the individual, the enterprise and society? Making the individual’s learning outcomes more visible ->meet qualification needs faster, or in a more flexible manner Motivation for individual: focus on ’what you can do’ Make better use of latent competences in the enterprise ->enhance competitiveness etc. Better interplay between learning settings and processes Make better use of overall resources to ensure a well- qualified workforce – enhance effect of investments.

3. APL: Where are we – 2004 Recognition of skilled level in labour market Credit transfer regulations in education programmes universal Admission to all tertiary education if other qualifications considered equal Adult VET apprenticeship programmes universal from 1992 Individual Competence Assessment (ICA) in adult vocational training since 1997 ICA in Basic Adult Education (Adult Education Reform) from 2001.

4. Adult Education System 2001 Basic Adult Education Admission: aged 25 + 2 years relevant work experience included in individual assessment Shorter programme as individual study plan: composition/ length according to APL 3 advanced levels Admission: relevant education + 2 years relevant work experience not included in individual assessment Short further education programme (60 ECTS) as a general concept: No flexibility in length

5. Adult VET programmes Basic Adult Education 2001 College has authority to assess/validate No apprenticeship contract Adult VET apprenticeship College gives credit for theoretical part – trade committee for practical part Apprenticeship contract

6. Individual competence assessment AMU (new concept 2004) Point of reference: Coherent compet-ence descriptions -> Individual plan for further training Study plan is guideline = > Common concept for ICA Basic Adult Education Point of reference: Competence goals in VETprogramme ->Individual VET study plan Study plan is individual right (6 years) => Common concept

7. Until now: “Islands of solutions” Solutions have sought from the point of view of the education system: Recognition of well-known formal elements (Credit Transfer) Recognition only with a view to participate in formal education = Adult Education System mirrors 4 (5) levels of the initial education system

8. Plan: Coherent system, POV Individuals Possibility of assessing one’s own qualifications, competence needs in relation to education/training or career More flexible possibilities of access to desired education/training Access to individualised, maybe shortened initial and further education/training programme Certificates or documentation for (part) qualifications on the basis of APL alone.

9. Future overall principles (Min. of Ed. draft, Spring ‘04) Individual right to competence assessment and recognition in relation to formal education/training Personal co-responsibility for documentation etc. Coherent process: Transparent procedures/methods, goals and results. Information and guidance! “Competence documentation” as evidence of assessment result (personal property)

10. Future overall principles - 2 Personal study plan for an education/training programme may be the outcome of a validation. Reference points are the educational goals and requirements: Qualifications and competences are recognised as equal regardless of learning context. Validation of NFL/IF will supplement existing Credit Transfer arrangements.

11. Future Overall Principles - 3 Methods and procedures must ensure reliability in documenting individual learning outcomes (credibility). Infrastructure for validation – in general, and adapted to the various education/training areas (upper secondary, higher education and education education/training) User-friendly information and guidance – including ICT support