Tanja Vilič Klenovšek, MA Slovenian Institute for Adult Education (SIAE) Peer Learning Activity in The Netherlands Supporting adults into work by using EQF, ECVET and validation of non-formal and informal learning Presentation of Slovenia May 2014

GOALS OF ASSESSMENT AND RECOGNITION OF NON- FORMAL AND INFORMAL LEARNING OF ADULTS: Making the learning (particularly non-formal and informal learning) visible. Enhancing the prospects for adjustment of education (in accordance with what an individual already knows). Increasing employment possibilities and the use of already existent knowledge and competences at work. Encouraging non-formal education and learning for the professional and personal development. HIDDEN KNOWLEDGE IS A TREASURE!

MAIN OBJECTIVES/PURPOSES OF ASSESSMENT AND RECOGNITION OF NON-FORMAL LEARNING OF ADULTS (Expert guidelines for assessment and recognition of non-formal learning in adult education in Slovenia, SIAE, 2011 ) 1.For entering or continuing formal education: continuing terminated education, changing educational programmes, continuing education at a higher level. 2.For acquiring National Vocational Qualifications (NVQ). 3.For documentation and assessment of individuals knowledge and experience (competences), with the goals to provide a better flexibility on job market (easier re- employment, changing work, career development and changes), for personal growth (better self esteem, higher motivation for education and work, better quality of life) and for the development of key competences. INDIVIIDUAL AS A WHOLE EMPLOYME NT EDUCATION.

ESF PROJECT: ASSESSMENT AND RECOGNITION OF NON-FORMAL LEARNING OF ADULTS : 2 tasks 1.Development of a model, tools and instruments for assessment and recognition of non-formal learning of adults (preparing a manual, pilot testing). 2.Coordination of policy-makers: development of expert guidelines for assessment and recognition of non-formal learning in adult education.  Projects results: : 3 tasks 1.Development of a strategy for implementing the model for assessment and recognition of non-formal and informal learning of adults. 2.Expert support for the 15 providers of assessment and recognition of non-formal and informal learning of adults. 3.Closing conference (20 March 2014).  Projects results:

MAIN RESULTS Model and tools for validation of the competences: -E-portfolio -Biographic method -Questionnaire for evaluating key competence „learn to learn“ (QLL) -Questionnaire for evaluating key competence „digital competence“ (QDC) -Questionnaire for evaluating competence „career planning competence“ (QCPC) -Questionnaire for evaluating „competences acquired in everyday life“ (QCAEL) -Printed manuel: Validation and recognition of non-formal and informal learning of adults (SIAE, 2013)

MAIN RESULTS Web portal: 15 educational organisations as providers for assessment and recognition of non-formal learning providers: chosen by a public tender by the Slovenian Ministry of education, science and sport (in 2012) They included more then adults in the process of validation and recognition Training programmes: for the counsellors and informants Proffesional support and monitoring the process of implementing the assessment and recognition of non-formal learning model in adult education Proposal for systemic positioning of the model of assessment and recogniton of non-formal and informal learning of adults

THE PROCESS OF ASSESSMENT AND RECOGNITION OF NON-FORMAL AND INFORMAL LEARNING ADMITION (informing, motivating, defining the purpose) IDENTIFICATION DOCUMENTATION ASSESSMENT VERIFICATION (TOOLS) RECOGNITION (PORTFOLIO, FEED BACK ON VALIDATED COMP. etc.) CERTIFICATION (in nationally defined systems) INFORMATION and GUIDANCE

FOCUS ON VALIDATION OF EU 8 KEY COMPETENCES KEY COMPETENCETOOLS DEVELOPED IN THE ESF PROJECTOTHER TOOLS 1.Communication in the mother tongue e-portfolio QCAEL (Questionnaire for evaluating „competences acquired in everyday life“ ) Biographic method Descriptors (SIAE) ICT material: educational video film (SIAE) Common European Framework of Reference for Languages (CEFR), Self Assessment Grid: samoocenjevalna%20lestvica% pdf 2. Communication in foreign languages e-portfolio QCAEL Biographic method A review/list of language certificates by ACS, CEFR Grid, European language portfolio 3. Mathematical competence and basic competences in science and technology e-portfolio QCAEL Descriptors (SIAE) ICT material: educational video film (SIAE) 4. Digital competence e-portfolio QCAEL QDC (Questionnaire for evaluating key competence „digital competence“) Biographic method Digital literacy training for adults (educational programme by ACS) European Computer Driving Licence (ECDL)

FOCUS ON VALIDATION OF EU 8 KEY COMPETENCES KEY COMPETENCETOOLS DEVELOPED IN THE ESF PROJECTOTHER TOOLS 5. Learning to learn e-portfolio QCAEL QLL (Questionnaire for evaluating key competence „learn to learn“) Biographic method Descriptors (being prepared by ACS) ICT material: educational video film (SIAE) Tools used by counsellors in je Adult Education Guidance Centres („ISIO“) 6. Social and civic competences e-portfolio QCAEL Biographic method Questionnaires and descriptions on „e- Svetovanje“ web portal* („communication“, for example) 7. Sense of initiative and entrepreneurship e-portfolio QCAEL QCPC (Questionnaire for evaluating competence „career planning competence“) Biographic method Descriptors (being prepared by ACS) ICT material: educational video film (SIAE) Questionnaires and descriptions on „e- Svetovanje“ web portal* („team work“ or „sense of initiative“ for example) 8. Cultural awareness and expression e-portfolio QCAEL Biographic method Questionnaires and descriptions on „e- Svetovanje“ web portal * („communication“, for example)

COOPERATION WITH EMPLOYERS 15 adult education providers cooperated with 35 companies ( ). Main problems were: o The work places are not described on competence profile. o HRM do not have knowledge and skills for validation process. o They are not aware of the benefits for the companies. o They are not aware of the importance of the of key competences. o They think that employees will go to another company or will expect better salary. o Low-skilled employees are not motivated for validation of their competences. Important goal: raising the awareness of the importance of validation of non-formal and informal learning among employers, employees and trade union organizations.

EQF AND SQF The Institute for Vocational Education and Training is the National Coordination Point (NCP) for the European Qualifications Framework (EQF) in Slovenia ( From 2010 on we developed the proposal of the Slovenian Qualification Framework (SQF) and referenced SQF levels to the EQF. The main role of the SQF is to give explanations on horizontal and vertical relations between different types of qualifications, certificates and diplomas/degrees. The aim of the SQF is to integrate and coordinate Slovenian subsystems of qualifications as well as to improve transparency, accessibility and quality of qualifications in relation to the labor market and civil society. Currently the law about SQF and Slovenian EQF is being prepared. Open question: how to integrate the validation and recognition of non- formal and informal learning to the SQF (key and professional competences).

ECVET AND ADULT EDUCATION IN SLOVENIA There is a fully developed credit system for IVET which includes: modules (training programmes are composed of modules); credit points allocated to modules (and other units of educational programmes, such as general knowledge subjects, free-choice activities, final project). Credit points are calculated on the basis of the learning outcomes and their ‘weight’ in terms of workload needed for students to achieve the expected learning outcomes: a) one credit point corresponds to 25 hours of learning activities; b) 60 credit points per one year of formal education. The existing credit system is used also for adults in “formal vocational education”. The existing credit system is not used either for the NVQ, or for the validation of non - formal and informal learning; it is not linked to ECTS.

FUTURE PLANS - 1 European guideliness: European Agenda for Adult Learning (Council of EU, 2011) defines 5 priority areas: 1. Making lifelong learning a realility: information and guidance; systems for recognition of non-formal and informal knowledge; encouraging cooperation with employers; encouraging flexible forms of adult learning. Council recommendation on the validation of non-formal and informal learn (Council of EU, 2012): No later than 2018 the member states should make arrangements for the validation of non-formal and informal learning on national level. Include the following elements in arrangements for the validation of non- formal and informal learning: identification, documentation, assessment, certification.

FUTURE PLANS - 2 Council recommendation on the validation of non-formal and informal learn (Council of EU, 2012) - continued: The following principles should be applied also in Slovenia: o validation arrangements are linked to national qualifications frameworks and are in line with the European Qualifications Framework; o information and guidance are available to individuals and organisations; o disadvantaged groups are particularly likely to benefit from the validation arrangements; o individuals who are unemployed or at risk of unemployment have the opportunity to undergo a ‘skills audit’ aimed at identifying their knowledge, skills and competences, ideally within six months of an identified need; o promote the involvement in the development and implementation of all relevant stakeholders; o promote coordination on validation arrangements between stakeholders in the education, training, employment and youth sectors, as well as others (employers, trade unions,…); o …..

FUTURE PLANS - 3 National guideliness: Resolution on the National Programme for Adult Education (2013): as one of the activities necessary for reaching goals set in the field of adult education is „assessment and recognition of knowledge“: A national coordination for directing and coordinating the development, research, assessment, national promotion etc. in the field of assessment and recognition of non-formal knowledge will be established. Secondary and high education organizations for adult education will provide assessment and recognition procedures. A national qualification framework will be developed and implemented. It will include qualifications acquired in formal education as well as those acquired outside formal education system (National Vocational Qualifications - NVQ). THANK YOU FOR YOUR ATTENTION!