1 Validation of non-formal and informal learning in Europe The challenging move from policy to practise Jens Bjornavold Rotterdam, 10 April 2014

Two decades of European cooperation on validation 1995 – Commission White Paper on Teaching and learning; – Communication on lifelong learning (2002), Copenhagen declaration (2002), Council conclusion on common validation principles (2004); European Inventory & European Guidelines – extensive testing and piloting through the Leonardo, Socrates, Youth, Grundvig and EQUAL programmes – Council Recommendation on validating non-formal and informal learning

European cooperation – strengths and weaknesses - A catalyst for national developments - Increased available resources for experimentation - Built up a knowledge base of methods and practises ……but….. - Lack of continuity; project based approach - Low political visibility; until 2012 not treated as independent policy area

Two decades of national developments Validation of non-formal and informal learning moved higher up on the political agenda. National policies on validation predominantly taken forward as part of education and training policies – less linked to employment policies Became a more visible part of lifelong learning policies. Played a part of reforms of qualification systems and frameworks Was seen as relevant to human resource management in enterprises

Two decades of national developments A limited number of countries where validation became a visible part of education and employment A significant number of countries where validation was partially introduced Still a significant number of countries where validation only exist at project level and still being questioned by many A steady but slow implementation Fragmentation and a lack comprehensive systems and arrangements Transparency and trust are still major issues

2009 European Guidelines A way to clarify opportunities, challenges and choices A way to support and focus cooperation 2014 European Guidelines -They will reflect the 2012 Recommendation -They must add value to policies and practises -They must generate dialogue and motivate to action and cooperation across national, sector and institutional borders

DRAFT principles 1. The individual is at the centre of the validation process: validation is (by principle) voluntary; the privacy of the individual must be protected and respected; the outcome of validation is (normally) the property of the individual; equal and fair treatment must be guaranteed. 2. Information on validation should be made available close to where people live, study and work: information on existing validation opportunities will be provided in a coordinated way, reflecting the divisions of roles and responsibilities between public, private and non-governmental bodies.

DRAFT principles 3. Validation has different purposes: validation arrangements will distinguish between four main stages - identification, documentation, assessment and certification of non-formal and informal learning; the individual is free to choose at what stage the validation process is to be concluded.

DRAFT principles 4. Guidance and counselling is essential for individuals to be able to adapt validation to their needs and interests: individuals will need to have access to professional guidance on how validation can address their particular needs and interests; guidance and counselling will clarify the benefits as well as the costs of validation and support individuals making the right choices to validation.

DRAFT principles 5. Validation should be part of national qualifications systems and frameworks; individuals should have the possibility to obtain a qualification, or part of this, on the basis of validation of their learning outcomes.

DRAFT principles 6. Qualifications standards are defined and described through learning outcomes formulated as knowledge, skills and competences; the same or equivalent standards should be used for learning experiences in formal, non-formal and/or informal settings in order to avoid the development of "A" and "B" qualifications; the value of a qualification reflects whether somebody has successfully met the requirements set by a standard, not the type or context of learning leading up to the qualification.

DRAFT principles 7. Quality assurance should be an explicit and integrated part of the validation process: for individuals to benefit from validation, the results of the process must be broadly trusted by society; explicit and transparent quality assurance arrangements will support the validation process at all stages; quality assurance of validation includes a strong focus on the reliability and validity of the entire process from identification to (final) recognition.

DRAFT principles 8. The professional competences of validation counsellors and assessors should be developed: for validation to add value, systematic development of the professional competences of those supporting the process is essential; professional development of validation practitioners must take into account the cross-sectoral character of validation and reflect individual needs; the role of counsellors and assessors is of particular importance.

DRAFT principles 9. Validation should strengthen the employability of individuals; by offering skills audits to individuals who are unemployed or risk unemployment; and by encouraging employers and trade unions to explore ways in which company internal competence assessments can be documented so as to facilitate careers and further learning.

DRAFT principles 10. Documentation of validation: outcomes of validation should be documented in a way which facilitates transparency and recognition, using existing European and national instruments.

European validation – the next stage Keep up and strengthen political momentum Avoid fragmentation Build trust Ensure the focus is on the individual