Workshop 4: Recognition of non-formal and informal learning Espoo Lauri Savisaari

Content of the workshop 4: 1.Introductions 2.Key concepts regarding the theme 3.Basic information on European processes 4.Concrete example from the field of youth 5.Discussion (implications for the VET branch) 6.A network of interested partners?

Key concepts regarding the theme Non-formal learning - embedded in planned activities which contain a learning element - intentional from the learner’s point of view - no certifications Informal learning - learning resulting from daily work-related, family or leisure activities - unintentional

Key concepts regarding the theme Valuing learning - process of promoting participation and outcomes of learning - to raise awareness Competence - ability to apply knowledge, know-how and skills in changing (work) situation Recognition of competences - formal recognition: granting official status to competences - social recognition: acknowledgement of the value of competences by economic and social stakeholders

Key concepts regarding the theme Validation of informal/non-formal learning - process of assessing and recognising a range of knowledge, know- how and skills developed in different contexts Certification of competences - process of formally validating knowledge, know-how and competences, following a standard assessment procedure, by accredited awarding bodies Qualification - official record of achievement which recognises successful completion of education, training or performance in a test or examination

Key concepts regarding the theme Transparency of qualifications - degree of intelligibility of qualifications allowing their value to be identified and compared on labour and training markets - sectoral / regional / national / international

European processes on the theme Education & Training 2010 Some relevant activities: - Working group H (Making learning attractive…): - valuing learning & expert group NFL - European inventory for the validation of non-formal and informal learning - Common principles for the identification and validation of NFL - Single European Transparency Framework (EUROPASS)

European processes on the theme Common principles for the identification and validation of non-formal and informal learning (May 2004) - to be applied by country and by context on voluntary basis - individual entitlement (voluntary for individuals) - obligations of stakeholders to establish systems and approaches (incl. quality assurance & guidance) - confidence and trust: fair and transparent processes, procedures and criteria - credibility and legitimacy of systems and approaches

European processes on the theme European Single Transparency Framework (EUROPASS) - 5 instruments: - Europass-CV (self declarations of q’s and c’s by individual citizens) - Europass-Mobility (record of a specific European learning pathway) - Europass-Diploma Supplement (higher education) - Europass-Language Portfolio (language learning & cultural experience) - Europass-Certificate Supplement (VET) - Implementation phase Jan 2005 – Dec National agencies

Themes for discussion 1.General implications for the VET branch (machinery & metal technology, electrical engineering, transport) 2.Specific challenges in the VET branch 3.Possibilities to enhance transparency and recognition 4.Joint development project in the VET branch?  A network of interested partners?  Promoting partner?  Schedule?  Etc.

1.General implications for the VET branch (machinery & metal technology, electrical engineering, transport) -Raising awareness is important -Students don’t understand what NFL & IFL are about -Importance of “learning something else” -Life skills!?! -> to be put concretely on a paper -To get the students to go “deeper” into their experiences -Low achievers (often immigrants, ethnic minorities) -High drop-out rates -Recognition of experiences is good for self-esteem -Reflective thinking!

1.General implications for the VET branch (machinery & metal technology, electrical engineering, transport) -EuroPass needs feedback from all branches & countries -Different approaches and instruments for recognition of NFL & IFL cause confusion -Life skills are transferable, but students are not taught on how to transfer them! -Instruments are needed -The learner must understand and value the process of learning life skills -Gap analysis: goals vs. own level -> career plan

1.General implications for the VET branch (machinery & metal technology, electrical engineering, transport) Learning in (youth voluntary) free-time activities -non-formal (organised & voluntary) and -informal (non-organised, not always intentional) -learning through participation -”life skills”, such as: -co-operation & team work -communication -commitment -problem solving

2. Specific challenges in the VET branch -Experiences in one country are very difficult to be transferred into another (without formal qualification) -Legislation problems etc. -Common framework is needed (European flow of labour) -Way of informal and non-formal learning: one should be aware of the different legislations and systems in different countries -International work placements are useful in identification of NFL & IFL

3. Possibilities to enhance transparency and recognition of non-formal and informal learning - A common recording system (EuroPass?) - Set of headings (generic), life skills - Communication - Etc. - A common framework for separate professions - Common for all countries?

4. Joint development project(s) in the VET branch? - What is non-formal and informal learning in (work) placements abroad? - Analysis - Documentation instrument - Recognition of NFL & IFL by employers/education providers? - What they look for and value? (key skills) - Common and different elements in different countries - What is the students’ understanding/perception of NFL/IFL? Do they know that they are doing it? - What is non-formal and informal learning in different contexts? (broad categories)