Validation of non-formal and informal learning in Norway - experiences and challenges

LLL policy in Norway The Competence Reform ( ): Right to education for all The workplace as an important learning arena Establish a system for validation

The National Validation Project ( ) The priority areas for development : Documentation of nfif learning in the workplace Documentation of nfif learning in the voluntary sector Methods for formal recognition of nfif learning (upper secondary and higher education) Adjustments and possible amendments of existing laws, regulations and agreements on the basis of experiences drawn from the project

Benefits- intentions In relation to working life: personal development, career development, issuing of certificates and the grading of wages and salaries In relation to the education system: personal development, shortening of courses and individualisation of study programmes and issuing of certificates In relation to third sector: personal development and issuing of certificates

Higher education University and College Act (2001): – Individuals have been statutory entitled to seek admission to individual courses at universities or colleges on the basis of their non-formal and informal learning. – At least 25 years old and possess no general study skills. – Right to exemption from certain elements on the basis of documented non-formal and informal learning. – Applicants who have completed the course will be allocated general study skills.

Higher education Individual institutions have the power to assess what qualifications they consider to be necessary and decide on the appropriate course of action for assessments. Assessment methods: - Portfolio: practice, motivation and capability. - A test designed by professionals in the actual subject matter.

Upper secondary level Education Act (2002): Adults born prior to 1978 have statutory right to be accepted for upper secondary education on the basis of assessed non- formal and informal learning. (changes are proposed) The education must be adapted to the individual’s need and life situation

Upper secondary level Awarding body: county councils (skill centre) Shared procedure for assessment – Information and guidance – Identification (making a portfolio) – Assessment – Documentary proof

Assessment methods upper secondary Dialogue-based method Vocational testing Assessment of portfolio - in relation to the curriculum - with respect for diversity information assessment documentation validation

Success factors  Stakeholder cooperation  Central cooperation  Opportunities for the individual adults have acquired formal qualifications at upper secondary level adults lacking formal qualifications has been offered admission to a study programme in higher education

Challenges OECD: there is a need for……. more evidences of the benefits of the system a more targeted information strategy a uniform practice across regions further cooperation between sectors.

Finalised National Projects Common and shared understanding of legal framework in the county authorities Developing models for tailored training Career guidance

Current initiatives Networking with the counties Improving the statistics- the Vox mirror International projects “Building a stepping stone for the prisoners” “Increased use of assessment of non-formal and informal learning for persons seeking employment” “Exemption in HE”

Further strategy More training of assessors Increased awareness of principles for all involved in the process Target group: Information /motivation Use the employment office/career guidance centres for identification and documentation Holistic view: Career guidance-VPL-tailored training