1. www.eaea.orgEuropean Association for the Education of Adults EAEA Validation and recognition of non-formal and informal learning Eeva-Inkeri Sirelius CONFINTEA VI, Belém de Para 3 Dec 2009

2. www.eaea.orgEuropean Association for the Education of Adults The process of validation counselling, making an individual aware of his/her competences (clarification)‏ Identification of learning outcomes and competences (qualifications, diplomas) Assessment recognition of learning outcomes counselling

3. www.eaea.orgEuropean Association for the Education of Adults JAVAL –project 2005-2007 Focus on the non-formal sector Based on the results of Nordic- Baltic project JAVAL (Joint Action for Validation of Learning)‏ Denmark, Estonia, Finland, Latvia, Lithuania, Norway, Sweden Project supported by Nordic Council of Ministers Recommendations for policy makers and providers of learning opportunities

4. www.eaea.orgEuropean Association for the Education of Adults The recognition of prior learning is a right of an individual Political efforts should be made to ensure that validation of prior learning becomes an optional right of everybody in any formal system and on any level of education and in labor market. The learner without formal qualifications, both natives and immigrants, should have a right for validation of prior learning. The validation should be carried out by experts with knowledge of different learning paths and different learning opportunities.

5. www.eaea.orgEuropean Association for the Education of Adults Validation is a means of motivating adults for lifelong learning The individual should be actively involved in the validation process to obtain the best effect in motivation and to learn how to articulate one’s competencies. Self-evaluation is a method that should be used in the validation process. Self- evaluation can be assisted by counselors or other people, or by working in a group of people with or without a group leader. Interviews or dialogues between a counselor/ assessor and the individual can also have a motivating effect. Formal documentation is needed for summarizing the competencies of an individual.

6. www.eaea.orgEuropean Association for the Education of Adults The cross-sectoral cooperation in policy making of validation Validation of learning should serve the interests of different stakeholders: the providers of public funding, employers, educational institutes and most of all a learner. The capacity for co-operation will be tested in the future in policy initiatives and in development efforts. The third sector should be represented in networks of policy making and development work.

7. www.eaea.orgEuropean Association for the Education of Adults Guidance and Counseling; competence of counselors Training is needed for counselors operating on different levels and sectors of educational institutes and labour market. Counselors/assessors assisting in making an individual’s competencies visible must be familiar with the different areas where people develop their competencies. There is a need for a new profile of training of counselors.

8. www.eaea.orgEuropean Association for the Education of Adults Independent assessment bodies to be established The neutrality and objectivity of the validation process is best guaranteed by independent assessment bodies. An independent assessment body should be formed by the counselors and assessors or a pool of experts who have knowledge about the different competencies developed in different arenas.

9. www.eaea.orgEuropean Association for the Education of Adults Research and development resources required Research and Development resources are needed to develop systems, methods and tools to be used in validation process. We need: Self-evaluation forms (on line)‏ Different kind of portfolios to be used whenever they are suitable to indicate/ recognize prior learning e.g. art & craft, language skills, manual skills etc. mapping out the competences gained in non- formal learning

10. www.eaea.orgEuropean Association for the Education of Adults Clarification of the special competences gained in non-formal learning Documentation of the learning activities, goals, objectives, curricula/study plan plus working methods should be clearly described. This is crucial to make it possible for external assessors to analyze the outcome of learning and fulfill a validation process.

11. www.eaea.orgEuropean Association for the Education of Adults Making the voices of third sector (non formal) heard in development work Non-formal institutes and the third sector should concentrate on creating validation methods and tools on the learning outcomes of certain skills, such as social skills, communication skills, and team work skills.