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Ernesto Villalba
#Validation Europe
Lieve Van den Brande
Leuven, 19 November 2019
All learning counts
EVC in de Europese context Lieve Van den Brande Leuven, 19 - - PowerPoint PPT Presentation
EVC in de Europese context Lieve Van den Brande Leuven, 19 - - PowerPoint PPT Presentation
#Validation Europe EVC in de Europese context Lieve Van den Brande Leuven, 19 November 2019 Ernesto Villalba All learning counts All learning counts European policies Skills Agenda Social Pillar For Europe Education & Training
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Social Pillar Skills Agenda For Europe
Visibility and comparability
Education & Training 2020
European policies
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Member States set validation arrangements by 2018 Provide support for the implementation Update EU Guidelines and EU Inventory
The 2012 Council Recommendation
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- 1. The centrality of the individual
- 2. Objectives of validation (4 phases)
- 3. Information, guidance and counseling
- 4. Stakeholder coordination
- 5. Links to national qualification frameworks
- 6. Standards and learning outcomes
- 7. Quality assurance
- 8. Professional practitioners
- 9. Validation in context
- 10. Validation tools
The fundamental values
All learning, irrespective of where and when it takes place, is valuable for the individual and for society. Formal education needs to be complemented by validation of non- formal and informal learning.
2 1
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Formal Qualification Non-formal qualification Acreditation Access Credits or exemptions Identification of competencies
Non-formal learning Informal learning Formal learning
Finding a job
Labour Market Education
Individual informed decisions Integrated guidance and counseling system
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European Guidelines
- clarify the conditions for
implementing validation and
- highlight critical choices
to be made by stakeholders at different stages of the process
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#ValidationEurope
1 – A trusworthy source of information 2 – Up to date information for peer learning 3 - Systematic monitoring of progress 4 - Both a country-specific and a thematic dimension s covered 5 – Work together with the guidelines
Objectives
1
2004 2010
2
2005
4 5 3
2014 2018 PREMIER!! 2016 2008
The European Validation Inventory on Validation
6 editions published since 2004 www.cedefop.europa.eu/validation/inventory
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#ValidationEurope
➢ 39 country reports (covering 33 countries) ➢ Providing detailed information by sector ➢ Thematic studies ➢ A synthesis of main findings ➢ Compendium of projects
A rich source of information
www.cedefop.europa.eu/validation/inventory ✓ Sub-sector of education ▪ General Education ▪ IVET ▪ CVET ▪ Higher education ▪ Adult education ✓ Labour market ✓ Third sector
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#ValidationEurope
Enkele resultaten …
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Source: European Inventory 2016 / 2018
What is it telling us ?
National validation arrangements
19 23
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#ValidationEurope
Source: European Inventory 2018
Validation strategies
Number of countries with validation strategies
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#ValidationEurope
#Validation Europe
Source: European Inventory 2016
Validation arrangements
Differently distributed by sector of education
Source: European Inventory 2018
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#ValidationEurope
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#ValidationEurope
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#ValidationEurope
2.3 What can be achieved through validation in formal education?
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#ValidationEurope
2.3 What can be achieved through validation in formal education?
Access 27 countries
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#ValidationEurope
2.3 What can be achieved through validation in formal education?
Exemptions (incl. credits + modules) Access 25 countries 30countries
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#ValidationEurope
2.3 What can be achieved through validation in formal education?
Exemptions Access 25 countries 30 countries Certificates Not linked to formal educ 15 countries
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#ValidationEurope
2.3 What can be achieved through validation in formal education?
Award of full or parts of qualifications Exemptions Access 25 countries 25 countries 29countries Exemptions Access 25 countries 30 countries Certificates Not linked to formal educ 15countries
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#ValidationEurope
Source: European Inventory 2018
Outcomes of validation
% of countries with validation arrangements by type of outcome by broad sector
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#ValidationEurope
Standards on validation
Figure 1.1 Extent to which standards used in the labour market and third sector for validation are the same as those used in formal education
Source: 2018 European Inventory 3 2 3 1 8 4 5 1 Exactly the same Equivalent Different No standards used Third Sector Labour Market
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#ValidationEurope
Number of countries that provide guidance in one or more sub-sectors where there are validation arrangements
Source: European Inventory 2018
INFORMATION and GUIDANCE
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#ValidationEurope
Source: European Inventory 2018
Quality assurance frameworks
Number of countries with QA specific for validation
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#ValidationEurope
Portfolios and combination of methods the most frequently used tools for validation
Source: European Inventory 2016
Number of countries by type of method used for validation
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#ValidationEurope
Some concluding remarks
Increasing arrangements and strategies
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Quality assurance and variety of methods used
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Guidance and counseling quite common
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Comprehensiveness?
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For all types of training?
1
Professionalization of practitioners?
1
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#ValidationEurope
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#ValidationEurope Galway, 721 May 2019
What next? What are the challenges laying ahead?
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Update of the Inventory Study on skills audits Evaluation study One-off reports, PLA results… What next ?
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KEY QUESTIONS
Key challenges influencing the future of validation in Europe?
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- The overarching objective of validation: visibility and value of
learning ➢ How is this objective reflected in national and institutional policies?
- Validation and the individual citizen and learner
➢ Which validation methodologies can best respect and reflect the unique character of individual learning experiences? ➢ How validation arrangements can effectively address this need for interconnection and networking across sectors and institutions? ➢ How can guidance and validation work coherently together? Key challenges influencing the future of validation in Europe?
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- The political context of validation: lifelong and lifewide learning
➢ How to engage employers and other labour market actors, notably social partners, in validation arrangements and how to bridge between the labour market and education? ➢ How to mobilise civil society in taking forward validation? ➢ How to reach out to individuals, especially low-qualified individuals, to encourage them to engage in a validation process? Key challenges influencing the future of validation in Europe?
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- Valuing validation
➢ How to generate trust for individual users to seek validation?
➢ How to ensure that policy makers and stakeholders see validation as a sufficient trustworthy alternative to traditional learning routes?
- The design of validation arrangements
➢ How to enhance the shift to learning outcomes in order to allow the validation route to qualifications as indicated above? ➢ How non-formal learning leading to a certificate will be connected to NQFs? Key challenges influencing the future of validation in Europe?
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- The professionalisation of validation
➢ How to promote the professionalisation of validation practitioners? ➢ How specific quality assurance mechanisms need to be in validation? ➢ How to best support further research at national and European levels, taking account of ongoing work such as the European Inventory and the European Guidelines? ➢ How this community can be further strengthened, both nationally and at European level?
- The financing of validation
➢ How to make visible the benefits of validation; not only the costs? Key challenges influencing the future of validation in Europe?
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Questions session
DG Employment, European Commission
Galway, 721 May 2019