Changes in the context of evaluation Changes in the context of evaluation and assessment: the impact of the and assessment: the impact of the

European Lifelong Learning strategyEuropean Lifelong Learning strategy

Romuald Normand, Institute of EducationRomuald Normand, Institute of Education

Lyon, FranceLyon, France

The Open Method of Coordination (OMC) : The Open Method of Coordination (OMC) :

an instrument of evaluationan instrument of evaluation

- Establishing quantitative and qualitative indicators and - Establishing quantitative and qualitative indicators and benchmarks against the best in the world and tailored to benchmarks against the best in the world and tailored to the needs of member states and sectors as a means of the needs of member states and sectors as a means of comparing best practicecomparing best practice

- Periodic monitoring, evaluation and peer-review, organised - Periodic monitoring, evaluation and peer-review, organised as a mutual learning process between Member States.as a mutual learning process between Member States.

Five European BenchmarksFive European Benchmarks an EU average rate of no more than 10 % early school leavers should be achieved. an EU average rate of no more than 10 % early school leavers should be achieved.

the total number of graduates in mathematics, science and technology in the European the total number of graduates in mathematics, science and technology in the European Union should increase by at least 15 % by 2010 while at the same time the level of Union should increase by at least 15 % by 2010 while at the same time the level of gender imbalance should decrease. gender imbalance should decrease.

at least 85 % of 22 year olds in the European Union should have completed upper at least 85 % of 22 year olds in the European Union should have completed upper secondary education. secondary education.

the percentage of low-achieving 15 years old in reading literacy in the European Union the percentage of low-achieving 15 years old in reading literacy in the European Union should have decreased by at least 20% compared to the year 2000. should have decreased by at least 20% compared to the year 2000.

the European Union average level of participation in Lifelong Learning, should be the European Union average level of participation in Lifelong Learning, should be at least 12.5% of the adult working age population (25-64 age group) at least 12.5% of the adult working age population (25-64 age group)

Source : European Commission. Source : European Commission. Commission Staff working paper. Progress towards the Lisbon Commission Staff working paper. Progress towards the Lisbon

objectives in education and trainingobjectives in education and training, Report, Brussels, 2005., Report, Brussels, 2005.

Participation of adults in lifelong learning (2005) (Percentage of population aged 25-64 participating in education and training in four weeks prior to the survey

Source: Eurostat (Labour Force Survey) .

Key competences for Lifelong Key competences for Lifelong Learning : an official definitionLearning : an official definition

Source : European Commission, Working group B, « Key competences », Key competences for Lifelong learning. A European Reference Framework, november 2004

8 areas for key-competences (1)8 areas for key-competences (1)

8 areas for key-competences (2)8 areas for key-competences (2)

Source : European Commission, DG Education & Culture, Implementation of « education and training 2010 ». Work Programme. Working Group B « Key Competences ». Analysis of the mapping of key competency frameworks , Brussels,

November 2004.

Recommendation of The European Parliament And of Recommendation of The European Parliament And of the Council of Europethe Council of Europe

18 December 2006 on key competences for lifelong 18 December 2006 on key competences for lifelong learninglearning

initial education and training initial education and training offers all offers all young people young people the means to develop the means to develop the the key competenceskey competences to a level that equips them for adult life, and which to a level that equips them for adult life, and which forms a basis for further learning and working lifeforms a basis for further learning and working life

adults adults are able to develop and update their are able to develop and update their key competences key competences throughout throughout their their liveslives, and that there is a particular focus on, and that there is a particular focus on target groups target groups identified as identified as priorities in the national, regional and/or local contexts, such as individuals priorities in the national, regional and/or local contexts, such as individuals needing to needing to update their skillsupdate their skills

appropriate infrastructure for continuing education and training of adultsappropriate infrastructure for continuing education and training of adults including teachers and trainers, validation and including teachers and trainers, validation and evaluation proceduresevaluation procedures, , measures aimed at ensuring equal access to both lifelong learning and the measures aimed at ensuring equal access to both lifelong learning and the labour market, and labour market, and support for learners that recognises the differing needs support for learners that recognises the differing needs and competences of adultsand competences of adults, is in place; , is in place;

coherence of coherence of adult education and training provisionadult education and training provision for individual citizens is for individual citizens is achieved through achieved through close links with employment policyclose links with employment policy and social policy, and social policy, cultural policycultural policy

Standards of quality : a new regulationStandards of quality : a new regulation

Developing standards and assurance quality mechanisms to improve Developing standards and assurance quality mechanisms to improve training systems’ performance : employability of trainees, coherence in training systems’ performance : employability of trainees, coherence in employment supply and demand, improvement of skills of vulnerable employment supply and demand, improvement of skills of vulnerable groupsgroups

Assuring a new governance and transparency in training supply and Assuring a new governance and transparency in training supply and demand at national and local levelsdemand at national and local levels

New approaches of training policies where the definition of standards, New approaches of training policies where the definition of standards, competencies, formal and informal learning, validation and certification, competencies, formal and informal learning, validation and certification, assessments become essential objectivesassessments become essential objectives

Capitalizing knowledge about tools of training quality assurance in Capitalizing knowledge about tools of training quality assurance in private an public sectors, promoting new experiments and new private an public sectors, promoting new experiments and new methodologies, providing tools that already exist in quality area (ISO, methodologies, providing tools that already exist in quality area (ISO, etc), and disseminating best practices etc), and disseminating best practices

Skills, assessments, and Skills, assessments, and certification : validation certification : validation

processes of non-formal and processes of non-formal and informal learninginformal learning

Non-formal and informal LearningNon-formal and informal Learning

Intention to learn

Structure of the context

Learning is intentional Learning is not intentional

Planned learning activities

Formal learning

Planned activities Non-formal Learning

No planning Informal Learning

Source : Colardyn D., Bjornavold J., The learning continuity. European inventory of validating non-formal and informal learning, CEDEFOP, 2005

The dimensions of validationThe dimensions of validation

Validation is the process of identifying, assessing, and Validation is the process of identifying, assessing, and recognising a wider range of skills and competences which recognising a wider range of skills and competences which people develop through their lives and different contexts people develop through their lives and different contexts (education, work, leisure activities)(education, work, leisure activities)

The dimensions of validation includes : The dimensions of validation includes : - The learning outcomes- The learning outcomes- The standards against which the assessment takes place - The standards against which the assessment takes place - The process whereby a learning outcome is validated- The process whereby a learning outcome is validated

Source : European Commission, Common European principles for validation of informal and non-formal learning, Brussels, 2004.

Dimension of standardsDimension of standards

Occupational standards

Educational standardsAssessment standards

Where to go ?

How to get there ?How to ensure one is there ?

Source : Colardyn D., Bjornavold J., The learning continuity. European inventory of validating non-formal and informal learning, CEDEFOP, 2005

Different types of assessment of Different types of assessment of Lifelong LearningLifelong Learning

Non formal and informal Learning

Declarative methodsPortfolioCompetences check-upObservationsSimulationsEvidence of work practices

Formal learning ExamsTests

What’s for the future of adult and What’s for the future of adult and continuing education ?continuing education ?

5 September 20065 September 2006Recommendation of The European Parliament And of Recommendation of The European Parliament And of

the Council of Europe for the Council of Europe for

An European Framework of Certifications in Lifelong An European Framework of Certifications in Lifelong Learning Learning

Definition of the Certification : formal outcome, from an : formal outcome, from an assessment and validation process, obtained when a assessment and validation process, obtained when a

competent authority establish that an individual has, at competent authority establish that an individual has, at the end of learning, all the competences related to a the end of learning, all the competences related to a

given standard.given standard.