validation of non-formal and informal learning (vnfil) in europe: learning from the best

VNFIL in Europe: Learning from the Best

Brussels, 11. December 2014

Competences for Germany

Dr. Martin NoackBertelsmann Stiftung

Our Mission: „Inspiring people. Shaping the Future.“(Reinhard Mohn)

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Competence-based recognition

Focus areas

• Integration & Immigration

• Health

• Culture & Society

• Education www.elli.org

• Politics & Economics www.sgi-network.org

www.bti-project.org

http://www.elli.org/

http://www.sgi-network.org/

http://www.bti-project.org/

Current Situation in Germany

Germany‘s dual system of vocational training is very successful and even

gets adapted by other countries

6,1 Mio. people at working age without a formal vocational degree run a 4

times higher unemployment risk compared to those who have the degree

People with high levels of formal qualification (ISCED-5 or -6) participated

more than twice as much (67%) in continuing education compared to those

with low levels (up to ISCED-2) of formal qualification (32 %) 1

Competences of lowly qualified males do not reduce the risk of

unemployment – in contrast to other countries2

1 Susanne Seyda / Dirk Werner, (2012) IW-Weiterbildungserhebung 20112 Heisig/Solga (2013) Kompetenzen und Arbeitsmarktchancen von gering Qualifizierten in Deutschland


Recognizing skills

Competences and labor market risks of lowly qualified

From: Heisig/Solga (2013) Kompetenzen und Arbeitsmarktchancen von gering Qualifizierten in Deutschland


Recognizing skills

Current Situation

6,1 Mio. people at working age without a formal vocational degree run a 4

times higher unemployment risk compared to those who have the degree

People with high levels of formal qualification (ISCED-5 or -6) participated

more than twice as much (67%) in continuing education compared to those

with low levels (up to ISCED-2) of formal qualification (32 %) 1

In Germany competences of lowly qualified males do not reduce the risk of

unemployment – in contrast to other countries2

Existing procedures for validation with their low number of participants (below

30.000 per year) do not succeed in opening a path for lowly qualified. 3

1 Susanne Seyda / Dirk Werner, (2012) IW-Weiterbildungserhebung 20112 Heisig/Solga (2013) Kompetenzen und Arbeitsmarktchancen von gering Qualifizierten in Deutschland3 Schöpf (2014) Die Situation in Deutschland: Die Anerkennung der Ergebnisse informellen und non-

formalen Lernens bei formal Geringqualifizierten: Status Quo und Perspektiven


Recognizing skills

The current Study

How do other countries approach Validation of non-formal and informal

learning?

What systems do they have in place, how (much) are they used, and how are

they discussed in the national debate?

Which approaches or elements thereof could be transferable to Germany?

Country selection based on success of present validation approaches for lowly

qualified :

Goal: To provide valuable input for the German discussion regarding the

implementation of the 2012-Recommendation of the European Council.

Planned publication date of the study is the first half of 2015


Recognizing skills

Today’s Agenda

14:10 – 14:20 Methodology for comparing the countries

Prof. Dr. Nicolas Schöpf, University of Applied Labour Studies

14:20 – 14:40 Legal Framework: France

Janet Looney, EIESP

14:40 – 15:00 Procedures and Instruments: Denmark

Matthias Haaber, Danish Ministry of Education

15:00 – 15:25 Institutionalization & financial structures: Switzerland


15:25 – 15:45 Support Structures: United Kingdom

Dr. Andrew McCoshan, ECVET expert UK and consultant

15:45 – 16:00 Transfer criteria and conclusion



Recognizing skills

Methodological procedure for comparing countries


Prof. Dr. Nicolas Schöpf University of Applied Labour Studies (HdBA)

Claudia Gaylor

Research Institute for Vocational Education and Training (f-bb), Nuremberg

Core elements of a validation system


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Core elements of validation

systems

1 Legal frameworks

2 Financing of the validation

3 Institutionalisation

4 Procedures and instruments

5 Support structures

Quality criteria


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Vocational training policy focus:

Accessibility, availability and binding force

Have the procedures proven themselves in a national context?

Have they already been implemented to a relevant degree or just tested in

programmes and projects?

Are they accessible and financially viable for formally low-skilled persons?

Have competent bodies for validation been named or newly set up?

Is validation anchored in national educational and labour market legislation?

Does it lead to certifications which are the same or of the same value as formal

qualifications?

…

Quality criteria of a validation system


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Degree of the elements D C B A

1 Legal frameworks NoneFew regulated

instruments

Regulations

without legal

entitlement

Regulations

with legal

entitlement

2 Procedures and instruments

Heterogeneous

procedures

without standards

and QA

Heterogeneous

procedures with QA

Standardised

procedures,

limited scope

Standardised

procedures,

universally

implemented

3 Financing of the validationPredominantly by

participants

By

temporary/regional

programmes

By companies

and authorities

Entitlement to

public financing

4 InstitutionalisationNo responsibilities

regulated with

limited scope

Changing project

and training

providers

Different

responsibilities

with high

visibility

Statutory

institutions in

the education

system

5 Support structures None

Support in

temporary/regional

programmes

Support at

education

providers

Comprehensive,

central support

Quality criteria of a validation system. Example


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1 Legal frameworks O

2 Procedures and instruments O

3 Financing of the validation O

4 Institutionalisation O

5 Support structures O

Quality criteria


Recognizing skills

Vocational training policy focus:

Accessibility, availability and binding force

Have the procedures proven themselves in a national context?

Have they already been implemented to a relevant degree or just tested in

programmes and projects?

Are they accessible and financially viable for formally low-skilled persons?

Have competent bodies for validation been named or newly set up?

Is validation anchored in national educational and labour market legislation?

Does it lead to certifications which are the same or of the same value as formal

qualifications?

…

Examination of transfer possibilities


1 Legal frameworks O O

2 Procedures and instruments O O

3 Financing of the validation O O

4 Institutionalisation O O

5 Support stuctures O O


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PagCompetence-based recognition

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Core elements compared between countries

Legal Framework: France


Janet LOONEY (& Alain MICHEL)

European Institute of Education and Social Policy (EIESP)

www.eiesp.org

Vocational training in France


Recognizing skills

In France, vocational certificates are delivered through four different pathways:

Initial vocational education in schools, primarily administered by the Ministry of Education, but also other ministries (Agriculture, Health and Social Affairs, National Defense, etc.) andChambers of Commerce and Industry, Chambers of Trades and Crafts and Chambers ofAgriculture

Apprenticeship (apprentices must pass the same external examinations as learners in formal programs; they may earn up to Master’s level degrees_

Continuous vocational training (CVT) organized by ministries (mainly Ministry of Education, Ministry of Labor, Ministry of Agriculture, Ministry of Health and Social Affairs and Ministry ofIndustry), local authorities (regional councils), Chambers of Commerce and Industry, industrybranches and enterprises themselves

Recognition and validation of informally acquired competences: “validation des acquis de l’expérience” (VAE) since 2002

Around 60 – 65,000 VAE appplications per year, and around 30,000 full qualificationsawarded each year. For higher education, there are about 4,300 VAE applications in 2011, and more than 4,000 validations (full or partial qualifications)

The legal basis for VAE


Recognizing skills

Three main stages (from VAP to VAE)

1) 1984-1985: recognition/validation of professional experience (VAP) foradmission to higher education courses

1) 1992: New Act setting conditions for validation of professional experience(VAP) for higher education diplomas

1) 2002: ‘Social Modernisation Act’ setting conditions for recognition/validationof professional or other life experience (Validation des Acquis de l’Expérience: VAE) for diplomas/certifications classified within the National QualificationsFramework (valid for all EQF levels).

Anybody with at least 3-years’ experience in any kind of activity has an unrestricted right to undertake a procedure of VAE to validate informally acquiredcompetences.

The legal basis, cont.


Recognizing skills

The 2009 Law on Lifelong Vocational Training, set up a program targeting unemployedworkers, 16-25-year old youth without qualifications, and workers currently in the workforce. Free courses are provided to these individual.

The 2014 Law on Vocational training (March 5) sets up a personal training account (“Créditpersonnel de formation”, or CPF) for all individuals at least 16 years of age who are eitheremployed or looking for a job, and reinforces the flexibility to get a qualification throughrecognition of successive learning outcomes over time

*********

The French legal framework covers all four phases of validation (identification, documentation, assessment and certification)

All core elements of validation systems are written into law (individual right to validation; procedures and instruments; financial aspects; support structures)

Individuals may receive financial support to meet training needs

VAE procedures are available to anyone of 16 years and older

Most occupations are covered; industries may either accept qualifications earned throughVAE procedures or issue their own “titres professionel

Procedures and Instruments: Denmark


Matthias Haaber

Head of section

Danish Ministry of Education

General and adults vocational education

in Denmark


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Tripartite co-operation

Shared responsibility between state and social partners

Approved, financed and quality ensured by the ministry – ensures a global

approach / national standards and certificates

Educations and training programmes are developed by the social partners

(sector committees) - ensures relevance to the labour market and target group

Ensure recognition of skills and competences through

formal, non-formal and informal learning

Free access to general vocational education. Participants or employers pay

tuition fees – 100-150 euro pr. week for adult vocational education

Provided by vocational colleges and training centres – to meet the needs of thelocal labour market and companies

Council for general vocational education and adult vocational educationadvises and gives recommendations to the Minister

Validation of prior learning in general and adult

vocational education


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The Ministry are responsible for the legislative framework and for taking

national initiatives for implementing the legislation and have also devolped

policy guidelines

The Ministry has launched several initiatives to raise awareness of validation of

prior learning and to promote its use. These have included projects and a

national information campaign – but the awareness in the public could still be

better!

Institutions responsible for counselling/guidance, and for assessing and

approving validation within their educational and training programs

also responsible for quality assurance, review and evaluation

The usability of the results is good due to that the social partners ensures

relevance to the labour market and target group

Validation both lead to shortening of education tracks and it can also replace

exams in part or full.

Validation of prior learning in general and adult

vocational education


Recognizing skills

• An interactive tool My Competence Portfolio (for the pre-phase) has been

devolped to be used by all stakeholders, especially students, education

institutions and companies. It has to be further developed, so that it can be

better used as a basis for assessment of prior learning

New reform (1. august 2015): General vocational education for adults (+25).

The learning pathways will be based on validation of prior learning. The prior

learning assessment will consist of an objective and an individual part. The

sector committees must describe which prior education, training programs and

work experience which can be credited in certain vocational education for

adults

Schools basis for the objective part of prior learning assessment will be clearer,

and more transparent for students which concrete shortening they are entitled

The individual assessment allows further shortening based on a specific

assessment of the individual's skills

Institutionalization & financial structures:

Switzerland



Switzerland: VET System


Recognizing skills

• Dual System for basic

VET

• Learning providers:

Companies and VET

schools

• Around 250 VET profiles

(Lehrberufe)

• VET located on

secondary and tertiary

level

• Permeability between

basic and higher VET

Source: Cedefop, Inventory 2015,

Country Report Switzerland

Switzerland: Financial Structures for VNFIL


Recognizing skills

Basically cantons can demand fees but there is a federal recommendation to

provide the proceduere free of charge

- Inconsistent situation within the cantons

Status Quo: procedure extensively free of charge

- Candidates usual between 35 and 55 years

- Low incomes, Family etc

Example Canton Bern:

Candidates without a degree on secondary level: free of charge

Candidates with a degree on secondary level: canton takes over 40% of

charge

Summary:

Extensively public financing of validation (equalisation concerning the formal

system)

Additional services (personal coachings) have to be paid by the candidate

Switzerland: Institutionalisation of VNFIL


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Established responsibilities

- entrance portals

- providers for additional qualification

- specific providers for validation

Continuity und quality assurance through connecting the procedure with

cantonal agencies of VET

Professionalism and acceptance through productive integration of

organsations of labour work

Summary:

Integration of public authorities and organsations of labour works

Integration of experts in each phase and step of the procedure

Continuous connection of the procedure to public authorities

Support Structures: United Kingdom


Dr. Andrew McCoshan

[email protected]

Features of the UK system


Recognizing skills

• 3 main jurisdictions for education and training: Wales, Scotland,

England and Northern Ireland

In vocational training:

- “markets", “choice”, provider autonomy

- qualifications and credit frameworks

In the labour market:

- employer “voluntarism"

- polarised “low skills/high skills"

economy

Learner pathways

Lower secondary

(11-16)

Range

of

qualifications

Upper secondary

(16-19)

Aiming at university

Aiming at labour

market

3-4 academic

qualifications

Mix of

academic &

vocational

qualifications

Support Structures - General Features


Recognizing skills

• Overall characteristic: minimal regulation and national guidance

• Qualifications frameworks integrate recognition–no ‘two tier’ system

• Responsibilities placed upon awarding organisations and providers

• Outreach and access provision is commonplace … although variable

• Generic advice and guidance available throughout the system

Support Structures - The Scottish Example


Recognizing skills

Practical Support includes:

SCQF Handbook: User Guide which devotes 2 of 9 chapters to RPL

Principles

• Clear mechanisms for making RPL claims are to be in place.

• Effective links between learning providers, guidance services and Human

Resource personnel, where appropriate, should be established to support

individuals for RPL.

RPL should be: accessible, inclusive, facilitated through awareness raising;

initial information, advice and guidance

“Facilitating the Recognition of Prior Learning: Toolkit" - particular

emphasis on the role of the “facilitator"; handouts and ideas for learners

SCQF web pages devoted to RPL including:

- online guide, case studies

- assistance for learners, employers and providers

- workshops for training institutions

Support Structures in Scotland – Local Facilitators


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RPL

policies

RPL

coordinators

Facilitators

Teachers, trainers, line

managers, mentors

Help learners to understand

how to identify prior

experiences, gather and

record evidence, identify

further learning needs

Work with assessors to

understand assessment

requirements

Be aware of qualification

and awarding organisation

requirements, learning

outcomes

Assessors

Local

Provider

Transfer criteria and conclusion



Dr. Martin NoackBertelsmann Stiftung

Validation of non-formal and informal learning in

Germany: The Status Quo


Recognizing skills

Legal Framework

No consistent framework

No individual right on

Validation

Single regulation, that

allows access to the

external examination

(BBiG §45, HWO §37)

Procedures and

instruments

External examination:

Access to the final examination of a vocation

Preconditions:

• Proof of 1.5 times the

education period as

professional

experience

• or presentation of

certificates as proof of

vocational competence

Needs:

• Support: Cosulting structures and information

sources for the target groups

• Financing model which avoids fees and

intensice costs for preparation and procedure

• Institutionalisation: Competent bodies,

established support structures, public sensibility

Draft Transfer Perspectives: The example legal

Framework


Recognizing skills

Aims:

Establishing the individual right on participation in a validation of non-formal and informal

learning

Consistent and overall regulation of the procedure, the responsibilities, the support, and

the financing

Possible connecting points in present:

Standardisation of sub-legal solutions, making access to given options easier

Connecting the Validation of non-formal and informal learning with the recognition of

foreign degrees (BQFG 2012)

Reform of basic legal basis for VET in Germany (BBiG)

What can civil society actors do to promote change?


Recognizing skills

Provide data, facts, and figures that make the existing problem visible

Develop concepts for what to change and how

Conduct surveys regarding the acceptance of different conceptional

ideas by relevant stakeholders

Implement conceptional ideas in restricted areas to show they work

Communicate policy change recommendations directly to policy makers

Thank you for your attention!


Dr. Martin Noack

Senior Project Manager

Programme Learning for Life

Bertelsmann Stiftung

Carl-Bertelsmann-Straße 256 | 33311 Gütersloh | Germany

Telefon: +49 5241 81-81476 | Fax: +49 5241 81-681544

E-Mail: [email protected]

validation of non-formal and informal learning (vnfil) in europe: learning from the best

Education

formal vocational degree

gering qualifizierten

thosewith low levels

risk ofunemployment

continuing education

times higher unemployment

ergebnisse informellen

die situation