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www.dgeep.mtss.gov.pt

Maria Cândida Soares

Validation of non formal and informal qualifications

The Portuguese Case

November 2006

Validation of non formal and informal qualifications - The Portuguese Case

Portuguese Situation

Global Lifelong Learning Strategy

Strengthening on Validation of non formal and informal qualifications


Main Indicators – PortugalPopulation and Labour Market Participation (1)

2002 2005 1st sem 06Total Population (15 and +), thousands 8.723,5 8.912,2 8.934,1Active Population (15 and +), thousands 5.407,8 5.544,9 5.571,5

Employed Population with tertiary education level 9,9% 13,4% 13,8% with secondary education level 12,5% 14,5% 15,0% with basic education level, from which: 77,6% 72,1% 71,2% Young (15-24 years old) 8,5% 6,5% 6,4% Adults (25-54 years old) 52,8% 49,5% 48,8% Older Workers (55-64 years old) 10,2% 10,0% 10,0%

Source: Labour Force Survey, Portuguese National Statistics Institute.


Main Indicators – PortugalPopulation and Labour Market Participation (2)

2002 2005 1st sem 06

Employment Rate 68,7% 67,5% 67,9% Young (15-24 years old) 41,9% 36,1% 35,9% Adults (25-54 years old) 81,5% 80,8% 81,4% Older Workers (55-64 years old) 51,4% 50,5% 49,8%

Unemployment Rate 5,0% 7,6% 7,5% Young (15-24 years old) 11,6% 16,1% 15,3% Adults (25-54 years old) 4,5% 7,3% 7,2% Older Workers (55-64 years old) 3,7% 6,2% 6,4%

Source: Labour Force Survey, Portuguese National Statistics Institute.


Main Indicators – PortugalLife-long Learning and Youth Education Level

PT EU25 PT EU25Early School Leavers - % of population aged 18-24 with at most lower secondary education (ISCED level 2) and not in further education or training.

45,1 16,6 38,6 15,2

Youth education attainment level - % of population aged 22-24 having completed at least upper secondary education (ISCED level 3 long).

44,2 76,5 48,4 76,9

Life-long learning - % of adult population aged 25-64 participating in education and training (over the four weeks prior to the survey).

2,9 7,9 4,6 11,0

Source: 2006 Compendium of Indicators for monitoring the Employment Guidelines, EC (Oct2006).

Note: b - break in series

20052002


Main Indicators – PortugalBusiness Structure

Workers Enterprises Workers Enterprises1-4 Workers 12,0 60,0 14,9 64,45-9 Workers 12,1 21,3 13,7 19,710-49 Workers 26,6 15,6 27,8 13,650-99 Workers 10,6 1,8 10,0 1,4100-499 Workers 19,4 1,2 16,9 0,8500 and + 19,3 0,2 16,7 0,1Total 100,0 100,0 100,0 100,0

Source: DGEEP/MTSS, Lists of Personnel.

1995 2003

Business StructureEvolution of the Business Structure and Enterprises' Workers, breakdown by dimension


Lifelong Learning Strategy Objectives (defined in 2001)

Provide young people with basic and relevant aptitudes for the labour market, needed for participating in lifelong learning

Reduce youth and adults illiteracy and decrease meaningfully the number of early school leavers

Promote conditions which provide a better adults’ access to training

Improve qualifications, know-how and competencies’ recognition system

Develop e-apprenticeship for all citizens.


Initiative New Opportunities

What it is:- It is a Government’s strong policy initiative, aiming to give a strong and

decisive impulse to the Portuguese’s qualification, either young people or adults (already in their active life).

Main targets:

- Make 12th school year the minimum education/training referential for all;

- Place 50% of young people of secondary education in training paths of

double certification.

- Qualify 1 million active people, with priority for the unemployed, through the double path of (i) both skills’ recognition and (ii) double certification training (vocational and professional).


Recognition, Validation and Skills Certification System (RVCC)

Target Group

• People aged 18 years old and more

• Having acquired knowledge and competences throughout their life experience

• Having not completed 4th, 6th or 9th education level

(from January 2007 on, also 12th school year)

Certification

• Obtain a school and qualification certification (equivalent to 4 th, 6th or 9th school years and a professional level; from January 2007 on, also equivalence to 12 th school year)

Purposes

• Support equal opportunities towards access to education, vocational training and employment

• Promote employability

• Encourage innovative programs and projects within Adult Education and Training

• Increase lifelong learning, favoring a permanent and suitable skills’ adaptation

• Ensure acquisition, visibility and certification of learning


RVCC Centres in Portugal


RVCC Centres

These are structured from:

1. Skills Referential

2. Intervention Axis

3. Centres’ Functions


1. Skills Referential

• Organised in the following levels:

Basic 1 - B1

Basic 2 - B2

Basic 3 - B3

Secondary

(Jan 2007)

Taking as reference the correspondence with 1st, 2nd and 3rd basic education cycles and 2nd

vocational training qualification

Taking as reference the correspondence with secondary education and 3rd vocational training qualification


• Based in 4 key-skills areas:

• Language and Communication• Information and Communication Technologies• Maths for Life• Citizenship and Employability

+• Vocational qualifications referential

1. Skills Referential (cont.)


2. Main Intervention Axes

Information, skills’ identification, guidance Recognition

Assessment of adults’ skills towards the standards (academic and professional)

according to the Referential Framework of Key-Skills for Adult Education and Training

Skills’ certification (entire or part of standards), individual vocational and

educational training plan

Validation

Certification


3. Centres’ Functions

• Local Animation• Information• Counselling• Follow-Up• Post-placement follow-up and counselling

They shall also supply:Complementary Short Term Training so that the

adult can complete a certain level and proceed to the still lacking skills’ validation process


A Possible Path Through a RVCC Centre

WELCOME

Information and

Guidance

Competencies

Assessment

Information and

Guidance

Further Learning

Validation and

Certification

Information and

GuidancePost-

placement follow-up

and counselling


Recognition, Validation and Skills’ Certification System

This Network is set up starting from the accreditation of entities of different nature, public and private, and strongly established in the community to which they belong. They are among others:

enterprise associations; associations for local /regional development; municipalities associations; schools and universities; other public institutions; institutional social partners.


RVCC – Mechanism Quality

REFERENTIALREFERENTIAL

CRITERIACRITERIA

REFERENTIALREFERENTIAL

CRITERIACRITERIA

METHODOLOGIESMETHODOLOGIESMETHODOLOGIESMETHODOLOGIESPROFESSIONALS PROFESSIONALS

PREPAREDPREPAREDPROFESSIONALS PROFESSIONALS

PREPAREDPREPARED


RVCC – 2006 Execution Data

Nº of Centres (October): 272

2000- 2006 (July): more than 186.000 adults inscribed for a RVCC process (50.000 since September 2005)

Near 55.000 adults certificated

Near 375 protocols established between the Ministries for Labour and Social Solidarity and for Education with enterprises and municipalities, to promote the insertion in RVCC processes of a great number of workers

(ex. Protocol with Portugal Telecom, a major communications enterprise, involving near 1.000 workers; Protocol with enterprises, industrial and trade associations, involving near 2.000 workers, until the end of 2007).


RVCC – Direct and Indirect Impacts

Self - esteem

Self - value

Self - conscientiousness

Personal valorisation

Professional project

Personal project

Self - esteem

Self - value

Self - conscientiousness

Personal valorisation

Professional project

Personal project

LABOUR MARKET – positive effects on the:

Unemployed

Employed

Inactive

LABOUR MARKET – positive effects on the:

Unemployed

Employed

Inactive

Continuing studies Continuing studies


TestimoniesCarlos Agostinho, 44 years old, driver

“The RVCC System was an opportunity which I could not lose: it allowed me to achieve objectives that for a long time I had defined for myself, but for various reasons I hadn’t been able to reach.

This system has an evaluation criteria adjusted to the reality of active people who didn’t have a chance to conclude their basic education. It was very useful for me, once it allowed me, after 6 months of attendance, to acquire a school certification equivalent to the 9th year and allowed to attend secondary education.

Once I had more ambitious objectives, I entered the recurrent education system, and I am presently concluding the secondary education, aiming to later on attend the higher education system.”

Silvério Silva, 38 years old, locksmith

“I work as a locksmith for 24 years in the enterprise where I learned my profession. I started as an apprentice, and today I lead the bridges and rolling porches, as well as pickling tunnels section. I adhered to the RVCC-Professional process because I wanted to have my professional skills recognized. It was a way of valuing myself and improve my self-esteem.

I had to make sacrifices to participate in this process, namely to give in of some time to rest and to be spent with my family and my friends. When I finished the certification process, I was proud and very happy to have achieved successfully the certification.”

Andriy Yakubovych

“I am Ukrainian. The RVCC-Professional Process means, to me, the chance to have my professional skills, acquired abroad, recognised. Professional certification will, surely, ease my insertion in the Portuguese labour market.”


Thank you for your attention.


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