Fast track of C

ompetence based standards

ESCO - European Skills, Competences, Qualifications

and OccupationsCoordinating office

ECVET – The city of accumulation of part

qualifications

Life Long Guidance

center

The High Road of Learning Outcomes

Working Life Society, Social Partners, Stakeholders

EQF and National

Qualificatio

n Framework

Agency

VET Little Shop of Gap Training

The River of EQAVET – Systematic Quality Assurans

Europass express

Universities

Schools

Life Long Guidance center

Life Long Guidance center

The Art of Life

Long Learning

VPL – Validation of Prior Learning

The Garden of the Third Sector

Roadmap 2018 – validation and the value of competences

Roadmap 2018 – validation and the value of competences

Why a roadmap?

• The Council Recommendation of 20 December 2012 on the validation of non-formal and informal learning

• Briefing note 9065 – Shaping lifelong learning

• Experiences in the NVL Expert Network on Validation

• The need for further development

A holistic perspective on VPL

• Why is the output of the systems less than expected?

• Are we really focusing on the competences required for working life, citizenship and individual development?

• Is the context in which VPL is embedded of greater importance than foreseen?

Content

• The aim of validation

• National systems for validation – what can the government do?

• Stakeholders’ responsibility and cooperation

• Organisation on national, regional and local levels

• Information, education and support

• Quality, follow up and evaluation

• EU’s framework as a starting point for further development

Indicators example

Indicators for legislation:

• VLP is a right of the individual (or an obligation of a competent body).

• VPL is regulated by national legislation.

• Regulation of VLP covers all levels of education.

• Non-formal qualifications related to the NQF are included in the regulation of VPL.

• In case the certification/assessment is carried out by a public authority, the individual should have a right to appeal.

How to use it

• As a starting point for reflection

• As a tool for development

• For benchmark on VPL systems

• To influence on policy level

• Adapt the indicators for your conditions and purposes

Benchmark for Sweden

1,18

1,54

1,45

1,06

0,88

1,39

0,00

0,50

1,00

1,50

2,00

2,50

3,00

regulations/frameworks/ policies

incitements/financing/ sustainability

stakeholders involvment/roles andresponsibilities

information/implementation/coordination

infrastructure/support-systems/networks

quality/follow up/research

Benchmark

Serie1

How can you make use of the roadmap?

1. Is there a way to measure the effectiveness of VPL systems? 2. Which factors do you expect have the greatest impact on the

output of VPL systems? 3. What importance do the paradigm of learning outcomes and

competences have? 4. Are we making the full use of the EU framework for VET? 5. How does VPL relate to Career Management Skills and

strategic skills supply of companies? 6. Can accessible systems for VPL contribute to active

citizenship and democracy? 7. Are the individual results of VPL useful to the full extent? 8. How can the work with VPL as you know it be improved?