Quality in VNFIL Validation of Non-formal and Informal Learning – Opportunities for Special Target Groups 28.11.- 1.12.2017, Kuopio, Finland Anni Karttunen Programme Manager / Adult Learning Finnish National Board of Education - FINEDU

General notions on quality QUALITY in VNFIL General notions on quality Quality is a very broad concept and difficult to define => rather: quality assurance mechanisms in the validation process Validation occurs in different kinds of contexts => quality assurance mechanisms should be tailored to fit the purpose (cf. formal, non-formal, informal contexts) 2

General continues Quality assurance is sometimes considered a threat to the flexibility of validation process OR it is seen as sufficient if the formal education system has a general quality system in place. The ultimate purpose of quality assurance in validation is to GUIDE the system and assure the INDIVIDUAL an equal, transparent and reliable process. The individual has to be in the centre of the validation process! Competences can only be made visible through a high quality validation process => high market value 3

Eight steps towards QA in VNFIL

Information Information -phase should address questions such as why, how, for whom and where and when. All target groups should have equal understanding of the procedure and the standards. Information should also be accessible through various media, like the internet, intranet and brochures. 5

Preconditions Regulatory framework Funding mechanisms Co-operation structures between stakeholders Descriptions of qualification requirements Assessment criteria and standards (learning outcomes) Attitudes 6

Documention – admin procedures Organic Documention – admin procedures Proper documentation system of the VNIL procedures with each individual promotes transparency, supports the individual rights and enhances a systemic approach to VNIL procedures. VNIL documentation could be compared with organic farming: the entire production trail has to be able to be tracked and traced down. A proper documentation system must be in place and each step of the validation process has to be duly documented: guidance discussions agreements progress plans and timeframes assessment results certification 7

Co-ordination The task of co-ordination / co-ordinator is to: monitor the VNFIL procedures train/help VNFIL practitioners Support / guide VNFIL professionals co-ordinate the development of VNFIL procedures help in forming communities of practice help in forming networks of VNFIL professionals 8

Guidance 9 Guidance provides the VNIL scene: What are the benefits of VNIL for the individual? How does the VNIL work? What are the rights and responsibilities of the individual? What are the assessment criteria like? How does the administrative documentation work? What kind of certification is available? What other possible outcomes there are for the individual? How to use the validation results? What type of further learning paths are available? 9

Mapping – making competences visible Mapping is about building the roadmap for the future. Mapping makes it easier to determine what is the most suitable qualification for the candidate, what level and width of competences does the individual have in order to plan a development path. There should be different kinds of methods for mapping and documenting the individual’s competences. Collection of documentation such as prior certificates or employment references Pictures Portfolios Other descriptions of competences 10

Assessment The assessment results in VNIL should have a legal status Assessment should be reliable Assessors should be competent in VNIL procedures, assessment methodology and the field that they are assessing There should be a number of assessment methods available and a combination of methods should be used Criteria should be unambiguous and clear Assessors need to have clear understanding of the interpretation of the assessment criteria. 11

Follow-up After the assessment procedure, the individual has a right to have feed-back of the assessment results and the possible consequences: Does the result of the assessment possibly shorten the study time? What are the future options in terms of education and work? What if the result of the assessment was negative and the individual does not agree with the result? Is there an appeals procedure in place? Is there guidance available also after the assessment procedure? 12

Let’s keep the VNFIL train moving!!!