Access to LifeLong Learning in Higher Education (ALLinHE) Work Package 3 Deliverable 8 National Reports

Based on a review of the country updates, it seems that while in most countries there is now recognition of the role validation has to play and a commitment to introducing, implementing, or consolidating systems of validation, the actual scale of implementation ‘on the ground’ – i.e. the number of people who have benefited from validation and / or the number of qualifications awarded - remains on the whole relatively small in scale, with the exception of a small number of countries and initiatives update of the European Inventory on Validation of Non- formal and Informal Learning – Executive summary of Final Report (paragraph 2.2)

HighMedium HighMedium LowLow Finland, France, Netherlands, Norway, Portugal Denmark, Germany, Romania, Spain, Sweden, UK – England, Wales, Northern Ireland, UK - Scotland Austria, Belgium (Flanders), Belgium (Wallonia), Czech Republic, Estonia, Iceland, Italy, Ireland, Liechtenstein, Lithuania, Slovakia, Slovenia, Bulgaria, Croatia, Cyprus, Greece, Hungary, Latvia, Malta, Poland, Turkey VPL Levels of Performance 2010 update of the European Inventory on Validation of Non-formal and Informal Learning – Executive summary of Final Report (Paragraph 2.3)

High Performers: example France Validation of prior learning has been established as a right for every citizen in France. The current system (Validation des Acquis de l'Expérience, VAE), which was established in 2002, is used to deliver whole or partial qualifications. Each body awarding qualifications has developed its own rules for the context-specific implementation of the principles outlined in the legislation. A change in 2009 aimed to increase the number of individuals accessing the VAE process, in particular private sector workers, and to develop guidance for VAE. High performers defined as “countries which have moved from the introduction of validation policies to the implementation of validation practices”.

Medium -high Performers: example Denmark The validation of non-formal and informal learning has been high on the policy agenda in Denmark for more than a decade and is well developed especially in VET, adult education programmes and tertiary education. Validation of non-formal and informal learning aimed at all citizens, often with a special focus on low-qualified people, also features strongly in policies and strategies focusing more broadly on lifelong learning. Although recognition of prior learning has been established for some time it is also considered that more needs to be done to recognise competences achieved at work and from taking part in non-formal adult education and training etc. Validation activity is still relatively low because the new regulations are still under implementation. But at the same time the development ofactivity is increasing within all fields of education. Countries where there is a national system or a framework of systems but take up remains relatively low.

Medium - low Performers: example Czech Republic Recognition of non-formal and informal learning is now well defined in the Czech Republic since September 2007 by law 179/2006, which defines the conditions and the process for recognition to achieve full and partial qualifications (at all levels except higher education). Assessment standards (e.g. oral explanation, practical demonstration, etc.) are used both for recognition of non-formal and informal learning and examination/certification in formal education and training. They are are being progressively developed by the sectoral councils and approved by the Ministry of Education. Validation based on the standards can be carried out by schools for full qualifications or by authorised institutions (schools, private institutions, companies as well as individuals) for partial qualifications. Countries that are likely to have developed validation systems but not an overall established framework

Low Performers: example Countries where as yet there is little in terms of policy or practice that facilitates validation of non-formal or informal learning Bulgaria Plans to introduce validation of prior learning only began in Bulgaria in the context of fulfilling EU accession requirements and are still developing strategic documents. Bulgaria is trying to build on good practice from other countries. A model system for validation was designed in 2009 as part of the project “Promoting adults’ vocational training and employability in Bulgaria” and tested in three professions: carpenter, tailor, and social worker. Amendments to the VET Act are being designed on the basis of the above model.

Reflection Where is my country in relation to these examples? Where is my country in relation to the marginalised groups that we are to consider?

Foundations of validation approaches Centrally designed systems Driven by legislation and national guidelines Supported by formalised training procedures Local initiatives Driven by interest groups or employers Less access to supportive training

Challenges Disparity of terminology across and even within countries Terminology Aims of VPL not always clear and overlap between formal/non-formal and informal interpreted differently in each country Aims Lack of financial support for the implementation of initiatives Failure to recognise value added nature of VPL Sustainability Tradition and practice Embedded practices well established, new practices difficult to introduce and not always valued/trusted

National allocations of responsibility Under-represented target groups in HE Refugees50+EU-MigrantsEthnic Minorities Special Needs Groups NL √√√ FI √√√√√ DK √√√ UK √√√ SL √√√ RO √√√ FR √√√ CH √√√

Key questions How are each of the five groups defined? Who represents these groups? Why would they want to engage with us?

Refugees50+EU Migrants Ethnic Minorities SEN Disability Within Sector Variables 4a/4b4c4d4e

The Complex Case 50+ Refugee Disabled