1.About REVEAL Summary VIP and REVEAL 2.Background Validation of Informal and non-formal learning Current developments (EU, OECD) 3.LEVEL5 Keynote

About Research and Evaluation group for Validating, Evidencing and Assessing informal and non-formal Learning Transnational community of European experts and practitioners working in 19 organisations from 16 European member states. Assessing and evidencing with a unique validation approach specifically designed for: informally acquired competences personal and social skills and competences piloted and applied in more than 50 learning projects and scientifically evaluated in the framework of two international PhD thesis. to serve especially target groups that learn outside or beside formal education contexts and their learning facilitators: adult learning providers, care organisations, grass-root projects, mobility projects, youth organisations, schools….

Assessing and Evidencing the Impact of Informal Learning in the fields of … … Active Citizenship … European Projects… … in Mobility actions …

Current Developments „Together with Qualifications Frameworks, The concept of learning outcomes, Credit Transfer Systems“ … the validation of informal learning and the „recognition of non-formal and informal learning (RNFIL)“ is a potential mechanism to promote Lifelong Learning Therefore: new OECD activity ( )“ (Quote: Patrick Werquin, OECD; 2010)

European Qualifications framework (EQF 2008) Formal education Promoting close links between the national qualifications frameworks (NQF) and existing or future European systems for credit transfer and accumulation in higher education and vocational education and training, in order to improve citizens’ mobility and facilitate the recognition of learning outcomes EQF is still in an early stage of implementation

European qualifications framework (EQF)

The concept of learning outcomes Learning outcomes are statements of what a learner knows, understands and is able to do on completion of a learning process (see the 2008 Recommendation on the European Qualifications Framework - EQF2).

ECVET Facilitating the compatibility, comparability and complementarity of credit systems used in VET (Vocational Training) and the European credit transfer and accumulation system (ECTS; in in Higher Education) First workgroups in 2002 Feasibility studies in 2007 (NA BIBB, DE) European credit system for vocational education and training

ECVET – „State of the Art“ The ECVET Recommendation (European Parliament and European Council, 2009) suggests that, by 2012, countries will create conditions for progressive implementation of ECVET. Meanwhile, countries and the Commission are invited to experiment with ECVET (through the lifelong learning programme). Discussion on: European VET system diversity Transparency and mutual trust No bureaucracy (->Europass interfaces to ECVET).

Recognising all learning, whatever the context (whether formal, non-formal or informal) Creating new routes to qualifications! The Key Idea of RNFIL Formal learning Learning that occurs in an organised and structured environment (e.g. in an education or training institution or on the job) and is explicitly designated as learning (in terms of objectives, time or resources). Formal learning is intentional from the learner’s point of view. It typically leads to validation and certification. Non ‑ formal learning Learning which is embedded in planned activities not always explicitly designated as learning (in terms of learning objectives, learning time or learning support), but which contain an important learning element. Non ‑ formal learning is intentional from the learner’s point of view. Informal learning results from daily activities related to work, family life or leisure. It is not structured and usually does not lead to certification. In most cases, it is unintentional on the part of the learner.

„A More Qualified Labour Force!“ Improves visibility of skills, knowledge and competences Shows skills shortages (availability or… visibility) Distribution of qualifications, occupational mobility Regulated occupations, and labour markets ISO processes (quality…), Public contracts Job matching It is cost effective Training has a cost (RNFIL is cheaper) It’s “flexible”: continuum of outputs, from self assessment (portfolio) to full certification Unqualified individuals/workers may have skills Arguments: (Quote: Patrick Werquin, OECD; 2010)

Validation of informal learning according to EQF-systems  Accreditation and recognition of competences acquired in informal contexts  Priority is employability (-> qualification)  Instruments: ECVET and EQF Validation of Informal Learning – current state

Validation of informal learning according to the EQF  Accreditation and recognition of competences acquired in informal contexts  Priority is employability (-> qualification)  Instruments: ECVET and EQF Validation of informal learning according to LEVEL5 Validation of learning outcomes in informal learning contexts (Measuring, visualising, documenting) Recognition of competence development (procedural approach) Reflection on the improvement of the learning contexts Validation of Informal Learning - Extension

3. LEVEL5 An Approach and Instrument to Document and Visualise Competence Developments Specifically: Personal, Social and Organisational Competences

The Europass CV enables you to make your skills and qualifications visible, and other Europass documents can be attached to the CV. There are systembuilt links to ECTS and ECVET EUROPASS

CV Personal data ECTS ECVET Other formal certificates Higher Education VET Languages IT-skills Social Skills & Comp. Personal Skills & Comp. Other formal certificates Orga. Skills & Comp.? ? ? Sector/Section Cerification SystemReference System EQF/NQF different IT-Sys Formal Informal

Competence Definition A competence is the ability to apply a synthesis of Knowledge, Skills and Attitudes in a particular situation* and in a particular quality**. *Context **LEVEL

A CUBE as Model to Visualise Competence Developments Perceiveing Sellf-centred Imitating, Applying Deciding/Selecting Discovering Acting Indepedently Know that Know how Distant understanding Know why Implicit understanding (know when) Intuitive transfer Perspective taking Developing/Constructing Empathatic comcern Self-Regulation Regulatng Others

EQF-Recognition of Learning outcomes Visualisation of EQF and LEVEL5 concepts Informal learning Activity („project“) Time

1.Description of Project Context Target Group Objectives … 1.Description of Project Context Target Group Objectives … 2. Selecting/determining Topics Inventory Topic sets Refining content and objectives 2. Selecting/determining Topics Inventory Topic sets Refining content and objectives 4. Assessing/Measuring Selecting Assessment Methods Measuring learning outcomes at different evaluation times 4. Assessing/Measuring Selecting Assessment Methods Measuring learning outcomes at different evaluation times 3. Creating a Reference System Three Dimensions Five specific competence levels related to the learning project Indicators 3. Creating a Reference System Three Dimensions Five specific competence levels related to the learning project Indicators 5. Presentation of Results Rating learning outcomes at different times Describing different competence levels Evidencing learning and project outcomes Validation and certification 5. Presentation of Results Rating learning outcomes at different times Describing different competence levels Evidencing learning and project outcomes Validation and certification

Evaluation instrument Training providers, Adult Education Social Organisations NGO’s… Public Funding Bodies Utilisation and Perspectives European partners who apply the approach Validation/Accreditation by REVEAL Counselling Training Collaborative Follow-up Projects European Networking (Community) The LEVEL5 Approach

Thank you!

124567* GradeGeneral scalingIndividual description/ explanatory statement Rating 1 Rating 2 Remarks, explanations, reasons for your rating 5Regulating with others Your description for grade 5 4Affective self- regulation Your description for grade 4 3Empathetic concernYour description for grade 3 Description of state 2: what has changed? 2Perspective takingYour description for grade 2 1IndifferenceYour description for grade 1 Description of state 1 Table: Exemplary grid for the affective competence dimension The individual evaluation system -> describing the development of competences