Workshop 4: Recognition of non-formal and informal learning Espoo Lauri Savisaari

Content of the workshop 4: 1.Introductions 2.Key concepts regarding the theme 3.Basic information on European processes 4.Concrete example from the field of youth 5.Discussion (implications for the VET branch) 6.A network of interested partners?

Key concepts regarding the theme Non-formal learning - embedded in planned activities which contain a learning element - intentional from the learner’s point of view - no certifications Informal learning - learning resulting from daily work-related, family or leisure activities - unintentional

Key concepts regarding the theme Valuing learning - process of promoting participation and outcomes of learning - to raise awareness Competence - ability to apply knowledge, know-how and skills in changing (work) situation Recognition of competences - formal recognition: granting official status to competences - social recognition: acknowledgement of the value of competences by economic and social stakeholders

Key concepts regarding the theme Validation of informal/non-formal learning - process of assessing and recognising a range of knowledge, know- how and skills developed in different contexts Certification of competences - process of formally validating knowledge, know-how and competences, following a standard assessment procedure, by accredited awarding bodies Qualification - official record of achievement which recognises successful completion of education, training or performance in a test or examination

Key concepts regarding the theme Transparency of qualifications - degree of intelligibility of qualifications allowing their value to be identified and compared on labour and training markets - sectoral / regional / national / international

European processes on the theme Education & Training 2010 Some relevant activities: - Working group H (Making learning attractive…): - valuing learning & expert group NFL - European inventory for the validation of non-formal and informal learning - Common principles for the identification and validation of NFL - Single European Transparency Framework (EUROPASS)

European processes on the theme Common principles for the identification and validation of non-formal and informal learning (May 2004) - to be applied by country and by context on voluntary basis - individual entitlement (voluntary for individuals) - obligations of stakeholders to establish systems and approaches (incl. quality assurance & guidance) - confidence and trust: fair and transparent processes, procedures and criteria - credibility and legitimacy of systems and approaches

European processes on the theme European Single Transparency Framework (EUROPASS) - 5 instruments: - Europass-CV (self declarations of q’s and c’s by individual citizens) - Europass-Mobility (record of a specific European learning pathway) - Europass-Diploma Supplement (higher education) - Europass-Language Portfolio (language learning & cultural experience) - Europass-Certificate Supplement (VET) - Implementation phase Jan 2005 – Dec National agencies

Youth Academy Recreational Activity Study Book Recognition of learning in youth voluntary free-time activities Example from experience

Youth Academy NGO, politically and religiously independent, established in 1994 for… -promoting the appreciation of learning in youth voluntary activities -supporting youth voluntary free-time activities … by 12 major Finnish youth & sports organisations -Red Cross -Scouts -Evangelical Lutheran Church -4H -...

Learning in youth voluntary free-time activities -non-formal (organised & voluntary) and -informal (non-organised, not always intentional) -learning through participation -”life skills”, such as: -co-operation & team work -communication -commitment -problem solving  in this context, the task of the youth worker/leader is to make young people aware of the learning that has taken place!

Significance to employers or formal education? -Key competencies that are rarely learnt in formal education -Comparable to work experience (but not paid, no certificates)  It is important to raise awareness  Documentation and recognition should be voluntary! (both for young people & employers etc.)

Recreational Activity Study Book -Makes the learning visible for young people -Documentation, not assessment -Main point is awareness -Young people should have the right to benefit from their experiences when applying for education or a job -the Study Book can be a supplement to CV

Recreational Activity Study Book for all young people over 13 years entries from all experiences outside formal education tool for making the learning visible both for young people and adults (employers, teachers etc.) over study book owners in Finland 250 formal educational institutions value the entries in the book price: 6 e official & financial support from: –Finnish Ministry of Education & Culture –Private companies

Recreational Activity Study Book 250 educational institutions in co-operation: All fields of education vocational education institutions polytechnics universities The entries in the study book can be recognised: when applying to education as a part of the education No direct credits. The recognition by an educational institution is always personal and case-sensitive!

Recreational Activity Study Book Employers’ perceptions -Over 25 % of Study Book users think that the entries in the book have helped them in finding a summer job -Employers’ organisations have encouraged their members to take into account learning experiences outside formal education or work  In the case of young people, Recreational Activity Study Book can help in showing what they have done Again: No direct credits. The recognition by an employer is always personal and case-sensitive!

Themes for discussion 1.General implications for the VET branch (machinery & metal technology, electrical engineering, transport) 2.Specific challenges in the VET branch 3.Possibilities to enhance transparency and recognition 4.Joint development project in the VET branch?  A network of interested partners?  Promoting partner?  Schedule?  Etc.