1. Module V Creating awareness on validation of the acquired competences
This project has been funded with support the European Commission. This publication reflects the views only of the author,
and the Commission cannot be held for any use which may be made of the information contained therein.
No LT01-KA

2. The aim of Module V
The aim of Module V is to provide insights concerning the European context for implementation of validation and recognition of non-formal learning achievements, with a special emphasis on validation of the competences obtained by LSE’s learners.

3. The objectives The Module will:
Review the development of validation processes in EU countries.
Analyse the methods, measures, procedures and benefits of validation of informal and non-formal learning.
Create awareness on possibility to validate learner’s competences to become a Lifestyle entrepreneur.

4. Learning outcomes
At the end of the training course participants will be able to:
Understand the context and benefits for validation and recognition of non-formal and informal learning;
Apply the procedure of evaluating non-formal and informal learning outcomes at their national level;
Encourage adult learners with disadvantaged background to validate their competences to become a lifestyle entrepreneur.

5. General part of the Module V
In the General part of the Module V the following topics are presented:
the validation, its importance and development of validation processes in EU countries.
methods, measures, procedures and benefits of validation of informal and non-formal learning

6. Validation
Validation is a process of confirmation by a competent/authorized body that learning outcomes (knowledge, skills and/or competences) acquired by an individual in a formal, non-formal or informal setting have been assessed against predefined criteria and are compliant with the requirements of a validation standard. Validation typically leads to certification.

7. Various reasons for establishing validation of learning in European countries
Improving access to and efficiency in the formal education system;
The need of the knowledge economy also reflected in enterprises;
Providing opportunities for the disadvantaged or with fewer opportunities adults;
Increasing ageing of the population and migration level;
The development of new technologies and appreciation of technical skills gained through informal and non-formal means;
Greater awareness has led to greater use and involvement of stakeholders in education systems.

8. CEDEFOP
CEDEFOP
Monitors regularly development of validation situation in member states
Affects national policies on validation
Prepared Common European principles for validation
Prepared the European inventory on validation
European guidelines for validating
Carries out research and comparative analysis

9. Common European tools and principles
Lifelong guidance and counselling
EQAVET
EQF
ECTS
ECVET
ENQA
Europass

10. CEDEFOP, 2014: Existence of national strategy for validation
Comprehensive strategy in place
FI, FR, ES
Strategy in place but some elements missing
CZ, DK, EE, IT, IS, LU, LV, NO, NL, PL, RO
Strategy is in development
AT, BE-Flanders, CH, CY, DE, EL, LI, LT, MT, PT, SI, SK,TR
No strategy in place
BE-Wallonia, BG, HR, HU, IE, SE, UK- E&NI, UK-Scotland, UK-Wales

11. CEDEFOP, 2014 : Existence of legal frameworks for validation
Countries that have a single framework for validation in place
FR, MT, TR
Countries that have multiple frameworks in place covering different sectors
AT, BE (Flanders & Wallonia), BG, CH, CZ, DK, FI, ES, EE, DE, IT, LT, LV, LU, NL, NO, PL, SE, SI
Countries that have a framework in place relating to other initiatives, also covering validation
IS (Adult education), IE, HU (HE, Adult education), PT (HE and non-HE), RO, SK
Countries that do not have a legal framework covering validation
CY, EL, HR, LI, UK (E&NI, Wales, Scotland)

12. Validation through accredited bodies
VALIDATION is organised inside an accrediting body (organisation) and consists of several integral stages
Identification
Documentation
Assessment
Certification

13. The methods of validation of informal and non-formal learning
Knowledge portfolio
Euro pass or CV
Observation

14. The methods of validation of informal and non-formal learning
Tests and examinations
Reflection in and on practice
Interviews and talks

15. Validation results
Validation can lead to formal qualification
to qualifications that are different from those awarded by education and training authorities
To some form of certification without a qualification
to access formal education and training courses

16. Specific part of the Module V
In the Specific part of the Module II the following topics are presented:
Awareness on possibility to validate learner’s competences obtained during non-formal and informal training.
Importance to encourage adult learners with disadvantaged background to validate their competences to become a lifestyle entrepreneur.

17. Creating awareness on possibility to validate learner’s competences obtained within LSE training course
Many people are not aware of the possibility to validate their competences obtained within non-formal and informal learning. Possible causes for low levels of awareness:
the development of validation is still very novel;
lack of nationwide promotion to enhance the awareness of validation practices amongst the general public;
validation processes are only open to a specific target group;
there is a lack of lifelong learning culture and the concept of validation is not understood by the general public.

18. Awareness on possibility to validate learner’s competences
validation is still novel
open to a specific target group
lack of lifelong learning culture
validation is not understood by the general public
lack of nationwide promotion

19. CEDEFOP, 2014: Awareness of validation opportunities amongst the general public
European inventory on validation of non-formal and informal learning, 2014
Most of the general public FI
Part of the general public
CZ, EE, LV, NO, PL,
UK-Scotland
A small part of the general public
AT, BE (Wallonia & Flanders), BG, CY, DE, HR, IE, IS, MT, NL, TR, SE, SI, UK (E&NI).
A very small minority of the public
HU, IT, LT, RO, SK

20. In relation to the competences obtained by learners within Life style entrepreneurship (LSE) non-formal training, validation arrangements need to be presented in a way that clarifies their main purpose and allows individuals to choose the form best suited to their particular needs.
Guidance and counselling is of particular importance for reaching disadvantaged groups and for releasing their inherent potential.

21. Guidance and counselling
Individual choice
Guidance and counselling
If a person is not interested in acquiring a formal qualification, more attention should be given on the identification and documentation phases

22. Why Validation? Grow of confidence Improved self awareness
Increased individual motivation
Visualized learning progress
Increased self reflection
Greater involvement
Better career possibilities
Empowerment