1. - Opportunities for Special Target Groups
Quality in Validation
A Nordic Study – 2017
Timo Halttunen, University of Turku, Finland
Thematic Seminar on Validation of Non-formal and Informal Learning
- Opportunities for Special Target Groups
Kuopio 29 November 2017

2. When and who?
Experts from Island, Norway, Sweden, Finland and Denmark decided I to develop a common quality model.
The development of the model was funded by Nordplus (
A case study of quality work in validation based on the Nordic Quality Model were decided 2015 and carried out in 2016 – 2017
The study is funded by NVL (Nordic Network for Adult Learning )
Researchers are from University of Turku, FIN; University of Linköping, SE and VIA University College, Aarhus DK

3. Research questions The aim of the study is:
to identify if and how the Nordic Quality Model is useful and will strengthen the work of quality in validation.
to identify factors in the context that influence the quality work in validation.
How is the Nordic Quality Model useful?
In what way can it strengthen the work of quality in validation?
What factors in the context influence the quality work in validation?

4. Research design

5. The study The study of quality work employs an interactive approach
We have worked in interaction with 3 institutions in Denmark, Finland, and Sweden (all with extensive experiences of VPL and working in VET)
Together with representatives for the selected institutions, we have established a common understanding of the quality model.
We have defined areas for development work within the respective institutions.
The institutions have worked on improving quality in validation within these area
We have met several times for discussions on experiences and results that far, with an option to redefine or adjust the agreed development areas
We have made documentation of the quality work – e.g. in group interviews
The 3 institutions have two things in common: they have extensive experiences of validation work, which would provide a solid basis for further development work, and the focus of the development work is validation related to vocational education and training.

6. Working with Nordic Quality Model in Validation
Finnish Case Study:
Organizational development in Validation
Testing the usefulness of the Nordic Quality Model

7. Background Vocational Qualifications in Finland
The forms of vocational qualifications in Finland are upper secondary VET, apprenticeship training and competence-based qualifications. Upper secondary VET is usually acquired in a school.
Vocational Upper secondary Education and Training Act (787/2014) provides that a student’s prior learning must be accredited. The education provider must inform the student on the supporting documents to be presented for recognition of prior learning and details of when the student must apply for recognition of prior learning. 

8. Background Validating learning from experience in VET
Most of young learners complete their upper secondary vocational qualifications at vocational institutions
In adult education the competence-based qualifications (CBQ) system offers an opportunity for adults to obtain upper secondary, further and specialist vocational qualifications based on the principle that full and partial competence-based qualifications can be awarded regardless of how and where the competences and knowledge have been acquired. 
Recognition of prior learning is an essential part of the system
In principle it is possible to obtain qualifications without any formal training at all. 

9. Background Changing landscape
In Finland, vocational adult education and training is very much based on the system of competence-based qualifications. A specific benefit of this system is that it makes it possible to recognise an individual’s vocational competencies regardless of whether they were acquired through work experience, studies or other activities. Recognition of prior learning is a way to promote participation and completion of qualifications in VET
A VET reform is undergoing in Finland at the moment. A new training agreement model is introduced by the side of apprenticeship training. This contract will promote workplace learning and practical ways of completing qualifications by creating flexible paths for the students on workplaces.  

10. Background Case Finland - institutional facts
The college provides training in 130 vocational qualifications and in 34 fields of study in general upper secondary education level.
Over young students and adults study in the college annually. The college has units in 4 municipalities and over 700 staff members, which of 450 in teaching and 270 in other work tasks.
Validation is carried out throughout the organization, but there are varied ways of implementing the policies in validation for the students. However, the college stresses the importance of going through a comprehensive process of personal study planning with each student.

11. Background Case Finland - institutional facts
Two main groups working with development of the validation system in the school:
study counsellors working with students in the level of initial vocational education and training.
responsible teachers or head teachers in the level of adult education.
Managerial level consisted of vice-rector, development manager and training managers in respective fields.
After initial contact with the institution a meeting with key personnel was organized to agree on the case study. Interviews followed for practitioners in two sets (4 dimensions each time) and then for management in one set (all 8 dimensions).

12. Research Process Institutional needs Testing the Quality Model SWOT
Introduction and agreement on scope of study
Feedback from interviews and workshop for development based on the research process
Testing the Quality Model
Interviews with practitioners
1 & 2
Interview with management
SWOT
-analysis

13. Preliminary analysis of the VET landscape in the institutional level
The VET reform calls for combining the education now provided for youth and adult separately. The reform requires education providers to bring together these youth and adult training tracks.
Declining financing – need to create savings via personnel costs – less time for teaching and guidance, work place tutoring/mentoring
Pressure to increase self-service in the internet. At the same time there are more and more students lacking skills for self-directed learning.
However, strong commitment to development and good quality education and training

14. Results from testing the Factors
Information: information was shared to students, parents, employers and other stakeholders in a multifaceted way. Interviews, information days, meetings and other forms of face-to-face encounters were used in addition to information in print and over the internet.
Pre-conditions: validation was available for all the students of the college. Validation was also seen as a key element of the educational process by all staff members.
Documentation: electronic systems were available, but were often not used. Some branches had developed good practices and these were decided to be taken into use throughout the organization.
Preconditions was difficult to get a grip on - many of the rules and conditions come from Finnish National Board of Education (FNBE). What do we actually mean by pre-conditions? See e.g. personalization of studies, the right to get prior learning assessed and recognized, the user-centred approach to education policies and development, validation is for all - not only prior learning but also learning "now, but elsewhere" evening and weekend work, learning in circumstances relevant to professional development

15. Results from testing the Dimensions
Coordination: there was no clear coordination, nor clear roles and responsibilities in validation. The two networks mentioned coordinated processes in their respective tracks of education.
Guidance: guidance was less available and needed in the adult education track, where head teachers had a heavy workload. In education for the youth the study counsellors could better meet the needs of the students.
Mapping: validation was clearly linked to personal study planning and preparing the student for conpetence-based examinations. However, the practices differed between the branches.
Assessment: the assessment was carried between the teacher, working life assessor and the student himself. Triangulation in the procedure ensured the quality of assessment.

16. Results from testing the Dimensions
Follow-up: there was no evidence of an extensive procedure to review the validation system as a whole.

17. Benefits identified
It was seen important to have some form of facilitation to work effectively with the quality model
The model gave a good structure to analysis of the validation system (e.g. Follow-up)
What is included in a system of validation on a school level?
Working with the model gave a more wholesome view for practitioners (teacher-counsellor –level) and managers alike
Roles and tasks in the organization may give an impression that “this is the way we all do it” - in fact there is variation and need for harmonization

18. Benefits identified
Coordination gave a structured view on what actually needs to be coordinated or to discuss what is good coordination
Follow-up was "something new" - a possibility to take the assessment to a level of quality management, collecting indicators and analyzing performance
Comprehension of Quality in the institution: flexibilty / variation
Comprehension on the policies and practices - are they in line with strategy and action plans? Do we practice what we say?
Different cultures in youth and adult track - different policies need to be assessed and good practices picked from both forms of delivery