LLinE Lifelong Learning in Europe

Orientation 3/2008

VALIDATION OF COMPETENCES AND PRIOR LEARNING
Validation of non-formal and informal learning has been identified as a European priority on several occasions, especially when it comes to promoting lifelong learning for all. This issue presents examples from different European countries.

Patrick Werquin
RECOGNITION OF NON-FORMAL AND INFORMAL LEARNING IN OECD COUNTRIES: A VERY GOOD IDEA IN JEOPARDY?
Making non-formal and informal learning visible seems to be at the forefront of a lot of public policy in the European Union and OECD countries. It is viewed as one of the possible options to make lifelong learning for all a reality. The writer reflects on some of the benefits and challenges provided by the recognition of non-formal and informal learning.

Per Andersson and Åsa Hult
VALIDATION IN THE NORDIC COUNTRIES: A COMPARATIVE ANALYSIS
The writers compare and analyse the policies for validation in adult education, the labour market, and the third sector in Denmark, Finland, Iceland, Norway and Sweden. They also discuss the varying orientations of validation, its functions, the relation between formal competence and competence requested in the labour market, and future challenges concerning validation in the Nordic countries.

Leena Saloheimo
STUDYING AND COMPARING THE POLICY AND PRACTICE OF VALIDATION OF NON-FORMAL LEARNING IN NORDIC AND BALTIC COUNTRIES
Joint Action for Validation of Learning (JaVaL) addressed the issues of validation of non-formal learning outcomes achieved through studies and other activities in the third sector. The partnership was formed by a network of adult education specialists from Estonia, Finland, Denmark, Latvia, Lithuania, Norway, and Sweden. The writer describes the main features of the framework, process, and results of the JaVaL project.

Michel Feutrie
THE RECOGNITION OF INDIVIDUAL EXPERIENCE IN A LIFELONG LEARNING PERSPECTIVE. VALIDATION OF NON-FORMAL AND INFORMAL LEARNING IN FRANCE

In 2002, France passed an important milestone in introducing the concept ‘validation des acquis de l’expérience’ (VAE) and in implementing a comprehensive framework for social and professional recognition of non-formal and informal learning. The writer considers the results of this development especially in relation to higher education, as well as some of the challenges and opportunities presented by the implementation of a VAE system.

Sigvart Tøsse, Heidi Engesbak, Liv Finbak, Wenche M. Rønning and Christin Tønseth
DOCUMENTATION AND VALIDATION OF NON-FORMAL AND INFORMAL LEARNING IN NORWAY. POLICY, INITIATIVES AND EXPERIENCES
The article traces the efforts to validate non-formal and informal learning in Norway, examines the implementation of a system of documentation and validation of prior learning, and summarises the experiences so far. While Norway in many ways is in the forefront of validating prior learning, the authors conclude that the ambition to implement a comprehensive national validation system has not been fully satisfied.

Anne Strauch
VALIDATION OF ADULT EDUCATORS’ COMPETENCIES
Partner institutions from five European countries developed a concrete instrument for the registration, assessment and documentation of adult educators’ competences. The instrument is based on an adult educator’s competency framework. The instrument includes standards and indictors for every competence and features three validation steps: self-evaluation, external evaluation and consolidation.

Martine Maes
VALUING LEARNING IN THE NETHERLANDS. LANDMARKS ON THE ROAD TO ACCREDITATION OF PRIOR LEARNING
In the recent years steps have been taken to implement an APL procedure in the Netherlands. Substantial national government investments, a quality code for APL, and regional access points and subsidies at sector level form the basis for the next phase of APL. The writer considers the principles, procedures and developments of APL in the Netherlands, as well as the current challenges.

Raquel Oliveira
THE NATIONAL SYSTEM OF RECOGNITION, VALIDATION AND CERTIFICATION OF COMPETENCES IN PORTUGAL
The creation of the Portuguese National Agency for Adult Education and Training in 1999 arose from the hope that it would finally be possible to overcome the low level of schooling and professional qualification in Portugal. One of the initiatives of this agency was the National System of Recognition, Validation and Certification of Competences. The writer presents the background of the system, and considers some of the challenges involved.

TEACHER EDUCATION IN EUROPE
This year LLinE is publishing a series of articles on the latest scenarios for development of teacher education in Europe.

Paulo Santiago
PROMOTING TEACHER EFFECTIVENESS THROUGH TEACHER MOTIVATION
The writer considers a number of directions which appear promising as means of enhancing teacher motivation and of promoting the status of the teaching profession: transforming teaching into a knowledge-rich profession; supporting and guiding teachers’ work; evaluating and rewarding effective teaching; bringing a sense of group to teachers; and making proper use of rewards.

Erja Syrjäläinen and Riitta Jyrhämä
THE NETWORK OF TEACHING PRACTICE SCHOOLS. A PARTNERSHIP FOR TEACHERS’ PROFESSIONAL DEVELOPMENT AND LIFELONG LEARNING
The University of Helsinki network of teaching practice schools aims at focused and strategic school-university partnership. The network has become an important part of the University of Helsinki teacher education. The writers present the teaching practice collaboration and one of its applications, the research practicum in primary teacher education.