Validation of non-formal, informal and formal Competence in Norwegian Reykjavik 14.02.03

1. The Competence Reform Validation of non-formal, informal and formal Competence in Norwegian Reykjavik 14.02.03 Bård Pettersen, Senior Adviser Norwegian Ministry of Education and Research

2. Real- kompetanse The Competence Reform

3. The commission:Parliament, 19 January 1999 Real- kompetanse • “Parliament requests that the Government set up a system which gives adults the right to document their overall skills without having to go via traditional testing methods.”

4. Real- kompetanse The main target To set up a national system for the documentation and validation of adults’ ”realkompetanse”, with legitimacy in both • the workplace and • the education system

5. ”Realkompetanse” Real- kompetanse All knowledge, abilities, attitudes and insights people have. These may be acquired by means of: • education and organised learning • self-education • work • participation in organisations, society and so on • family life The current definition: Non-formal, informal and formal competence

6. Target group Real- kompetanse • All adults who would like their ”realkompetanse” to be assessed in comparison with the education system, the workplace and organisations • Adult immigrants who would like their skills to be documented, assessed and validatied through a employability-test, are a part of the target group

7. The challenges Real- kompetanse • Documentation methods in the workplace and in the civil society/third sector • Validation in respect of upper secondary and higher education (the education system)

8. Documentation in the workplace Real- kompetanse Valuable for both employers and employees: • Better, more correct work to be done • When changing jobs, either in-house or externally • When charting skills and in respect of further education,in-house and/or externally • To enhance the competitiveness of the company • To provide a foundation for admission to the education system – upper secondary education and higher education • To provide a foundation for shortened courses oflearning/study adapted to suit individuals

9. Documentation in the civil society/third sector (1) Real- kompetanse • Association for adult educationCourses and study activities are documented with proofs. In addition, a tool has been developed to identify knowledge, skills and experience • Distance learning institutionsCourses are documented with proofs. In addition, supplementary skills are documented which individuals develop by using ICT tools during the course and as part of Internet-based learning. The confirmation is signed by the principal

10. Documentation in the civil society/third sector (2) Real- kompetanse • Folk high schoolsAn issuing report, signed by the principal, documented the learning that has taken place. The report includes the student’s own assessment of the learning that has taken place over the academic year • Voluntary organisationsIt is proposed that the individuals themselves describe and confirm skills they have acquired by means of participation in activities. A certification method is recommended

11. Validation of ”realkompetanse” in comparison with the education system Real- kompetanse Realkompetanse • Workplace • Self-education • Organisations and society • Family life • Training and organised learning Education system Non-equivalent competence Equivalent competence Need for education

12. Validations methods in upper secondary education Real- kompetanse • Dialogue-basedmethodBased on discussions between assessors/ specialists and adults. A computerised or a manual tool based on the curriculum is used • Assessment of portfolioBased on written documentation, photos, etc together with certificates and reports • Vocational testingA specialist interview is followed by a practical vocational test. Both theoretical and practical side of the trade are tested

13. Validation in higher education Real- kompetanse • Universities and colleges are under obligation to assess adult applicants over the age of 25 on the basis of their “realkompetanse” • Individual institutions have the power to assess what qualifications they consider to be necessary

14. A national system Real- kompetanse Secretariat Documentation methods Validation Workplace Workplace Assoc. foradult ed. Distance learning Education system Folk high schools Voluntaryorgs.

15. Summing up Real- kompetanse • Principles and procedures have been created from experiences from 50 development projects • The education system has opened its doors • There is still some work to be done • The national system of documentation and validation of “realkompetanse” involves and needs a close co-operation between the education system, the social-partners and the third sector • The implementation and further development have started