Swedish Developmental Work and Experiences in the field of Validation Sara Petersson

1. Swedish Developmental Work and Experiences in the field of Validation Sara Petersson Swedish National Commission on Validation NVL Nordic Expert Validation Network Reykjavík May 4 - 5 2007

2. The Swedish Central Organization of Salaried Employees (TCO) The Swedish Integration Board The Swedish National Labour Market Board The Swedish National Agency for School Improvement The Swedish Trade Union Confederation (LO) The Swedish Agency for Flexible Learning (CFL) Södertörn University College The National Social Insurance Office The Swedish Association of Local Authorities and Regions (SKL) Lernia AB Members of Board

3. Develop quality, legitimacy and equivalence Carry out and support development Strengthen regional cooperation to reach well adapted working methods for development, consultation and evaluation Provide information Work out proposals on measures to be taken to assure validation activities after 2007 National Commission on Validation

4. Reasons for validation • A better functioning labour market • A more effective education system • Increase employability of immigrants, unemployed, people subjected to structural changes etc • Increase the individual’s opportunities for further education • Broadened recruitment base for employers • Competency assurance

5. “Validation is a process which involves a structured assessment, evaluation, documentation and recognition of knowledge and competence possessed by a person independently of how it is acquired.” (Ministry publications series Ds 2003:33) Definition

6. Specific areas of application In three contexts: (1) as a step in ongoing education to map level of knowledge, adapt contents and/or shorten study duration (2) with counselling in order to define initial level for further studies (3) document actual knowledge and skills prior to employment or for personal development at the workplace

7. Verifying Exploratory “Analysis framework” General competencies Standardised competencies Specialist competencies

8. Work so far… • 2004 devoted to the analysis and exploration of validation efforts carried out in Sweden • 2005 devoted to the development of methods and models for competence mapping in the exploratory phase and the design of tools for competence assessment in a number of industries and types of jobs • 2006 has been devoted to the further development, establishment and implementation of the validation tools developed as well as to the follow-up of regional developments

11. Regional developments: Important issues • Which stakeholders? • Which roles do they have? • Who is cooperation with whom? • Question of permanent financing solved?

12. Strategicissues • Develop a national framework of validation • Secure broad support in the education and labour market sectors • Partnership with the labour market organizations in each industry at national level • Joint development of cost-effective methods – “PPP” • Quality assurance – accreditation of competent providers • Regional partnerships to diffuse the validation structure and methods to the regional and local levels • Individual’s right to appeal • Propose a system for financial support

13. General Competences(National Agency of Education and PRIM research group for Assessment of Knowledge and Competence) Problem solving, planning and organising skills Communicative skills Information skills Quality awareness Cooperation Ethical qualities Aesthetical qualities Ability to deal with new situations Ability to use equipment

14. General competence mapping (Generell kompetenskartläggning) Focused competence mapping(Fördjupad kompetenskartläggning) Competence assessment – statement of attainment (Kompetensbedömning för intyg) Competence assessment – certificate, authorisation (Kompetensbedömning för bevis – certifikat, licens, examensbevis etc.) Validation structure

15. General competence mapping(Generell kompetenskartläggning) • Aim: Provide overall view of individual’s knowledge and competencies • Focus: Clearly exploratory in nature; does not include any elements of assessment or valuing • Actor: Employment officer, personnel officer, guidance counsellor or other • Duration: 1-2 hours • Result: Mapping report, list of qualifications, action plan

16. Focused competence mapping(Fördjupad kompetenskartläggning) • Aim: Also exploratory, but from a targeted or focused industry perspective • Actor: Employment officer, personnel officer, guidance counsellor together with subject and vocational experts • Duration: 1 – 2 days • Result: Mapping report, references, statements of vocational experts

17. Competence assessment – statement of attainment • Aim: Confirm competence in relation to specific vocational or education requirements (employability level) • Focus: Theoretical knowledge and practical skills • Actor: Qualified assessor in education sector or occupation area • Duration: 0.5 – 2 weeks • Result: Competence skills card based on industry requirements or on formal education requirements *Kompetensbedömning för intyg

18. Competence assessment – certificate, authorisation • Aim: Confirm competence level in relation to recognised / formal vocational or education requirements • Qualified assessor / examiner in education sector or occupational area • Focus: Theoretical knowledge and practical skills • Duration: 0.5 – 2 weeks • Result: Certificate as defined by industry or by education authorities *Kompetensbedömning för bevis (certifikat, licens, examensbevis etc.)

19. Documentation • Aim and objective • Model(s) used for validation • Method(s) used for validation • Supporting materials or tools on which the assessment, if any, was based • Validation provider’s authority to issue documentation • Method used for quality assurance of the process

20. Strategic issues – summary • Develop a national framework of validation • Secure broad support in the education and labour market sectors • Partnership with the labour market organizations in each industry at national level • Joint development of cost-effective methods - “PPP” • Quality assurance – accreditation of competent providers • Regional partnerships to diffuse the validation structure and methods to the regional and local levels • Individual’s right to appeal • Propose a system for financial support

21. Validation structure General competence mapping Focused competence mapping Competence assessment - statement of attainment Competence assessment - certificate, authorisation Provide overall view of individual's knowledge and competencies Identify knowledge and competences in specific areas with support of experts Confirm competence in relation to specific vocational or education requirements Confirm competence level in relation to recognised/formal vocational or education requirements Aim* Employment officer, personnel officer, counsellor and others Employment officer, personnel officer or counsellor together with subject and vocational experts Qualified assessor in education sector or occupational area Qualified assessor / examiner in education sector or occupational area Provider Background, interest, education, work practice and other experiences Education, work practice, and other experience related to specific areas of application Theoretical knowledge and practical skills Theoretical knowledge and practical skills Focus Existing materials, interviews, self-assessment, vocational interest assessment Duration: 1-2 hours Existing material, dialogues, aptitude assessments and practical demonstrations. Duration: 1– 2 days Theoretical and practical mapping to industry requirements or course goals. Duration: 0.5-2 weeks Theoretical and practical attainment tests in relation to standardised industry requirements or educational certification. Duration: 0.5-2 weeks Method ** Mapping report, list of qualifications, action plan Mapping report, references, statements of vocational experts Competence skills card based on industry requirements or on formal education requirements Certificate as defined by industry or by education authorities Documentation (result) Purchasing organization Purchasing organization Appropriate industry, or authorities and agencies Appropriate industry, or authorities and agencies Responsibility for quality * Promote the following: employability, shortened or supplementary education and training, running own business, individual development and adaptability. * * Typical duration of validation activity in effective time. Individual duration time may be longer or shorter.

22. Revise the efficiency and quality regarding the responsibility of validation of foreign university education, in collaboration with the “National Agency for Higher Education” and the “National Agency for Service to Universities and University Colleges”, with the purpose to facilitate validation of foreign education and job experiences. Proposal based on the principle of “one entrance” for the individual Budget: 6 million SEK during 2 years (2006,2007) Project manager: Gunni Öhlund: gunni.ohlund@valideringsdelegationen.se New Commission (I)

23. Validate 1,000 newly arrived persons with foreign professional competency and skills, using models developed by trade associations with financial support of the National Commission on Validation Budget: 20 million SEK Project period: July - November 2007 Process monitored and evaluated by an external inspector New Commission (II)