Validation of non-formal and informal learning in Norway - experiences and challenges

1. Validation of non-formal and informal learning in Norway -  experiences and challenges 

2. LLL policy in Norway The Competence Reform (1999-2003): • Right to education for all • The workplace as an important learning arena • Establish a system for validation

3. The National Validation Project (1999-2002) The priority areas for development : • Documentation of nfif learning in the workplace • Documentation of nfif learning in the voluntary sector • Methods for formal recognition of nfif learning (upper secondary and higher education) • Adjustments and possible amendments of existing laws, regulations and agreements on the basis of experiences drawn from the project

4. Benefits- intentions • In relation to working life: personal development, career development, issuing of certificates and the grading of wages and salaries • In relation to the education system: personal development, shortening of courses and individualisation of study programmes and issuing of certificates • In relation to third sector: personal development and issuing of certificates

5. Higher education • University and College Act (2001): • Individuals have been statutory entitled to seek admission to individual courses at universities or colleges on the basis of their non-formal and informal learning. • At least 25 years old and possess no general study skills. • Right to exemption from certain elements on the basis of documented non-formal and informal learning. • Applicants who have completed the course will be allocated general study skills.

6. Highereducation • Individual institutions have the power to assess what qualifications they consider to be necessary and decide on the appropriate course of action for assessments. • Assessment methods: - Portfolio: practice, motivation and capability. - A test designed by professionals in the actual subject matter.

7. Upper secondary level • Education Act (2002): • Adults born prior to 1978 have statutory right to be accepted for upper secondary education on the basis of assessed non-formal and informal learning. (changes are proposed) • The education must be adapted to the individual’s need and life situation

8. Upper secondary level • Awarding body: county councils (skill centre) • Shared procedure for assessment • Information and guidance • Identification (making a portfolio) • Assessment • Documentary proof

9. Assessment methods upper secondary • Dialogue-based method • Vocational testing • Assessment of portfolio - in relation to the curriculum - with respect for diversity information assessment documentation validation

10. Success factors • Stakeholder cooperation • Central cooperation • Opportunities for the individual 60 000 adults have acquired formal qualifications at upper secondary level 10 000 adults lacking formal qualifications has been offered admission to a study programme in higher education

11. Challenges OECD: there is a need for……. • more evidences of the benefits of the system • a more targeted information strategy • a uniform practice across regions • further cooperation between sectors.

12. Finalised National Projects • Common and shared understanding of legal framework in the county authorities • Developing models for tailored training • Career guidance

13. Current initiatives • Networking with the counties • Improving the statistics- the Vox mirror • International projects • “Building a stepping stone for the prisoners” • “Increased use of assessment of non-formal and informal learning for persons seeking employment” • “Exemption in HE”

14. Further strategy • More training of assessors • Increased awareness of principles for all involved in the process • Target group: Information /motivation • Use the employment office/career guidance centres for identification and documentation Holistic view: Career guidance-VPL-tailored training