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  1. Workshop 4: Recognition of non-formal and informal learning 18.2.2005 Espoo Lauri Savisaari www.nuortenakatemia.fi

  2. Content of the workshop 4: • Introductions • Key concepts regarding the theme • Basic information on European processes • Concrete example from the field of youth • Discussion (implications for the VET branch) • A network of interested partners? www.nuortenakatemia.fi

  3. Key concepts regarding the theme Non-formal learning • embedded in planned activities which contain a learning element • intentional from the learner’s point of view • no certifications Informal learning • learning resulting from daily work-related, family or leisure activities • unintentional www.nuortenakatemia.fi

  4. Key concepts regarding the theme Valuing learning • process of promoting participation and outcomes of learning • to raise awareness Competence • ability to apply knowledge, know-how and skills in changing (work) situation Recognition of competences • formal recognition: granting official status to competences • social recognition: acknowledgement of the value of competences by economic and social stakeholders www.nuortenakatemia.fi

  5. Key concepts regarding the theme Validation of informal/non-formal learning • process of assessing and recognising a range of knowledge, know-how and skills developed in different contexts Certification of competences • process of formally validating knowledge, know-how and competences, following a standard assessment procedure, by accredited awarding bodies Qualification • official record of achievement which recognises successful completion of education, training or performance in a test or examination www.nuortenakatemia.fi

  6. Key concepts regarding the theme Transparency of qualifications • degree of intelligibility of qualifications allowing their value to be identified and compared on labour and training markets • sectoral / regional / national / international www.nuortenakatemia.fi

  7. European processes on the theme Education & Training 2010 Some relevant activities: • Working group H (Making learning attractive…): • valuing learning & expert group NFL • European inventory for the validation of non-formal and informal learning • Common principles for the identification and validation of NFL • Single European Transparency Framework (EUROPASS) www.nuortenakatemia.fi

  8. European processes on the theme Common principles for the identification and validation of non-formal and informal learning (May 2004) • to be applied by country and by context on voluntary basis • individual entitlement (voluntary for individuals) • obligations of stakeholders to establish systems and approaches (incl. quality assurance & guidance) • confidence and trust: fair and transparent processes, procedures and criteria • credibility and legitimacy of systems and approaches www.nuortenakatemia.fi

  9. European processes on the theme European Single Transparency Framework (EUROPASS) • 5 instruments: • Europass-CV (self declarations of q’s and c’s by individual citizens) • Europass-Mobility (record of a specific European learning pathway) • Europass-Diploma Supplement (higher education) • Europass-Language Portfolio (language learning & cultural experience) • Europass-Certificate Supplement (VET) • Implementation phase Jan 2005 – Dec 2006 • National agencies www.nuortenakatemia.fi

  10. Themes for discussion • General implications for the VET branch (machinery & metal technology, electrical engineering, transport) • Specific challenges in the VET branch • Possibilities to enhance transparency and recognition • Joint development project in the VET branch? • A network of interested partners? • Promoting partner? • Schedule? • Etc. www.nuortenakatemia.fi

  11. General implications for the VET branch (machinery & metal technology, electrical engineering, transport) • Raising awareness is important • Students don’t understand what NFL & IFL are about • Importance of “learning something else” • Life skills!?! -> to be put concretely on a paper • To get the students to go “deeper” into their experiences • Low achievers (often immigrants, ethnic minorities) • High drop-out rates • Recognition of experiences is good for self-esteem • Reflective thinking! www.nuortenakatemia.fi

  12. General implications for the VET branch (machinery & metal technology, electrical engineering, transport) • EuroPass needs feedback from all branches & countries • Different approaches and instruments for recognition of NFL & IFL cause confusion • Life skills are transferable, but students are not taught on how to transfer them! • Instruments are needed • The learner must understand and value the process of learning life skills • Gap analysis: goals vs. own level -> career plan www.nuortenakatemia.fi

  13. General implications for the VET branch (machinery & metal technology, electrical engineering, transport) Learning in (youth voluntary) free-time activities • non-formal (organised & voluntary) and • informal (non-organised, not always intentional) • learning through participation • ”life skills”, such as: • co-operation & team work • communication • commitment • problem solving www.nuortenakatemia.fi

  14. 2. Specific challenges in the VET branch • Experiences in one country are very difficult to be transferred into another (without formal qualification) • Legislation problems etc. • Common framework is needed (European flow of labour) • Way of informal and non-formal learning: one should be aware of the different legislations and systems in different countries • International work placements are useful in identification of NFL & IFL www.nuortenakatemia.fi

  15. 3. Possibilities to enhance transparency and recognition of non-formal and informal learning • A common recording system (EuroPass?) • Set of headings (generic), life skills • Communication • Etc. • A common framework for separate professions • Common for all countries? www.nuortenakatemia.fi

  16. 4. Joint development project(s) in the VET branch? • What is non-formal and informal learning in (work) placements abroad? • Analysis • Documentation instrument • Recognition of NFL & IFL by employers/education providers? • What they look for and value? (key skills) • Common and different elements in different countries • What is the students’ understanding/perception of NFL/IFL? Do they know that they are doing it? • What is non-formal and informal learning in different contexts? (broad categories) www.nuortenakatemia.fi