Kirsten Aagaard, Quality model for validation in the nordic countries - AVA e...EAEA2015
The document discusses quality assurance in validation processes. It notes that less than half of European countries report having transparent quality assurance measures for validation that are in line with existing frameworks. It also discusses the Nordic model for quality in validation, which focuses on three key perspectives: ensuring organizational quality, procedural quality, and assessment quality. The model includes eight quality factors: preconditions, documentation, information, coordination, guidance, mapping competencies, assessment, and follow-up. The quality factors are intended to guide validation practitioners and institutions in developing high-quality validation processes focused on the individual.
The AVA action plan aims to reduce fragmentation of validation systems across Europe by analyzing tools and methodologies. It includes recommendations targeting policymakers, adult education organizations, stakeholders, social partners, and businesses. The recommendations focus on increasing accessibility, transparency, and inclusion in validation processes. They also emphasize the importance of cooperation across sectors and stakeholder groups. The plan proposes next steps like disseminating the results of a validation survey, debating the plan with stakeholders, and promoting the action plan in various countries.
Bodil husted. presentation of ava final findings and resultsEAEA2015
The presentation highlights the main results of the AVA analysis, carried out by the Nordic Network for Adult Education (NVL) in the framework of the AVA project.
Christine Wihak - The challenge of non-formal learningEAEA2015
This document discusses challenges and approaches for recognizing and validating non-formal learning. It provides definitions of non-formal learning from different sources and proposes using a continuum of formality and informality to analyze learning. Examples of approaches discussed include standardized exams, program reviews by credit recommendation services, and assessing broad competencies. Key challenges identified are determining the best validation methods for different types of non-formal learning and developing systems to recognize non-formal learning at national and international levels.
This PowerPoint was presented at the AVA expert seminar to explain the context of the AVA analysis and list the European Commission's main priorities both on adult education and on validation.
OED Network brings together 17 organisations from 14 countries. Its aim is to tackle the need for outreach to disadvantaged groups, for the development of more diversity in adult education, and for the empowerment of its learners to become active European citizens.
Kirsten Aagaard, Quality model for validation in the nordic countries - AVA e...EAEA2015
The document discusses quality assurance in validation processes. It notes that less than half of European countries report having transparent quality assurance measures for validation that are in line with existing frameworks. It also discusses the Nordic model for quality in validation, which focuses on three key perspectives: ensuring organizational quality, procedural quality, and assessment quality. The model includes eight quality factors: preconditions, documentation, information, coordination, guidance, mapping competencies, assessment, and follow-up. The quality factors are intended to guide validation practitioners and institutions in developing high-quality validation processes focused on the individual.
The AVA action plan aims to reduce fragmentation of validation systems across Europe by analyzing tools and methodologies. It includes recommendations targeting policymakers, adult education organizations, stakeholders, social partners, and businesses. The recommendations focus on increasing accessibility, transparency, and inclusion in validation processes. They also emphasize the importance of cooperation across sectors and stakeholder groups. The plan proposes next steps like disseminating the results of a validation survey, debating the plan with stakeholders, and promoting the action plan in various countries.
Bodil husted. presentation of ava final findings and resultsEAEA2015
The presentation highlights the main results of the AVA analysis, carried out by the Nordic Network for Adult Education (NVL) in the framework of the AVA project.
Christine Wihak - The challenge of non-formal learningEAEA2015
This document discusses challenges and approaches for recognizing and validating non-formal learning. It provides definitions of non-formal learning from different sources and proposes using a continuum of formality and informality to analyze learning. Examples of approaches discussed include standardized exams, program reviews by credit recommendation services, and assessing broad competencies. Key challenges identified are determining the best validation methods for different types of non-formal learning and developing systems to recognize non-formal learning at national and international levels.
This PowerPoint was presented at the AVA expert seminar to explain the context of the AVA analysis and list the European Commission's main priorities both on adult education and on validation.
OED Network brings together 17 organisations from 14 countries. Its aim is to tackle the need for outreach to disadvantaged groups, for the development of more diversity in adult education, and for the empowerment of its learners to become active European citizens.
Ava study visit, validation of prior learing at oslo vo sinsenEAEA2015
The presentation was held in the framework of a study visit at the Oslo VO Sinsen, Norway organised for the participants of the AVA expert seminar (1-2 February 2016).
1) The document outlines a roadmap for developing validation of non-formal and informal learning (VNFIL) in Ukraine from 2014-2020.
2) The overall goals are to establish VNFIL as an integral part of lifelong learning and make its results equal to formal qualifications.
3) A tool is provided to map out tasks, indicators, timelines and responsibilities for developing VNFIL at the national and provider levels.
Task Force Diversity and Inclusion PLA 22 October 2021 outlineEADTU
The document outlines the terms of reference for a Task Force on Diversity and Inclusiveness (TF-DI) established by EADTU. The TF-DI will bring together experts from EADTU member universities to share expertise on supporting diverse and disadvantaged students. Key tasks will include exploring the needs of different student groups, reviewing examples of good practice in supporting diversity and inclusion, and developing an institutional reference model. The TF-DI will meet online and in-person periodically in 2021 and 2022 to collaborate on research, develop resources, and present results to the EADTU community. Participation will include diversity officers and staff involved with policies and support for diverse students.
This document discusses validation of prior learning (VPL) and proposes a roadmap for further developing VPL systems. It recognizes the Council Recommendation on validation of non-formal and informal learning and the need to focus on competencies required for work, citizenship, and individual development. The roadmap covers national VPL systems, stakeholder roles, information and support, quality assurance, and using the EU framework. Indicators are provided to benchmark VPL systems and influence policy. Questions are posed to help stakeholders make use of the roadmap for reflection, development, and improving VPL outcomes.
This document discusses lessons learned from accrediting digital education in Malta. It explains that trust in qualifications comes from being issued by respected institutions, with the European Credit Transfer System (ECTS) being the base currency of learning in Europe. The Malta Qualifications Framework adapted the European Qualifications Framework to define different Maltese qualifications by factors like number of ECTS credits, learning outcomes, and level. It asserts that the best indicator of a quality qualification is a quality institution. The document provides an overview of the Maltese system and notes that true student choice requires trusted qualifications. It examines what makes digital education different, such as issues with assessment security, student identity verification, unbundling of education, and potential for
The presentation considers the various forms and functions of Higher Education, and focuses in particular on the professional element - i.e. cooperation with employers, and preparation of students for the world of work.
It then considers measures by which this professional element can be quality-checked and controlled, using new quality assurance methodologies developed by the HAPHE and PHExcel projects.
The presentation was delivered to the University of Primorška in Koper, on 4th June 2015.
New Trends in Higher Education Quality Assurance in EuropeColin Tück
The document discusses new trends in quality assurance in European higher education. It outlines the European Higher Education Area's vision of higher education contributing to inclusive societies. Key priorities include enhancing quality teaching and learning, increasing graduate employability, and implementing structural reforms. The standards and guidelines for quality assurance provide a common framework across Europe. New developments include adopting the revised 2015 standards, enabling cross-border quality assurance using registered agencies, establishing a European approach for quality assurance of joint programs, and working towards automatic recognition of qualifications by 2020.
The presentation gives an overview of the ECBCheck Initiative for quality of e-learning programmes consisting of a community of practice, a self-assessment tool and a certification label.
The presentation analyses a database of good-practice interventions in improving access and participation in Higher Education, collected by the IDEAS project, with the intention of determining if and how technology can contribute towards improving access to, and participation in Higher Education around the world.
The presentation was delivered as part of the UNESCO/ICDE Seminar, "Online, Open and Flexible Higher Education for the Future we Want", on 9th June 2015 at UNESCO Headquarters in Paris.
Erasmus+ International Credit Mobility (ICM) aims to promote institutional cooperation between higher education institutions in Program Countries and Partner Countries through student and staff mobility. The program supports mobility activities including student mobility for studies and traineeships, and staff mobility for teaching and training. Participating organizations take on roles as applicant, beneficiary, sending, or receiving institutions. Funding is provided through grants that cover travel costs and monthly living allowances. Applications are submitted to National Agencies and funding is allocated through regional envelopes in the EU budget.
The document provides information about the Erasmus Mundus Joint Master Degrees (EMJMD) program. The EMJMD program funds excellent integrated joint master's programs delivered through consortia of higher education institutions in Europe and other regions. The programs offer students mobility opportunities and result in joint or multiple degrees. The programs aim to improve the skills and employability of graduates while increasing the international attractiveness and competitiveness of European higher education. Eligible consortia must include a minimum of three institutions in three different countries and admit students from around the world, providing some scholarships. The application process is competitive with criteria evaluating the program quality, impact, and relevance.
The document summarizes the origins and development of qualifications frameworks in Ireland and internationally. It discusses how Ireland established a national qualifications framework (NFQ) in 1999 to promote quality, access, and progression across all education and training. The NFQ defines 10 levels of qualifications and relates Irish qualifications to the European Qualifications Framework and Bologna Framework. Implementation of the NFQ across higher education, further education, and vocational education has led to new qualifications, terminology and opportunities for learners. Studies show the NFQ is now well established and integrated into quality assurance, curriculum design, and other areas across Ireland's education and training systems. Globally over 150 countries now have or are developing qualifications frameworks to support recognition of learning and cross
The Erasmus+ Capacity Building program provides funding for projects that aim to modernize and reform higher education systems in partner countries. It supports joint projects between institutions in Europe and partner countries, as well as structural projects focused on national level reforms. Joint projects can develop new curricula, training programs, and facilities. Structural projects can help implement Bologna-style reforms, quality assurance systems, and policies to strengthen internationalization and integration of education, research, and innovation. Eligible organizations can apply for 2-3 year projects with grants up to 1,000,000 euros. Applications are evaluated on criteria like relevance, quality, impact, and sustainability.
Presentation 2
LEBPASS Project - Work package 2
Developing the Lebanese Diploma Supplement Principles and Form (12 - 15 January 2020) in University of Cyprus, Nicosia
Fabries, nienke rotterdam south mentor projectnewsroom-euvz
The document discusses the Mentors of Rotterdam program run by Rotterdam University of Applied Sciences. The program aims to engage students as mentors for youth in Rotterdam South. It provides three speakers to discuss the program: 1) Nienke Fabries, program manager, will discuss the who, what, why, where, when and how of the program; 2) Annelou Molendijk and Adeel Khan, former student mentors, will share their experiences and reflections; 3) The program trains student mentors to coach pupils one-on-one in schools to improve outcomes for Rotterdam South youth. It aims to expand from 400 student mentors currently to 2000 mentors by
Final report “Transition from VET TO WORK in Latvia” (available above) reflects a short summary of each issue raised during the discussions, proposals and recommendations, and illustrates a number of good practices which also arouse inspiration for further cooperation and development.
In 2015 the OECD launched a study on work-based learning in vocational education and training that aims to deliver policy messages about how to use work-based learning to achieve better economic and social outcomes.
This document provides information about Erasmus+ Strategic Partnerships. It outlines the key actions, types of strategic partnerships that support innovation or exchange of good practices, and opportunities provided. Strategic Partnerships are transnational cooperation projects between organizations in education, training, and youth. They can develop innovative outputs and practices or reinforce networks to share ideas. The document describes the application process and what activities and costs can be funded, such as staff costs, meetings, intellectual outputs, and dissemination events. It emphasizes the importance of addressing EU priorities and having clear objectives, management plans, activities, and results.
Challenges Facing Professional Higher Education in Central and South-Eastern ...Anthony Fisher Camilleri
Summary of the report by the same name, available at https://procsee.eu/outputs/pcs/.
Presents policy challenges facing professional higher education based on a stakeholder consultation conducted during 2016 in Slovenia, Croatia, Czech Republic, Romania and Hungary.
"Employment Policy in Lombardy Region" Masterclass by Giovanni Bocchieriassolavoro
The document summarizes employment policy in the Lombardy region of Italy, which focuses on increasing effectiveness of welfare through an accredited network of over 400 public and private employment agencies. The key components are the Dote Unica Lavoro program, which provides individuals with budgets to purchase training and employment services based on their needs, and the Youth Guarantee program, which has helped over 18,000 young people join the labor market since 2014.
Open Polytechnic financial advisor training combines the best of distance learning and technological innovation to deliver high quality education outcomes
Ava study visit, validation of prior learing at oslo vo sinsenEAEA2015
The presentation was held in the framework of a study visit at the Oslo VO Sinsen, Norway organised for the participants of the AVA expert seminar (1-2 February 2016).
1) The document outlines a roadmap for developing validation of non-formal and informal learning (VNFIL) in Ukraine from 2014-2020.
2) The overall goals are to establish VNFIL as an integral part of lifelong learning and make its results equal to formal qualifications.
3) A tool is provided to map out tasks, indicators, timelines and responsibilities for developing VNFIL at the national and provider levels.
Task Force Diversity and Inclusion PLA 22 October 2021 outlineEADTU
The document outlines the terms of reference for a Task Force on Diversity and Inclusiveness (TF-DI) established by EADTU. The TF-DI will bring together experts from EADTU member universities to share expertise on supporting diverse and disadvantaged students. Key tasks will include exploring the needs of different student groups, reviewing examples of good practice in supporting diversity and inclusion, and developing an institutional reference model. The TF-DI will meet online and in-person periodically in 2021 and 2022 to collaborate on research, develop resources, and present results to the EADTU community. Participation will include diversity officers and staff involved with policies and support for diverse students.
This document discusses validation of prior learning (VPL) and proposes a roadmap for further developing VPL systems. It recognizes the Council Recommendation on validation of non-formal and informal learning and the need to focus on competencies required for work, citizenship, and individual development. The roadmap covers national VPL systems, stakeholder roles, information and support, quality assurance, and using the EU framework. Indicators are provided to benchmark VPL systems and influence policy. Questions are posed to help stakeholders make use of the roadmap for reflection, development, and improving VPL outcomes.
This document discusses lessons learned from accrediting digital education in Malta. It explains that trust in qualifications comes from being issued by respected institutions, with the European Credit Transfer System (ECTS) being the base currency of learning in Europe. The Malta Qualifications Framework adapted the European Qualifications Framework to define different Maltese qualifications by factors like number of ECTS credits, learning outcomes, and level. It asserts that the best indicator of a quality qualification is a quality institution. The document provides an overview of the Maltese system and notes that true student choice requires trusted qualifications. It examines what makes digital education different, such as issues with assessment security, student identity verification, unbundling of education, and potential for
The presentation considers the various forms and functions of Higher Education, and focuses in particular on the professional element - i.e. cooperation with employers, and preparation of students for the world of work.
It then considers measures by which this professional element can be quality-checked and controlled, using new quality assurance methodologies developed by the HAPHE and PHExcel projects.
The presentation was delivered to the University of Primorška in Koper, on 4th June 2015.
New Trends in Higher Education Quality Assurance in EuropeColin Tück
The document discusses new trends in quality assurance in European higher education. It outlines the European Higher Education Area's vision of higher education contributing to inclusive societies. Key priorities include enhancing quality teaching and learning, increasing graduate employability, and implementing structural reforms. The standards and guidelines for quality assurance provide a common framework across Europe. New developments include adopting the revised 2015 standards, enabling cross-border quality assurance using registered agencies, establishing a European approach for quality assurance of joint programs, and working towards automatic recognition of qualifications by 2020.
The presentation gives an overview of the ECBCheck Initiative for quality of e-learning programmes consisting of a community of practice, a self-assessment tool and a certification label.
The presentation analyses a database of good-practice interventions in improving access and participation in Higher Education, collected by the IDEAS project, with the intention of determining if and how technology can contribute towards improving access to, and participation in Higher Education around the world.
The presentation was delivered as part of the UNESCO/ICDE Seminar, "Online, Open and Flexible Higher Education for the Future we Want", on 9th June 2015 at UNESCO Headquarters in Paris.
Erasmus+ International Credit Mobility (ICM) aims to promote institutional cooperation between higher education institutions in Program Countries and Partner Countries through student and staff mobility. The program supports mobility activities including student mobility for studies and traineeships, and staff mobility for teaching and training. Participating organizations take on roles as applicant, beneficiary, sending, or receiving institutions. Funding is provided through grants that cover travel costs and monthly living allowances. Applications are submitted to National Agencies and funding is allocated through regional envelopes in the EU budget.
The document provides information about the Erasmus Mundus Joint Master Degrees (EMJMD) program. The EMJMD program funds excellent integrated joint master's programs delivered through consortia of higher education institutions in Europe and other regions. The programs offer students mobility opportunities and result in joint or multiple degrees. The programs aim to improve the skills and employability of graduates while increasing the international attractiveness and competitiveness of European higher education. Eligible consortia must include a minimum of three institutions in three different countries and admit students from around the world, providing some scholarships. The application process is competitive with criteria evaluating the program quality, impact, and relevance.
The document summarizes the origins and development of qualifications frameworks in Ireland and internationally. It discusses how Ireland established a national qualifications framework (NFQ) in 1999 to promote quality, access, and progression across all education and training. The NFQ defines 10 levels of qualifications and relates Irish qualifications to the European Qualifications Framework and Bologna Framework. Implementation of the NFQ across higher education, further education, and vocational education has led to new qualifications, terminology and opportunities for learners. Studies show the NFQ is now well established and integrated into quality assurance, curriculum design, and other areas across Ireland's education and training systems. Globally over 150 countries now have or are developing qualifications frameworks to support recognition of learning and cross
The Erasmus+ Capacity Building program provides funding for projects that aim to modernize and reform higher education systems in partner countries. It supports joint projects between institutions in Europe and partner countries, as well as structural projects focused on national level reforms. Joint projects can develop new curricula, training programs, and facilities. Structural projects can help implement Bologna-style reforms, quality assurance systems, and policies to strengthen internationalization and integration of education, research, and innovation. Eligible organizations can apply for 2-3 year projects with grants up to 1,000,000 euros. Applications are evaluated on criteria like relevance, quality, impact, and sustainability.
Presentation 2
LEBPASS Project - Work package 2
Developing the Lebanese Diploma Supplement Principles and Form (12 - 15 January 2020) in University of Cyprus, Nicosia
Fabries, nienke rotterdam south mentor projectnewsroom-euvz
The document discusses the Mentors of Rotterdam program run by Rotterdam University of Applied Sciences. The program aims to engage students as mentors for youth in Rotterdam South. It provides three speakers to discuss the program: 1) Nienke Fabries, program manager, will discuss the who, what, why, where, when and how of the program; 2) Annelou Molendijk and Adeel Khan, former student mentors, will share their experiences and reflections; 3) The program trains student mentors to coach pupils one-on-one in schools to improve outcomes for Rotterdam South youth. It aims to expand from 400 student mentors currently to 2000 mentors by
Final report “Transition from VET TO WORK in Latvia” (available above) reflects a short summary of each issue raised during the discussions, proposals and recommendations, and illustrates a number of good practices which also arouse inspiration for further cooperation and development.
In 2015 the OECD launched a study on work-based learning in vocational education and training that aims to deliver policy messages about how to use work-based learning to achieve better economic and social outcomes.
This document provides information about Erasmus+ Strategic Partnerships. It outlines the key actions, types of strategic partnerships that support innovation or exchange of good practices, and opportunities provided. Strategic Partnerships are transnational cooperation projects between organizations in education, training, and youth. They can develop innovative outputs and practices or reinforce networks to share ideas. The document describes the application process and what activities and costs can be funded, such as staff costs, meetings, intellectual outputs, and dissemination events. It emphasizes the importance of addressing EU priorities and having clear objectives, management plans, activities, and results.
Challenges Facing Professional Higher Education in Central and South-Eastern ...Anthony Fisher Camilleri
Summary of the report by the same name, available at https://procsee.eu/outputs/pcs/.
Presents policy challenges facing professional higher education based on a stakeholder consultation conducted during 2016 in Slovenia, Croatia, Czech Republic, Romania and Hungary.
"Employment Policy in Lombardy Region" Masterclass by Giovanni Bocchieriassolavoro
The document summarizes employment policy in the Lombardy region of Italy, which focuses on increasing effectiveness of welfare through an accredited network of over 400 public and private employment agencies. The key components are the Dote Unica Lavoro program, which provides individuals with budgets to purchase training and employment services based on their needs, and the Youth Guarantee program, which has helped over 18,000 young people join the labor market since 2014.
Open Polytechnic financial advisor training combines the best of distance learning and technological innovation to deliver high quality education outcomes
THAILAND PROFESSIONAL QUALIFICATION INSTITUTEOECD CFE
Presentation by Ms. Omika Bunkan, at the 9th OECD Southeast Asian Regional Policy Network on Education and Skills 11-12 October 2017, Ha Noi, Viet Nam.
More information: http://www.oecd.org/employment/leed/employmentesssa.htm
Fiona Pethick Speech To PAA\ VQ-SET National ConferenceOfqual Slideshare
Fiona Pethick, Ofqual's Director of Regulation spoke at the PAA\VQ-SET National Conference on 18 November 2009, the subject of which was 'Ofqual's expectations of the QCF'.
This document outlines the goals and work packages of the "Expanding the quality 'SPIRIT' of VET" project. The goal of the project is to develop guidelines to support leadership in vocational education and training (VET) organizations to motivate and engage teaching staff in quality assurance initiatives. The project has five partners and is divided into five work packages related to project management, needs assessment, dissemination of results, guideline development, and dissemination/valorization. The project aims to provide user-friendly guidelines based on a common European quality assurance framework to improve quality initiatives in VET organizations.
The document proposes a 5 pillar structure for a licensing, accreditation and quality assurance framework for further and higher education in Malta. The 5 pillars include institution licensing, institution accreditation, program accreditation, quality audits, and accreditation agencies. Institution licensing would involve different categories and quality standards. Institution accreditation would distinguish between self-accrediting and non-self accrediting status. Program accreditation would cover further/higher, foreign, and professional programs. Quality audits and an accreditation agency body are also recommended.
Accreditation Concept and Processes in MalaysiaGhazally Spahat
The document discusses accreditation concepts and processes in Malaysia. It provides background on the development of Malaysia's Qualification Framework (MQF) which aims to standardize qualifications across different education and training institutions. The MQF framework establishes eight qualification levels across academic, vocational, technical and professional sectors. It also discusses the accreditation process in Malaysia which involves institutions applying for recognition and undergoing evaluation by technical committees before final approval. The concept of accreditation is rooted in educational philosophies like pragmatism and reconstructionism. It also reflects curriculum development models which integrate various components like teachers, society, and students.
The developed guidelines are meant to facilitate a participatory approach in quality initiatives based on EQAVET indicators adapted to national conditions. The approach should motivate and engage the VET-providers in quality initiatives cycle based on EQAVET.
The document discusses human resource management in local government. It covers 4 key areas: recruitment and selection, learning and development, performance management, and rewards and recognition. For recruitment and selection, it describes the different types of appointments and outlines the recruitment and selection process. For learning and development, it discusses the training policy, objectives, and benefits. For performance management, it defines performance and notes its importance in meeting goals efficiently. Finally, for rewards and recognition, it mentions the loyalty cash incentive for long-serving employees.
Ppt report on current issues (reforms on tech-voc education and training)Lyn Agustin
Technical-Vocational Education and Training Reforms
The Technical Vocational Education and Training reforms consists of four (4) major components, namely:
1. Quality Assured Philippine TESD System
2 .TESDA Occupational Qualification and Certification System
3. Unified Program Registration and Accreditation System
4. TVET Quality Awards
QFEmirates acts as reference point for all nationally-recognised qualifications that can be used by the country’s decision makers to develop strategic education and training policy to improve economic and social prosperity and well being.
In Latvia, guidance was previously called "professional orientation" during the Soviet era and focused on directing students towards certain professions. Since 2005, the main concept is the "career development support system" consisting of information, career education, and counseling. A cooperation council was formed in 2010 to develop guidance.
In Turkey, the first guidance system started in the 1950s influenced by international events. It began in schools and universities with teachers providing guidance. Seminars in the 1950s helped establish the first official system.
In Romania, the beginnings of career counseling started in the 1920s with psychology institutions. After various developments, the 1990
This document provides guidance on establishing effective vocational guidance and counseling services in Ethiopia's TVET system. It outlines key responsibilities for vocational counselors, including pre-TVET guidance, labor market studies, industry linkage, job placement, tracer studies, and vocational counseling. The manual aims to strengthen these services by establishing proper structures, defining counselor roles and activities, and providing tools to implement effective guidance and counseling.
The document discusses challenges that developing countries face in establishing quality infrastructure systems that are recognized internationally. It notes that many developing countries lack conformity assessment bodies that are internationally recognized, making it difficult for exporters to demonstrate compliance with product standards and often requiring them to undergo expensive assessments abroad. It also explains that governments are required to establish standards bodies, metrology institutes, and accreditation bodies in order to set up a quality infrastructure system and ensure confidence in their products and services both domestically and abroad. This enhances international competitiveness for businesses.
Validation of Non-Formal and Informal Learning (VNFIL) in Europe: Learning fr...Bertelsmann Stiftung
This document summarizes a presentation on validation of non-formal and informal learning in Europe. It discusses validation systems in several countries, including:
- France, which has a longstanding legal framework for validation des acquis de l'experience (VAE) that establishes individual rights to validation across all education levels.
- Denmark, where validation procedures are standardized and quality assured, though awareness could still be improved. Validation results can lead to shortening education tracks or replacing exams.
- Switzerland, where validation is extensively publicly financed to be equal to the formal system, and responsibilities are established across entrance, assessment, and quality assurance.
- The United Kingdom, which takes a minimal regulatory approach but incorporates recognition across qualifications frameworks,
The document discusses the development of a national qualifications framework in the UAE called the QFEmirates. It provides context on the international trend of implementing national qualifications frameworks and outlines the key benefits of the QFEmirates, which include providing improved access to education and training opportunities, recognition of prior learning, and alignment with international frameworks. The QFEmirates is described as having three levels - levels, learning outcomes, and qualification types. It also integrates core life skills and allows for recognition of formal, non-formal and informal learning through its approach.
This document summarizes Italy's process of referencing its national qualifications framework to the European Qualifications Framework (EQF). It establishes the scope of qualifications included in the referencing process, which focuses on publicly awarded qualifications at the national level. The document also presents Italy's referencing framework which maps national qualifications to EQF levels 1 through 8 based on criteria like learning outcomes and credits. Stakeholders provided positive feedback on the clarity and importance of the referencing process through an open public consultation.
This document summarizes Italy's process of referencing its national qualifications framework to the European Qualifications Framework (EQF). It establishes the scope of the referencing process, which focuses on qualifications awarded by public authorities and recognized at the national level. The document then presents Italy's referencing framework which maps each national qualification to its corresponding EQF level based on learning outcomes and competencies. It concludes by noting that the referencing process will be expanded to include additional qualifications in the future and integrate recent labor market reforms regarding validation of non-formal and informal learning.
This document provides information about the Recognition of Prior Learning (RPL) programme offered by Save Face to help aesthetic practitioners gain an Ofqual regulated Level 7 qualification in Aesthetic Medicine. There are two pathways for RPL depending on experience level: beginner/intermediate candidates must submit a portfolio including 10 observed and 10 performed treatments, while very experienced candidates need a portfolio demonstrating at least 3 years of experience or 150 procedures, case studies, and a logbook. The qualification consists of 8 units assessed through short answer questions, objective structured clinical exams, and a verified portfolio.
Similar to Georgeta Pelcea, VNFIL and occupational standards in Romania - AVA Expert Conference (20)
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
2. According to the Law of National
Education no. 1/ 2011, the National
Qualifications Authority (NQA) has been
established
3. The mission assumed by NQA is:
o to ensure the general framework for
achievement of continuous vocational
training,
o to sustain the development of competitive
human resources by identifying and
strengthening necessary skills for adult
learners, able to function effectively in
nowadays society but also in the
knowledge society.
4. elaborates the National Qualifications
Framework (NQF) based on European
Qualifications Framework (EQF);
coordinates the authorisation of adult
training providers;
coordinates the quality assurance system in
continuous training;
authorisation of competences assessment
centres.
5. Government Ordinance no. 129/2000
regarding adult vocational training, modified
by the Law no. 167/2013, determines that
adult training is a general interest activity,
that is part of the national education and
training system;
The Law of National Education no. 1/2011;
Government Decision no. 918/2013
approving the NQF;
6. By the Law of National Education no. 1/2011,
validation of informal and non-formal learning is seen
as a lifelong learning service offered to individuals in
order to become aware of their own skills and
competences and to receive a certification linked to a
specific qualification.
Validation of non-formal and informal learning in
Romania is carried out in competencies assessment
centres according to Procedure for assessment and
validation of competencies acquired in non-formal
and informal context, approved by the Joint Order of
the Ministry of Education and the Ministry of Labour
no. 4543/468/2004
7. Authorization of the first Assessment and Certification
of Professional Skills Center started in Romania in
2004.
According to statistic data during 2010-2015
in Romania were authorized
- More than 140 assessment centres for
- More than 240 qualifications and
- over 50,000 people have been assessed and
certified.
8. At the moment are authorized 41 assessment
and certification centers of vocational skills for
occupations in different economic sectors.
Authorized centres are located in 25 counties
(there are 41 counties in Romania) with a high
unequal geographical distribution (most of them
are from Bucharest-Ilfov region).
Access to assesment is preceded by information
and professional guidance.
The evaluation is conducted by evaluators of
professional skills which are primarily specialists
in field.
The certificate of competencies obtained after
the evaluation process is recognized nationally.
9. Authorizing an assessment center and certification is
achieved for occupations classified according to ISCO 2008.
The evaluation methods and assessment tools are
determined on the basis of achievement and competencies
described in the occupational standards.They are applied
in real working conditions and / or in simulated conditions
in different contexts at different times.
The principles underlying the evaluation of professional
competences acquired in other ways than formal ones are:
a) validity: the assessment of competence is based on
evidence from the activities described in the occupational
standard;
b) credibility: assessment uses methods that consistently
lead to the same result;
10. c) impartiality: allows assessment involving all stakeholders,
without predominance of any particular interest;
d) flexibility: it adapts to the needs of evaluating
candidates and the particularities of the workplace;
e) Privacy: data on the conduct and outcome of belonging to
the beneficiary;
f) simplicity: the evaluation process is easily understood and
applied by all persons involved.
g) equality: equal opportunities and non-discriminatory
center all candidates who wish to be evaluated for obtaining
a certificate of professional competence;
h) the procedure for contesting: the center has a
transparent system that allows candidates to contest the
assessment decision "not yet competent", in relation to
certain units of competence, and to benefit from a new
assessment for those units of competence, carried out by
another evaluator ;
11. The sectoral committees are involved in the
validation of occupational standards, on which
is achieved skills assessment tools used in the
process of recognition and certification of
professional competence.
There are no specific economic sectors to
support more informal and non-formal
validation. But most dynamic economic sectors
are seeking stronger evaluation and certification
of professional skills, ex. Construction,
agriculture, including social services, tourism,
etc.
It is not defined the role of employers in this
process.
12. The evaluation process is easily understood and
applied by all persons involved.
It is a flexible process adapted to the specific needs
of candidates and jobs.
Evaluation methods are clear and applied in
different contexts, at different times, thus leading
to some real evidence of competence.
Methods: self-evaluation, written test, oral test /
interview, direct observation / simulation or
demonstration structured portfolio of works
previously completed evaluation project by the
candidate.
The evaluation process can be described as
beneficial as far as the candidates for validation
finds and work. Under the legislation, the
certificate obtained by assessing the same effect as
a certificate obtained formal system.
There is not a structural link between the types of
validation and formal system.
13. There is no clear differentiation between the LO of
formal and the LO of non-formal and informal sistem.
The validation of formal, non-formal and informal
learning are based on the unique national occupational
standards.
People looking for a job are helped to validate non-
formal learning and informal by the National Agency for
Employment.
Costs are lower than in the formal but tariffs are not
fixed by legislation, depends on each assessment
center.
It is a tax which is payable on registration to assessment
by the applicant: can anyone seeking certification of
skills, an employer who wishes certification of
employment or agency labor.
For people looking for work the tax is supported by
state.
At the end of the assessment people receive a
certificate of professional competencies.
14. At the end of the assessment people receive a certificate
of professional competence, you can access the next level
of qualification and receive a salary according to their
qualification.
For people with disabilities there isn’t such a system
described because the validation is for all.
Validation makes competent assessor. At first assessor was
certified only after practical conduct an assessment center
in that he is carrying a portfolio of 5 rating and was based
on its certificate. Now, only after a course the assessor is
certified.
Unfortunately we don’t have an institution-wide strategy
to promote the system for validating non-formal and
informal learning, it depends by centers, by the National
Employment Agency of the Ministry of Labour.
Councils and job candidates who do not pass validation.
You can enroll in a training program for the acquisition of
skills or competencies or more after a while, returns to the
center and calls for a new assessment for competence /
skills for which has been declared competent.
The evaluation process can be resumed whenever
necessary.
15. Occupational standard is the document that
specifies the competencies and the quality
level of the results of the activities included
in an occupation.
Standards include all information necessary
for development of assessment tools or
training programs.
They are developed by experts in the field
and validated by the sectoral committees.
National Qualifications Authority approved
occupational standards.
They are unique documents nationally.
16. Adoption of occupational standards in Romania
was based on the need to operate a clear
mechanism for cooperation between providers of
professional training and the actual requirements
of the labor market.
The first occupational standards were developed
in Romania before 1997, the Project for reform of
university education component "Occupational
Standards", funded by the Government and the
World Bank and approved by the Council for
Occupational Standards and Assessment (COSA).
With the support of the social partners and other
stakeholders (ministries, training providers,
sectoral committees, professional associations,
regulators, etc.), the database comprising
occupational standards has been extended in 3
PHARE projects.
In these projects we have collaborated with
European experts from the Netherlands, Finland,
UK.
17. Occupational standards provide a basis for
training in vocational programs. They are
essential to promote and facilitate effective
recruiting labor mobility. The existence of
occupational standards provides a valuable
benchmark for Romania to assess the
international competitiveness of its economy,
as it reflects the content of occupations.
Occupational standards are a source of
information to identify sectors that need
investment in technology development and
human resources.
18. Tasks of the institutions involved
in validation of competencies
19. I.A. Tasks of the Ministry of Labor, Family, Social
Protection and Elderly
Completion of COR - Classification of Occupations in
Romania (COR) with new occupations according to
ISCO 08;
Modernization of COR through the terms/terminology
adjusted to European labor market;
Completion of COR with new occupations on the basis
of market’s analyze regarding their necessity and
opportunity
Counseling, guidance and funding to people looking
for a job through the National Agency for
Employment.
The training activity of people looking for work is
coordinated nationally by the National Agency for
Employment.
20. National Agency for Employment develops analyzes,
studies and special statistical research on the
situation and the evolution of unemployment and
employment at national and regional economic field
of activity.
To certify professional skills obtained in other ways
than formal, people looking for a job, registered at
the agencies for employment can receive, free of
charge, service evaluation and certification of
professional skills on the other formal ways than
those whose financing is provided from the
unemployment insurance budget, once for each
period that is looking for a job. These centers are
authorized for evaluation and certification of
vocational skills obtained through non-formal and
informal.
21. I.B. Tasks of the Sectoral Committees
Elaborate/improve competences and
occupational standards according to ISCO 08;
To validate occupational standards;
Establishment of competences for each
occupations from COR;
Participation to the settlement of the National
Qualifications Register – RNC
Tasks of National Qualifications Authority:
Achievement of the new methodology for drawing
up of the occupational standards
Settlement of the National Qualifications Register
- RNC;
Regulations for quality assurance;
22. The sectoral committees are involved in the
validation of occupational standards, on which the
whole process is achieved recognition and
certification of professional competencies.
The sector committees are social dialogue
institutions of public utility, with legal personality,
organized by economic sectors.
To establish a sectoral committee needed agreement
associating at least two organizations, one employer
and one trade union.
They recommend specialists in occupational areas for
achieving occupational analysis, defining
competencies and qualifications and the
development and validation of occupational
standards and assessment and certification based on
standards and endorses the work done by them.
23. On 21.01.2005 was established sectoral
Committee Mechanical engineering, fine
mechanics, equipment and apparatus, the first
sectoral committee established under the
Tripartite Agreement - Government, employers
and unions.
Therefore under the Tripartite Agreement they
were established 23 sectoral committees.
The Phare 2004 EuropeAid121949, "The
establishment of the National Authority for
Qualifications" was intended to achieve the
overall objective: Creating a transparent system
of qualifications at national level in training (FP)
in order to support more coherent existing
system of initial training ( FPI) and continue
(FPC), the lifelong learning perspective, to
benefit from the social partners through sectoral
committees.
24. Phare 2004 EuropeAid121949, Phare 2005,
EuropeAid 123485 and Phare 2006, EuropeAid
124584, "The establishment of the National
Authority for Qualifications' had the overall
objective: Creating a transparent system of
qualifications at national level in training (FP) in
advocating more coherent existing system of
initial vocational training (IVT) and continuing
(FPC), the lifelong learning perspective, to
benefit from the social partners through sectoral
committees.
The involvement of sectoral committees to
validate occupational standards creates a strong
link between labor market requirements and
training in the formal, non-formal and informal
sistem.
In the current economic crisis, we expect this to
lead to a better insertion in the labor market and
increasing labor mobility.