Access to LifeLong Learning in
Higher Education (ALLinHE)
Work Package 3 Deliverable 8
National Reports
Based on a review of the country updates, it seems that
while in most countries there is now recognition of the
role validation has to play and a commitment to
introducing, implementing, or consolidating systems of
validation, the actual scale of implementation ‘on the
ground’ – i.e. the number of people who have benefited
from validation and / or the number of qualifications
awarded - remains on the whole relatively small in scale,
with the exception of a small number of countries and
initiatives.
2010 update of the European Inventory on Validation of Nonformal and Informal Learning – Executive summary of Final
Report (paragraph 2.2)
VPL Levels of Performance
High
Finland, France,
Netherlands,
Norway, Portugal
Medium High
Denmark,
Germany,
Romania, Spain,
Sweden,
UK – England,
Wales, Northern
Ireland,
UK - Scotland
Medium Low
Low
Austria, Belgium
(Flanders), Belgium
(Wallonia), Czech
Republic, Estonia,
Iceland, Italy,
Ireland,
Liechtenstein,
Lithuania, Slovakia,
Slovenia,
Bulgaria, Croatia,
Cyprus, Greece,
Hungary, Latvia,
Malta,
Poland, Turkey
2010 update of the European Inventory on Validation of
Non-formal and Informal Learning – Executive summary
of Final Report (Paragraph 2.3)
High Performers: example
High performers defined as “countries which have moved from the introduction
of validation policies to the implementation of validation practices”.
France
Validation of prior learning has been established as a right for every
citizen in France. The current system (Validation des Acquis de l'Expérience,
VAE), which was established in 2002, is used to deliver whole or partial
qualifications. Each body awarding qualifications has developed its own
rules for the context-specific implementation of the principles outlined in
the legislation. A change in 2009 aimed to increase the number of
individuals accessing the VAE process, in particular private sector workers,
and to develop guidance for VAE.
Medium -high Performers: example
Countries where there is a national system or a framework of systems but
take up remains relatively low.
Denmark
The validation of non-formal and informal learning has been high on
the policy agenda in Denmark for more than a decade and is well
developed especially in VET, adult education programmes and tertiary
education. Validation of non-formal and informal learning aimed at all
citizens, often with a special focus on low-qualified people, also features
strongly in policies and strategies focusing more broadly on lifelong
learning. Although recognition of prior learning has been established for
some time it is also considered that more needs to be done to recognise
competences achieved at work and from taking part in non-formal adult
education and training etc. Validation activity is still relatively low because
the new regulations are still under implementation. But at the same time
the development ofactivity is increasing within all fields of education.
Medium - low Performers: example
Countries that are likely to have developed validation systems but not an
overall established framework
Czech Republic
Recognition of non-formal and informal learning is now well defined in
the Czech Republic since September 2007 by law 179/2006, which
defines the conditions and the process for recognition to achieve full and
partial qualifications (at all levels except higher education).
Assessment standards (e.g. oral explanation, practical demonstration,
etc.) are used both for recognition of non-formal and informal learning
and examination/certification in formal education and training. They are
are being progressively developed by the sectoral councils and approved
by the Ministry of Education. Validation based on the standards can be
carried out by schools for full qualifications or by authorised institutions
(schools, private institutions, companies as well as individuals) for partial
qualifications.
Low Performers: example
Countries where as yet there is little in terms of policy or practice that
facilitates validation of non-formal or informal learning
Bulgaria
Plans to introduce validation of prior learning only began in Bulgaria in
the context of fulfilling EU accession requirements and are still
developing strategic documents. Bulgaria is trying to build on good
practice from other countries. A model system for validation was
designed in 2009 as part of the project “Promoting adults’ vocational
training and employability in Bulgaria” and tested in three professions:
carpenter, tailor, and social worker. Amendments to the VET Act
are being designed on the basis of the above model.
Reflection
Where is my country in relation to these examples?
Where is my country in relation to the marginalised
groups that we are to consider?
Foundations of validation approaches
Centrally designed
systems
Local initiatives
Driven by
legislation and
national guidelines
Driven by
interest groups
or employers
Supported by
formalised training
procedures
Less access to
supportive
training
Challenges
Terminology
• Disparity of terminology across and even within
countries
Aims
• Aims of VPL not always clear and overlap between
formal/non-formal and informal interpreted
differently in each country
Sustainability
• Lack of financial support for the implementation of
initiatives
• Failure to recognise value added nature of VPL
Tradition and
practice
• Embedded practices well established, new practices difficult
to introduce and not always valued/trusted
National allocations of responsibility
Under-represented target groups in HE
Refugees
50+
EU-Migrants
NL
√
√
√
FI
√
√
√
DK
√
UK
√
√
√
SL
√
√
RO
√
√
CH
√
√
Special Needs
Groups
√
√
√
√
√
√
√
FR
Ethnic
Minorities
√
√
√
Key questions
How are each of the five groups defined?
Who represents these groups?
Why would they want to engage with us?
Refugees
50+
EU Migrants
Ethnic
Minorities
SEN
Disability
Within Sector Variables
4a/4b
4c
4d
4e
The Complex Case
Refugee
Disabled
50+