Overview of recognition and validation of informal and non-formal
learning for VET teachers and trainers (Slovakia) – first draft
CONTEXT
Slovak current educational law/system dos not recognize different between VET teachers,
lectures and trainers now. VET in Further Education and all strategic documents use only
term- VET teachers. Trainer and training is a part of management development training
programmes for private companies. New reform of education in Slovakia is opportunity for
implementation of Common European Principles and common terminology for the
identification and validation of non-formal and informal learning at all.
OUICK SITUATIONAL ANALYSIS
SWOT Analysis
Strengths

interest and pilot projects – APL, APEL, ECTS

strategic concept – Memorandum about LLL

LLL existing systems – health services, ...

Law about Further Education

Lisbon protocol – approval
Weaknesses

no integrated concept for non-formal and informal education and training as a part
of open LLL

lack of financial support

biases about non-formal and informal education

absence of qualification standards for VET teachers and trainers

insufficient accreditation of non-formal education institutions

absence of integrated quality control system

insufficient communication among social partners and stakeholders

small interest about development of non-formal an informal learning from
stakeholders

absence of national body/authority for development, certification and accreditation
of non-formal and informal learning

absence of obligatory system for VET teachers and trainers

non-uniformed terminology

no visible and valuable development of credit system for further education at all
Opportunities

new law as a part of new reform process of education

EU initiatives – Common European Principles....

co-financing with private sector

active participation on international projects, exchange and implementation of best
practices

new system of certification and accreditation for non-formal and informal learning
– personal for VET teachers/trainers, institution level, product level...

using of common european terminology

application APL, APEL, ECTS ....

bilateral agreements between countries according Lisbon protocol

ICT using in non-formal and informal learning for VET teachers/trainers
Threats

no political interest for LLL concept and strategy, state budget preferences

small income of individuals – small interest of self-paid participants

stagnation of quality system development

demographic trend

import of foreign products without adaptation for slovak conditions

no systematic and inconsistency amendment of law about further education ...

no standard and benevolent process of certification and accreditation

no co-operation on EU level
BEST PRACTICES IN SLOVAKIA

Infovek – students and teachers of secondary schools (VET teachers)

Schola Ludus - students and teachers of primary and secondary schools (VET
teachers)

VAPC Košice – APEL implementation

NARIC – language competencies, development of own appraisal system

Atena regional and local centers
SMTC standards include a requirement that trainers/trainees complete own Personal
Development Portfolio / Evidence of activities stress on concrete module standards
(relevant, sufficient, current) and receive formal assessment of 6 modules from two
independent assessors. The current SMTC professional standards are 6 modules:
1. Personal and Professional Development
2.
Identification and Analysis of Training Needs
3. Design of Training
4. Realization of Training
5. Evaluation of Training
Every module defines set of skills and knowledge. Further specification will be finished on
the end of the year. Recognition and validation of experience operate as the combination of
APL and APEL, APEL is most important (80%). Every trainee has own tutor, who help
him/her complete PDP for successful personal certification
RECCOMENDATIONS
1. Recognition and validation of non-formal and informal learning for VET teachers
and trainers have to be objective, fair and professional.
2. Every VET teacher or trainer have a right to participate on personal assessment of
own competencies, no restriction how these competencies he/she received.
3. Quality system has to be developed for non-formal and informal learning VET
teachers and trainers.
4. NCA must be independent agency and build on principle of wide partnership.
5. Support and accelerate transfer from initial and formal learning to non-formal and
informal learning (NARIC...Aetna )
6. APEL approach applied mainly for foreign language teachers and trainers, VET
teachers and trainers of management, economics subject and administrative –
technical learning and training.
7. Be very precise on terminology and interpretation of Lisbon protocol – qualification
standards.
8. Develop the Code of Good Practice of recognition and validation of informal and
non-formal learning for VET teachers and trainers based on Lisbon strategy.
9. Develop PDP for VET teachers and trainers ...
10. Reinforce communication and co-operation of stakeholders.
11. Develop and harmonize national qualification standards for VET....
12. Inform, introduce and make promotion activities to support projects and activities
as: ECTS/CATS, EDS, APL, APEL, EUROPASS, ECDL ... not only for experts,
but for VET trainers and teachers, social partners....
Andrea Hagovská, SMTC Bratislava
Iveta Orbánová, Aténa Košice
November 2004