Search Results

Validation of non-formal and informal learning is defined as 'a process of confirmation by an authorised body that an individual has acquired learning outcomes measured against a relevant standard'. It aims to make non-formal and informal learning visible socially, in the labour market and in the education and training system, based on the identification, documentation, assessment and certification of such learning. Validation has the potential to contribute to achieving the goals set by the Europe 2020 strategy, as it can contribute to matching skills supply and demand, supporting mobility across sectors and countries and fighting social exclusion. The European inventory on validation of non-formal and informal learning is a regularly updated overview of validation practices and arrangements across Europe. It is compiled in cooperation with the European Commission and ETF. The inventory was endorsed by the Council recommendation of 2012 on validation and works together with the European guidelines as a tool to support countries in developing and implementing validation arrangements.

The inventory informs dialogue and learning between countries and stakeholders developing and implementing validation in Europe. Our key objective is to support Member States so that more learners and workers can acquire and make visible new skills, which will support their career and further learning and improve their quality of life. The 2018 update of the inventory is a unique record of how validation is being used nationally, regionally and locally across Europe. It contains the state of play and an overview of developments for 39 countries, illustrated by good practice examples. You will also find thematic reports on key issues in designing and implementing validation initiatives, plus three international case studies. The inventory is the result of a three-year process based on the work of a large network of national experts, extensive review of documents, and interviews with key stakeholders.

Edited excerpt from publisher's website.

The 39 country reports are: Austria / Karin Luomi-Messerer; Belgium-Flanders / Katleen De Rick; Belgium-French / Milica Popovic; Bulgaria / Mariya Dzhengozova; Croatia / Marija Pavkov; Cyprus / Anna Manoudi; Czech Republic / Milada Stalker; Denmark / Bokil Husted; Estonia / Marin Johnson; Finland / Anni Karttunen; France / Cecile Mathou; Germany / Claudia Ball; Greece / Anna Manoudi; Hungary / Eva Tot; Iceland / Fjola Maria Larusdottir; Ireland / Ilona Murphy; Italy / Elisabetta Perulli; Kosovo / Teuta Danuza; Latvia / Diana Ieleja; Liechtenstein /Jaana Puukka; Lithuania / Giedre Beleckiene; Luxembourg / Claire Duchemin; Malta / Suzanne Gatt; Montenegro / Slavica Dimovska; Netherlands / Ruud Duvekot; North Macedonia / Ognen Spasovski; Norway / Odd Bjorn Ure; Poland / Aleksandra Duda; Portugal / Paula Guimaraes; Romania / Magdalena Balica; Slovakia / Juraj Vantuch; Slovenia / Marija Pavkov; Spain / Patricia Vale; Sweden / Soren Kristensen; Switzerland / Deli Salini, Saskia Weber Guisan and Evelyn Tsandev; Turkey / Fusun Akkok; UK - England and Northern Ireland / Michael Richardson; UK - Scotland / David Scott; UK - Wales / David Scott.

The five thematic reports are: Bridging the gap: validation creation routes and links between sectors / Jo Hawley-Woodall; How digital forms of assessment and self-assessment might place a new challenge and opportunity for assessment methodologies / Karin Luomi-Messerer; How social partners and other labour marketrelated stakeholders are involved in validation arrangements / Mariya Dzhengova; Validation of non-formal and informal learning for migrants and refugees / Ilona Murphy; The role of validation in an upskilling pathway for young people not in education and training (NEETS), adults with low skills and long-term unemployed people / Gabor Endrodi.

The three case studies are: Canada-Nova Scotia / Cecile Mathou; Chile-Chilevalora / Gabor Endrodi; Hong Kong / Ruud Devekot. Show less

In 2019, the European Commission and CEPS (Centre for European Policy Studies), conducted a study on mapping opportunities and challenges for micro and small enterprises in offering their employees up- and re-skilling opportunities. Up- and re-skilling are necessary to face changes in the labour market, led by important transformations such as digitalisation, ageing population and climate change. In addition, the recent [Coronavirus Disease 2019] COVID-19 crisis has reinforced some of the existing trends transforming the labour market, like digitalisation, and made the need for continuous up- and re-skilling even more evident.

This guidance pack draws on the results of the study and presents information, recommendations and additional resources for intermediary organisations such as chambers of commerce or education and training providers, and social partners to support micro and small companies in up- and re-skilling.

Edited excerpts from publications and publisher's website. Show less

Following the publication of ‘A memorandum of lifelong learning’ (indexed at TD/IRD 88.400) in October 2000, the European Commission invited Member States to launch a consultation process to collect together all views on how best to make progress in implementing lifelong learning. Feedback from the Europe-wide consultation was then used to develop the analysis and proposals in the Communication on ‘Making a European area of lifelong learning a reality’ (indexed at TD/IRD 88.264). National reports were submitted by each Member State as well as by candidate countries and Iceland and Norway. This document is the national report from Malta. It includes the outcomes achieved by the Working Committee for Facilitating Consultations on Lifelong Learning that was set up by the Ministry of Education in May 2001, stakeholder opinions on each of the six key messages contained in the Memorandum and recommendations to the European Commission.

Documents from ‘Making a European area of lifelong learning a reality’ are indexed from TD/TNC 77.521 to TD/TNC 77.539. Show less

The present survey analysis summarises the findings of 93 interviews conducted among large European enterprises (81) and a number of labour- and business associations (12) on challenges and practices related to competence development. The survey is a key part of the preparations for the first upcoming European Business Forum on Vocational Training and services the following purposes: a knowledge base for drawing up the agenda and identifying suitable speakers; a basis for identifying workshop topics; input for the background notes that will help steer the debate on the most important issues related to competence development in workshops; and together with the Forum conclusions, it will provide input for a final assessment of challenges, trends, solutions and best practices in the area of competence development in large European enterprises.

Excerpts from publication Show less

The main focus of the EUROTECNET program was on providing the European workforce with competencies to enable maximum benefit to be gained from new technologies. Workers required not only technological skills, but social, organisational and business competencies as well. The program involved a national reflection during 1992-1993 by the Member States of the European Union (EU), on critical issues related to the design of a flexible training model aimed at a new integration of work and learning. Through this reflection, the area of continuing vocational training emerged as the area of greatest need across the EU. The program was re-focused and four priority fields were identified for its final two years. These fields were innovative training needs analysis with a special focus on core competencies, transfer of innovative methodologies for the planning and management of training in the framework of human resources development, training providers as innovative service centres for enterprises, and innovative pedagogical methodologies and approaches. The results of the work by the projects in each of these areas was incorporated in four individual reports and these are synthesised in this document. Show less

In 2007, reaching the European Union (EU) benchmarks and goals for 2010 continues to pose a serious challenge for education and training systems in Europe, except for the goal on increasing the number of Mathematics, Science and Technology graduates. Unless significantly greater efforts are made in achieving the benchmarks, early school leaving, completion rates of upper secondary education and key competences for low achievers will remain ambitious for the EU even beyond 2010.

Excerpt from publication.

The full report that this publication is based on is indexed at TD/TNC 93.239. Show less

This publication has been prepared by the interagency technical vocational education and training (TVET) group on skill mismatch in digitised labour markets, to support experts and policy-makers who wish to engage in discussion on the potential of web-based big data for skills policy. It outlines how such data can be used to mitigate labour market challenges, reduce skills mismatches and strengthen the links between the labour market and education and training.

The focus is on overcoming conceptual and practical challenges and limitations, system development and using big data for skills policy in practice. Examples of big data initiatives from around the globe illustrate its potential and provide insight into how big data are already supporting policy-makers in shaping the futures of work and education.

Published summary. Show less

Strengthening partnership and flexibility is important for modernising education in Europe. The present Staff working document is part of a larger policy initiative: it accompanies and offers analytical support to the Commission’s Communication on ‘Rethinking education: investing in skills for better socio-economic outcomes’. It is part of the European efforts to make lifelong learning a reality, and contributes to the objectives of Europe 2020. The findings presented build on analytical work carried out in cooperation with Member States and academic experts: (1) Cooperation and partnership increase flexibility and relevance of learning and improve efficient use of resources; (2) Effective partnerships and cooperation require strong and sustainable coordination structures and a shared vision among stakeholders; (3) Cooperation with social partners seems to work best where it is based on standing consultation mechanisms and sharing of responsibility between public and private actors; (4) Creating partnerships for funding can be effective, such as sectoral training funds based on social partner agreements; (5) Flexible pathways have an important potential for encouraging participation in lifelong learning as they allow individuals to build upon prior learning, and link competences and qualifications gained across different phases and contexts of life - leisure and working life, inside and outside formal education and training; (6) Such flexibility requires the removal of system-level barriers between different subsectors (e.g. restricted progression from VET to higher education); (7) This needs to be supported by the creation of structures that give easy access to integrated learning services; (8) Implementing strategies for groups of current non-learners require learner centred programmes and effective outreach strategies (notably approaching disadvantaged groups in their social environment) aimed at raising their awareness of the available offer and its benefits, and motivating them; (9) Close cooperation with the voluntary and community sector can be particularly crucial when it comes to attracting vulnerable and disadvantaged groups into learning and offering low-threshold and targeted support.

Excerpts from publication. Show less

The purpose of this report is to draw on indicators and benchmarks in order to provide strategic guidance for the Education and Training 2010 program and to set out the evidence available on progress towards the objectives agreed by ministers. The 16 core indicators for monitoring progress towards the Lisbon objectives in education and training are: (1) Participation in pre-school education; (2) Special needs education; (3) Early school leavers; (4) Literacy in reading, mathematics and science; (5) Language skills; (6) ICT skills; (7) Civic skills; (8) Learning to learn skills; (9) Upper secondary completion rates of young people; (10) Professional development of teachers and trainers; (11) Higher education graduates; (12) Cross-national mobility of students in higher education; (13) Participation of adults in lifelong learning; (14) Adult skills; (15) Educational attainment of the population; and (16) Investment in education and training.

The leaflet summarising this report is indexed at TD/TNC 93.240. Show less

Following the publication of ‘A memorandum of lifelong learning’ (indexed at TD/IRD 88.400) in October 2000, the European Commission invited Member States to launch a consultation process to collect together all views on how best to make progress in implementing lifelong learning. Feedback from the Europe-wide consultation was then used to develop the analysis and proposals in the Communication on ‘Making a European area of lifelong learning a reality’ (indexed at TD/IRD 88.264). The consultation involved each Member State, candidate countries, Iceland and Norway, as well as European civil society organisations. This report is the country report from Hungary. It includes comments on the Memorandum’s six key messages, an outline of new and innovative policies and practices concerning lifelong learning in Hungary, the main challenges and obstacles in the implementation of lifelong learning, possible indicators for evaluating lifelong learning, the national priorities, and proposals for elements to be included in the Memorandum.

Documents from ‘Making a European area of lifelong learning a reality’ are indexed from TD/TNC 77.521 to TD/TNC 77.539. Show less