European guidelines for validating non formal
It´s necessary to develop a special training module for professionals working with the target group.Professional front-line staff need their competences to be up to date in order for them to better meet the needs of diverse target groups for VPL.
For reference, the section that relates to OER is included below in its entirety.It can also play a major role in combating youth unemployment by making skills acquired through voluntary work, or during leisure, visible to employers.A key objective of the earlier edition of these guidelines, issued in 2012, is that EU Member States work together towards national arrangements for validation by 2018.On February 23rd, 20 career counsellors from LLL centers from all over the country came together to work on development in the field of adult guidance.The VISKA project was introduced and an analysis for a training module for front-line professional, involved in delivering Validation of Prior Learning (VPL), was conducted.These guidelines set out how validation of informal and non-formal learning could increase the visibility and value of learning that takes place outwith formal education, and support the transferability of skills across Europe.
This work is particularly relevant at this point in time given increased migration and social inclusion challenges across Europe, where the recognition of informal and non-formal learning could support transitions into employment and other positive pathways for those without formal qualifications.
One thing to note is that the guidelines’ broad definition of OER includes both MOOCs and open courseware and it is possible that this may point the way to developing a solution to address accreditation and validation for MOOCs.
Furthermore, there could be an opportunity to build on the Scottish Open Education Declaration as a basis for developing validation policies within Scotland, given that it already promotes the development of a culture of openness around education and assessment.
The recommendation states that the knowledge skills and competences acquired through open educational resources should be addressed by validation arrangements: ‘The arrangements for the validation of non-formal and informal learning [which] enable individuals to have knowledge, skills and competences which have been acquired through non-formal and informal learning validated, including, where applicable, through open educational resources’ (Council of EU, 2012, p. The reference to open educational resources (OERs) in the recommendation reflects the rapid expansion of online learning opportunities, particularly promoted by higher education institutions.
OERs are defined in the recommendation as ‘digitised materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research; it includes learning content, software tools to develop, use and distribute content, and implementation resources such as open licences; OER also refers to accumulated digital assets that can be adjusted and which provide benefits without restricting the possibilities for others to enjoy them’ (Council of EU, 2012, p. OER may include ‘…full courses, course modules, syllabuses, lectures, homework assignments, quizzes, lab and classroom activities, pedagogical materials, games, simulations, and many more resources contained in digital media collections from around the world’ (7).
Hopefully this will result in an increased access to validation processes for migrants, fair validation results and successful guidance towards career development.