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Validation of non formal and informal learning – the case of Portugal

Validation of non formal and informal learning – the case of Portugal. Glasgow, 17 May 2012 Elsa Caramujo National Agency for Qualification and Vocational Education. National context . Structural deficit of qualifications. 2005 Structural situation of low qualifications

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Validation of non formal and informal learning – the case of Portugal

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  1. Validation of non formal and informal learning – the case of Portugal Glasgow, 17 May 2012 Elsa Caramujo National Agency for Qualification and Vocational Education

  2. National context Structural deficit of qualifications • 2005 • Structural situation of low qualifications • Around 72% of labour force without the (upper)secondary education (3.5 million adults) • Low Lifelong Learning rates – 4,6% (EU: 11%) • Early school leavers – 38,6% (EU:15,2) • Weak social valorization of education • Separated and discontinuous interventions • RPL System launched in 2000 – adult basic education • Creation of National Centres for Recognition, Validation and Certification of Competences

  3. The New Opportunities Initiative (2005-2010) • Governmental program launched jointly by the Ministry of Education and Ministry of Labour and Social Solidarity • Clear political commitment in institutional, instrumental, operational and financial • Aimed at increasing qualification levels of Portuguese population YOUNG PEOPLE ADULTS • Making upper secondary education (12 years of school) as the minimum qualification level • Increase young people attending VET courses at (upper) secondary level (50%) • Reducing early school leavers • Adult education and training at the centre of educational policies • Massive and assertive adult education policy • To qualify 1 million adults up to 2010 (60% through RPL)

  4. VET Reform – building up National Qualification System (NQS) (2007) • To promote the access to qualifications paths (diversification in IVET and flexibility and modularization in AET) – increase participation in education and training • To increase the relevance and quality of national qualifications AIMS • National Agency for Qualification • National Qualifications Framework (NQF) • National Catalogue of Qualifications (NCQ) and Sector Councils for Qualifications (SCQ) • Recognition Validation and Certification of Competences (RVCC) Main Tools • NQF integration (NQF levels 1, 2,3 and 4) • School based competences and Professional competences • Basic level and secondary level • Creation of a National network of New Opportunities Centres

  5. Portuguese Education and Training System

  6. New Opportunities Centres (NOC) • Restructuring of the formers Recognition, Validation and Certification Centres • NOC as “entry doors” for a qualification pathway • Two main functions: • Guidance and Counselling - to give adults a chance to improve their qualification, guide them to adjusted options in terms of qualification path (RPL or training) • RPL providers - development of Recognition, Validation and Certification of Competences process (school based or professional) • Promoted by public basic and secondary schools, vocational schools , vocational training centres, local association, private training provider, institution of social solidarity, municipalities, private companies…) • Target: adults who have acquired competences during their working lives but have not finished the 4th, 6th, 9th, 12th years of schooling or don’t have a vocational qualification • The NOC network is managed by National Agency for Qualifications

  7. New Opportunities Centres (NOC) 453 NOC all over the country – “proximity services” approach Source: National Agency for Qualification

  8. A. Attending and Enrolment B. Diagnosis C. Personal Guidance Recognition and validation of competences (NOC) Educational and training path (training providers) Partial certification Certification awarded by training provider Personal development plan Full certification awarded by NOC New Opportunities Centres (NOC) Intervention Stages Source: Gomes & Simões, 2007

  9. Some results (2011) More than 1 million adults enrolled since 2005 Source: National Agency for Qualification

  10. Some results (2011) More than 400.000 full certifications since 2005 Source: National Agency for Qualification

  11. Recognition, Validation and Certification of Competences Methodological options • Interview • Self diagnostic questionnaire • Competences balance • Portfolio analysis • Observation and practical exercises at workplace and simulation (RVCC professional) Phases Diagnosis and guidance Identification of competences; conception/ organisation of the Portfolio Recognition Assessment of competences (standards and assessment tools vs evidences) Validation Based on Key Competences Standard in Adult Education and Training and Professional Competence standard included in the National Catalogue of Qualifications Certification of competences (certification jury) Certification

  12. Recognition, Validation and Certification of Competences Key Competences standard in Adult Education and Training Basic Level (NQF Level 1 and 2) Language and Communication Mathematics for life Secondary Level (NQF Level 3 and 4) ICT Citizenship and employability • Culture, Language and Communication • Society, Technology and Science Key competence area • Citizenship and Professionalism Competence units Evidence Criteria

  13. Recognition, Validation and Certification of Competences Professional competence standard Qualifications Standards For each qualification of the National Catalogue of Qualifications Occupational profile Training standard Training units RVCC Standard Competence units Assessment tools Today, 115 Vocational Qualifications can be assessable trough RVCC Professional competences

  14. Recognition, Validation and Certification of Competences Impacts at individual level - beyond the recognition and validation of prior learning * • Improvements in Key competences: literacy (reading, writing and speaking) and e-skills (computer and Internet use) • Enhancement of self esteem and motivation to learn and to lifelong learning – changing status from non learner to learner • Improvement in soft skills (cultural participation initiative, autonomy, critical thinking, adaptability) Impacts at local level • Creation of local networks for qualifications development • Increase participation of enterprises in the national qualification strategy – establishment of more then 100 protocols with private and public companies *results from external assessment of the New Opportunities Initiative

  15. Key issues • Validation linked and aligned with the formal education and training system • Legal framework of the establishment of the National Qualification System and the National Qualification Framework (Decree Law nº396/2007, Order nº 782/2009) • Move from more local and individual validation practices to a more wide and massive strategy • Media campaigns – information and communication • New Opportunities Centres providing a “proximity service” – geographical proximity, flexibility in time schedules, flexibility of methodologies…) • The use of national qualification standards – the RVCC process can lead to a full certification (awarding a qualification from the NQF) or to a partial certification

  16. Key issues • The quality assurance mechanisms • NOC quality chart (monitoring system based on quantity and quality indicators) • Self- assessment tools (CAF assessment model) • Production of guiding documents • Specific training on the RVCC process of the Pedagogical Team • External independent assessment scheme (conducted by a national and international experts group from a national University) • The benefit from the financial support within the National Strategic Reference Framework 2007-2013 - through the Human Potential Operational Programme, which manages the European Social Fund

  17. Challenges • Assure the articulation between RVCC processes and flexible training paths supplied by training providers • Create an integrated methodology assuring the recognition and validation of both school and professional competencies at the same time (rationalize the process) • Innovative strategies to motivate low skilled adults towards a qualification path • Improve social recognition of certificates and diplomas awarded at the end of the RVCC process • Sustainable funding mechanisms in a economic crisis context Planned for a near future • Evolution/redesign the New Opportunity Centres and resized the network • Extend the development of the professional RVCC to other operators • Co-financing (individual, provider, state)

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