European guidelines for validating non formal Ray gordon chat rooms
A Training module/course will be developed in the coming months, based on the results of the analyses.
Validation staff linked to the VISKA project will go through their „new“ training before the Field trials begin in autumn, 2018.
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.
Hopefully this will result in an increased access to validation processes for migrants, fair validation results and successful guidance towards career development.
The analysis showed that the professionals‘ multicultural competence needs to be a priority.
Web-based platforms that allow for recognition and assessment of specific skills require careful consideration and need to be compared to existing systems of validation to promote adequate quality assurance and allow for rationalisation of efforts.
Validation of learning outcomes achieved in non-formal and informal education is related to mechanisms applied in formal education.
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.
The learning experienced through OERs needs to be described through learning outcomes.
The status of standards and testing arrangements, if these exist, need to be clear and available to aid validation.
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).
In Iceland all professionals (counsellors, assessors and project managers) working in VPL projects (for low-qualified people) need to take a two day course before working on VPL.