1. About REVEALSummaryVIP and REVEAL

2. BackgroundValidation of Informal and non-formal learningCurrent developments (EU, OECD)

3. LEVEL5

1. About REVEALSummaryVIP and REVEAL

2. BackgroundValidation of Informal and non-formal learningCurrent developments (EU, OECD)

3. LEVEL5

Keynote

About Research and Evaluation group for Validating, Evidencing andAssessing informal and non-formal Learning

Transnational community of European experts and practitioners working in 19 organisations from 16 European member states.

Assessing and evidencing with a uniquevalidation approach specifically designed for:

informally acquired competences personal and social skills and competences

piloted and applied in more than 50 learning projects and scientifically evaluated in the framework of two international PhD thesis.

to serve especially target groups that learn outside or beside formal education contexts and their learning facilitators:adult learning providers, care organisations, grass-root projects, mobility projects, youth organisations, schools….

Assessing and Evidencing theImpact of Informal Learning in the fields of …Assessing and Evidencing theImpact of Informal Learning in the fields of …

… Active Citizenship… Active Citizenship

… European Projects…

… in Mobility actions …… in Mobility actions …

Current Developments

„Together with• Qualifications Frameworks,• The concept of learning outcomes,• Credit Transfer Systems“

…the validation ofinformal learning and the

„recognition of non-formal and informal learning (RNFIL)“is a potential mechanism to promote Lifelong Learning

Therefore: new OECD activity (2007-2009)“

(Quote: Patrick Werquin, OECD; 2010)

European Qualifications framework (EQF 2008)

• Formal education• Promoting close links between the national

qualifications frameworks (NQF) and existing or future European systems

• for credit transfer and accumulation in higher education and vocational education and training,

• in order to improve citizens’ mobility and• facilitate the recognition of learning outcomes• EQF is still in an early stage of implementation

European qualifications framework (EQF)

The concept of learning outcomes

Learning outcomes are statements of what a learner knows, understands and is able to do on completion of a learning process (see the 2008 Recommendation on the European Qualifications Framework - EQF2).

ECVET

Facilitating the• compatibility, comparability and complementarity of

credit systems used in• VET (Vocational Training) and the• European credit transfer and accumulation

system (ECTS; in 1990-1995 in Higher Education)

• First workgroups in 2002

• Feasibility studies in 2007 (NA BIBB, DE)

European credit system forvocational education and training

ECVET – „State of the Art“

The ECVET Recommendation (European Parliament and European Council, 2009) suggests that, by 2012, countries will create conditions for progressive implementation of ECVET.

Meanwhile, countries and the Commission are invited to experiment with ECVET (through the lifelong learning programme).

Discussion on:European VET system diversityTransparency and mutual trustNo bureaucracy (->Europass interfaces to ECVET).

Recognising all learning, whatever the context(whether formal, non-formal or informal) Creating new routes to qualifications!

The Key Idea of RNFIL

Formal learningLearning that occurs in an organised and structured environment (e.g. inan education or training institution or on the job) and is explicitly designatedas learning (in terms of objectives, time or resources). Formal learning isintentional from the learner’s point of view. It typically leads to validationand certification.

Non‑formal learningLearning which is embedded in planned activities not always explicitlydesignated as learning (in terms of learning objectives, learning time orlearning support), but which contain an important learning element. Non‑formallearning is intentional from the learner’s point of view.

Informal learningresults from daily activities related to work, family life or leisure.It is not structured and usually does not lead to certification. In most cases, it is unintentional on the part of the learner.

„A More Qualified Labour Force!“

• Improves visibility of skills, knowledge and competences• Shows skills shortages (availability or… visibility)• Distribution of qualifications, occupational mobility• Regulated occupations, and labour markets• ISO processes (quality…), Public contracts• Job matching• It is cost effective• Training has a cost (RNFIL is cheaper)• It’s “flexible”: continuum of outputs, from self assessment

(portfolio) to full certification• Unqualified individuals/workers may have skills

Arguments:

(Quote: Patrick Werquin, OECD; 2010)

Validation of informal learning according to EQF-systems Accreditation and recognition of competences acquired

in informal contexts Priority is employability (-> qualification) Instruments: ECVET and EQF

Validation of Informal Learning – current stateValidation of Informal Learning – current state

Validation of informal learning according to the EQF Accreditation and recognition of competences acquired

in informal contexts Priority is employability (-> qualification) Instruments: ECVET and EQF

Validation of informal learning according to LEVEL5Validation of learning outcomes in informal learning contexts (Measuring, visualising, documenting)Recognition of competence development (procedural approach)Reflection on the improvement of the learning contexts

Validation of Informal Learning - ExtensionValidation of Informal Learning - Extension

3. LEVEL5

An Approach and Instrumentto Document and VisualiseCompetence Developments

Specifically:• Personal,• Social and• OrganisationalCompetences

The Europass CV enables you to makeyour skills and qualifications visible,

and other Europass documents can be attached to the CV.

There are systembuilt links to ECTS and ECVET

EUROPASSEUROPASS

EUROPASSEUROPASS

CV Personal data

ECTS

ECVET

Other formal certificates

Higher Education

VET

Languages

IT-skills

Social Skills & Comp.

Personal Skills & Comp.

Other formal certificates

Orga. Skills & Comp. ?

?

?

Sector/Section Cerification System Reference System

EQF/NQF

EQF/NQF

different

IT-Sys

Formal

Informal

Competence Definition

A competence is the ability to apply a synthesis of• Knowledge,• Skills and • Attitudesin a particular situation* and in a particular quality**.

* Context** LEVEL

A CUBE asModel to Visualise

Competence Developments

Perceiveing

Sellf-centred

Imitating, ApplyingDeciding/Selecting

Discovering Acting Indepedently

Know that

Know how

Distant understandingKnow why

Implicit understanding(know when)

Intuitive transfer

Perspective taking

Developing/Constructing

Empathatic com

cern

Self-Regulation

Regulatng Others

EQF-Recognition of Learning outcomes

EQF-Recognition of Learning outcomes

Visualisation of EQF and LEVEL5 conceptsVisualisation of EQF and LEVEL5 concepts

Informal learningActivity („project“)Informal learning

Activity („project“)

TimeTime

1. Description of Project• Context• Target Group• Objectives• …

1. Description of Project• Context• Target Group• Objectives• …

2. Selecting/determining Topics• Inventory• Topic sets• Refining content and

objectives

2. Selecting/determining Topics• Inventory• Topic sets• Refining content and

objectives

4. Assessing/Measuring• Selecting Assessment Methods• Measuring learning outcomes at

different evaluation times

4. Assessing/Measuring• Selecting Assessment Methods• Measuring learning outcomes at

different evaluation times

3. Creating a Reference System• Three Dimensions• Five specific competence levels

related to the learning project• Indicators

3. Creating a Reference System• Three Dimensions• Five specific competence levels

related to the learning project• Indicators

5. Presentation of Results• Rating learning outcomes at

different times• Describing different

competence levels• Evidencing learning and

project outcomes• Validation and certification

5. Presentation of Results• Rating learning outcomes at

different times• Describing different

competence levels• Evidencing learning and

project outcomes• Validation and certification

Evaluation instrument• Training providers, Adult Education• Social Organisations NGO’s…• Public Funding Bodies

Utilisation and Perspectives

• European partners who apply the approach• Validation/Accreditation by REVEAL• Counselling• Training• Collaborative Follow-up Projects

European Networking (Community)

The LEVEL5 Approach

www.vilma-eu.org

www.act-eu.org

www.reveal-eu.orgwww.vip-eu.org

Thank you!

1 2 4 5 6 7*

Grade General scaling Individual description/ explanatory statement

Rating1

Rating2

Remarks, explanations, reasons for your rating

5 Regulating with others

Your description for grade 5

4 Affective self-regulation

Your description for grade 4

3 Empathetic concern Your description for grade 3

Description of state 2: what has changed?

2 Perspective taking Your description for grade 2

1 Indifference Your description for grade 1

Description of state 1

Table: Exemplary grid for the affective competence dimension

The individual evaluation system-> describing the development of competences