Working and ageing - Cedefop - Europa

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226 Working and ageing Guidance and counselling for mature learners competitiveness and social welfare of the country depend, to a great extent, on ability to tackle this structural weakness effectively. However, despite the extent of this problem, for many years adult education policies did not face it systematically. Between 1974 – the year when half a century of dictatorship ended – and the 1990s, public policies for adult education were still characterised by: (a) a compensatory approach, namely second-chance education that repeated the curricula and methods of formal education; (b) occasional, intermittent policies or measures; (c) a lack of official expertise and financial investment (Freitas, 2009; Guimarães, 2009). From the mid-1990s, public policies on adult education opened up to modern trends and approaches, and embraced the importance of adult education as a contributing factor to social and economic modernisation and development (Freitas, 2009). On the other hand, some lessons were learned from the past. A case in point was the method used in experimental adult education courses, designed by non-profit local organisations after the democratic revolution of 1974, based on prior knowledge and experiences of low-skilled adults (Guimarães, 2009). In the late 1990s, public policies began to implement a national system of recognition and validation of competences in partnership with these local organisations. The qualification pathway was based both on the adultʼs experience and development of skills needed in a more demanding and changing labour market, thus contributing to modernisation of the country. In 2005, the recognition, validation and certification of competences (RVCC) system became a key element of the new opportunities initiative – a government programme aiming to adopt a massive and assertive adult education policy to address, as effectively and systematically as possible, serious low qualification levels in Portuguese society. 12.2. The new opportunities initiative and the national qualifications system The new opportunities initiative ( 43 ) is a governmental programme launched jointly by the Ministry of Labour and Social Solidarity and the Ministry of Education. It is a clear political commitment in budgetary, institutional, ( 43 ) http://www.novasoportunidades.gov.pt.
CHAPTER 12 Guiding and counselling adults in Portugal: new opportunities for a qualification 227 instrumental and operational terms. To operate a programme of large scale and scope, it was necessary to congregate education and professional training policies, which were traditionally separated in Portugal. It was also crucial to place adult education and training at the centre of educational policies. The programme is fully integrated into national educational and professional training structures, and benefits from financial support of the national strategic reference framework 2007-13 ( 44 ). Its main goal is to overcome the structural qualifications deficit in Portugal, and establish secondary education as the minimum qualification level for all. The initiative is based on two fundamental tenets. The first is that secondary level vocational training must be a valid option for young people, providing an effective answer to inadequate levels of educational attainment and high numbers of dropouts. The second tenet (which will be detailed later) is that adults must be given a new opportunity to complete and further their studies, raising qualification levels of the working population, especially those who entered the labour market with low educational levels. Within the initiative framework, the aim of increasing adult qualification levels is approached through deployment of a flexible qualifications offer, which is specifically structured around an adultʼs existing competences. It endeavours to recognise and build on competences that adults have already acquired – through education, training, professional experience, or in nonformal learning situations – by structuring a qualification pathway tailored to the reality of each individual, and designed for both personal development and the needs of the labour market in a particularly demanding economic context and at a time of accelerating change. The national qualifications system, created by decree-law in 2007, (Decree- Law 396, 31 December 2007), took on the objectives outlined in the Initiative, providing the institutional, technical and financial instruments necessary to achieving these objectives effectively. Consequently, the national qualifications system is structured so that all training activities are aimed at furthering both educational and professional qualification of adults. This may occur by means of a double-certified ( 45 ) training in areas included in the National catalogue of qualifications ( 46 ), or through the RVCC. Certification resulting from training ( 44 ) Under the national strategic reference framework 2007-13, the mentioned policies are financed by the human potential thematic operational programme, which manages the European Structural Fund in Portugal. ( 45 ) Low vocational training levels demand that the national qualification system envisage double certification, provision of both an academic and a professional qualification. ( 46 ) http://www.catalogo.anq.gov.pt.
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EN Working and ageing Guidance and
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A great deal of additional informat
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Foreword Population ageing is one o
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Acknowledgements This publication r
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8. Policy, research and practice: s
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14.2. Participation rates of indivi
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CHAPTER 1 Setting the scene: promot
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To improve quality and transparency
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Gomes present the set-up and outcom
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CHAPTER 2 Do European employers sup
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CHAPTER 5 Cognitive ageing in older
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PART 2 Meeting the challenges - Eme
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unmet demand is limited, as is the
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people in the second phase (25-50)
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CHAPTER 7 Learning, work and later
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are now better than ever before, es
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CHAPTER 8 Policy, research and prac
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will need to be supported by struct
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ʻflexicurityʼ model is challenged
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different forms of retirement (2010
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8.8. Policy considerations CHAPTER
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9.1. Introduction CHAPTER 9 Changin
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CHAPTER 9 Changing patterns of guid
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their continuing learning and devel
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Table 9.4. Use of past work experie
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CONCLUSIONS Ageing Europe at work -
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EN Working and ageing Guidance and
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Working and ageing - Cedefop - Europa

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