Working and ageing - Cedefop - Europa

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230 Working and ageing Guidance and counselling for mature learners This method ensures that the national qualifications system is able to offer adult learners a range of qualification modalities that are convenient, flexible and adjustable to the personal and professional life of each individual, but also based on an organisational framework that allows for capitalisation of training through modularity and complementarity between the different educationtraining instruments. Guidance and counselling instruments and methods are crucial. Today it is possible for each person to discover and define their own best qualification pathway through adult life, with help from specialised technicians at new opportunities centres. Diagnosis and guidance lead to a negotiation process between advisors and candidates to ensure that each individual can truly find the best qualifications solution. 12.4. Recognition, validation and certification of competences As a result of the diagnosis process described above, an adult may be referred to a skills and competences recognition, validation and certification process, or to an alternative qualification pathway. Skills and competences recognition, validation and certification processes are developed solely at new opportunities centres. Alternative qualification pathways are always developed outside the centre, considering local supply and access criteria. In these cases, guidance is defined by a personal qualification plan, which states the training path that must be followed. Processes adopted by the national qualifications system are based on tested models, while simultaneously anchored in the latest and most innovative lifelong learning processes discussed since around 2000 (Gomes and Capucha, 2010). Validation of non-formal and informal learning becomes a pressing issue in a society with low levels of formal education, such as Portugal. Experience shows that low levels of formal education are not necessarily equivalent to a lack of knowledge and skills. This is why validation of formal and informal learning is high on the agenda, particularly in lifelong learning paradigms. During adulthood, there are multiple situations and contexts in which a person is creating and imagining ways of solving actual problems and thereby building knowledge (Paiva Couceiro, 2002). Such knowledge can – and should be – socially recognised and validated. Validation models are relevant in rapidly ageing societies, such as the European. Older adults have a wider range of acquired experiences and knowledge that should be valued by society, and recognised in reference to
CHAPTER 12 Guiding and counselling adults in Portugal: new opportunities for a qualification 231 competence standards. This recognition may enable a longer stay or reintegration into the labour market, as it retrieves useful knowledge for current job requirements and identifies training needs. At the same time, ageing workers see their knowledge (and themselves) valued and are encouraged to greater participation in lifelong learning activities. Adult participation in validation activities is not limited to seeing their skills identified, but is itself a formative process. Acknowledging strengths and weaknesses of their own learning results, adults recognise their skills and knowledge, and also identify their education and training needs. Formative assessment can also be a useful tool for guidance and counselling adults for lifelong learning pathways. This formative approach to validation (Cedefop, 2008) is thus crucial. However, in structured and demanding knowledge societies, validation must also be linked and aligned to formal systems, as it is not enough just to recognise skills. Formal valuation, a diploma or a concluding statement, officially certifying learning outcomes is needed – a summative approach (Cedefop, 2008). As low Portuguese qualification levels demanded effective, large-scale solutions for large-scale problems (Gomes and Capucha, 2010), and more flexible and integrated education and training approaches, validation of nonformal and informal learning seemed the most appropriate strategy for the massive qualification needs of the population. Consequently, in the Portuguese context, it was essential to move from local validation practices through their integration into national systems of adult education and training, considering the effectiveness of these strategies in attracting specific target groups for lifelong learning activities, as well as developing ʻlearning to learnʼ skills that improve more active participation in learning activities throughout life. Therefore, the recognition, validation and certification of competences (RVCC) model recovered previously proven practices of andragogy approaches (adapted to adults). It is based on diversity, through mobilisation of individual work, individual evaluation, and education-training methods integrated into social contexts (Gomes and Capucha, 2010). The philosophy inherent in RVCC processes is that candidates are able to extract maximum value from everything learned, in various contexts (formal, non-formal and informal), throughout their lives. The RVCC process is conducted according to a specific key-competences standard for adult education and training (Alonso et al., 2001, 2002; Gomes et al., 2006a; 2006b). Thus, candidatesʼ life experiences and skills are explored and highlighted by the national standard. The process can lead to full certification (if candidates validate and certify the skills necessary to obtain the complete qualification) or partial
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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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