Working and ageing - Cedefop - Europa

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Working and ageing
Guidance and counselling for mature learners
certification (if candidates do not validate and certify all the skills necessary
for qualification). Certification may lead to a school-based (or professional)
qualification equivalent.
This process may be initiated at any time and its duration is variable, as it
depends on the candidateʼs level of autonomy, skills and availability, among
other factors. However, an average length of these processes is defined – the
basic level lasting between three to six months, and the secondary from nine
to 12 months (Gomes and Simões, 2007).
The validation process derives from activities adapted to the applicantʼs
needs and profile, namely the balance between individual and group sessions.
The axis of the validation and certification process is construction of a
competences portfolio based on the applicantʼs life-story where key
competence standards must be evident.
In case of partial certification, recognition of acquired competences also
allows structuring complementary training pathways, fine-tuned on a case-bycase
basis, as it offers a possibility of defining learners as a result of their prior
learning achievements. Therefore, learners will see their key competences,
acquired in non-formal and informal contexts, recognised and validated. They
may, thus, position themselves on training pathways built only out of those
competence units (modules) they lack (by taking up adult education and
training courses, EFA, courses with flexible curricula or enrol in a modular
training course, where units are capitalised and certified). These are essential
principles for ensuring complementarity between competence recognition
processes and acquisition of tailored training (shorter and modular) that some
adults need.
A competence recognition process may also lead to full certification of
competences, finalising the qualifications pathway with attribution of a
diploma. In these circumstances, certified candidates are then invited, as part
of their work with the team, to define a personal development plan designed
to reinforce their involvement in lifelong learning activities as well as
professional or other projects. The plan is, in this context, an important tool
for lifelong guidance since it supports definition of lifelong learning and career
projects, properly planned and scheduled.
Recognition of competences thus induces individual awareness of ability
to learn and learning how to learn. This awareness promotes active
engagement of the participant in seeking new qualifications and/or drawing
up new life projects.
Methodological strategies used in these processes are a balance of
competences and work on key competences (listed in specific reference