RECOGNITION OF NON-FORMAL AND INFORMAL ... - Solidar
RECOGNITION OF NON-FORMAL AND INFORMAL ... - Solidar
RECOGNITION OF NON-FORMAL AND INFORMAL ... - Solidar
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<strong>RECOGNITION</strong> <strong>OF</strong> <strong>NON</strong>-<strong>FORMAL</strong> <strong>AND</strong> IN<strong>FORMAL</strong><br />
COMPETENCES <strong>OF</strong> WORKERS’ REPRESENTATIVES<br />
PART I<br />
1 /<br />
VALIDATION <strong>OF</strong> IN<strong>FORMAL</strong>LY <strong>AND</strong> <strong>NON</strong>-<strong>FORMAL</strong>LY<br />
ACQUIRED COMPETENCES: EUROPEAN<br />
RECOMMENDATIONS <strong>AND</strong> THEIR IMPLEMENTATION<br />
COMPETENCE-BASED<br />
VALIDATION MODEL<br />
¬ In European discussion, fi ve process phases of identifying and<br />
assessing informally and formally acquired competences are<br />
increasingly gaining acceptance (see inter alia CEDEFOP 2009,<br />
BBT 2009). Ideally these phases are the following, which require<br />
at the least a competence model if validation is aimed at recognition<br />
and transfer:<br />
The following illustration organises these steps in chronological<br />
order: At the centre of the process are phases (2) to (4):<br />
identifi cation, assessment and validation. The CEDEFOP glossary<br />
defi nes those phases as follows: Identifi cation of non-formal and<br />
informal learning (2) is seen as a process which “… records and<br />
makes visible the individual’s learning outcomes. This does not<br />
result in a formal certifi cate or diploma, but it may provide the<br />
basis for such formal recognition” (CEDEFOP 2009, p. 15).<br />
1. Information, advice and guidance<br />
2. Identifi cation<br />
3. Assessment<br />
4. Validation<br />
5. Certifi cation<br />
Additional<br />
education / learning<br />
Additional<br />
education / learning<br />
PHASE 1<br />
Information, advice<br />
and guidance<br />
Photo credits: © Terry Morris / 123rf.com<br />
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