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RECOGNITION OF NON-FORMAL AND INFORMAL COMPETENCES OF WORKERS’ REPRESENTATIVES EUROPEAN PERSPECTIVE ON THE RECOGNITION OF QUALIFICATIONS PART II 2 / b National systems of validation of non-formal and informal learning should focus on the following four aspects of validation: the identifi cation of learning outcomes, their documentation, their assessment against agreed standards and fi nally their certifi cation. c Provide individuals with the opportunity to undergo an audit of their skills and competences within three months of an identifi ed need such as the perspective of unemployment or insecure forms of employment. For this purpose the use of the current and future Europass tools to facilitate the identifi cation and documentation of learning outcomes should be promoted. The links between validation arrangements and credit systems such as ECTS and ECVET should be strengthened. Given the urgent need to increase mobility of labour reducing shortages of skilled workforce, as well as for a better valuing of skills and competences acquired outside formal systems, the Commission has, in the Europe 2020 fl agship ‘An agenda for New skills and Jobs’ and its recent initiatives on the Single Market Act and the Employment Package, announced the proposal for a Council Recommendation on the validation of non-formal and informal learning as a contribution at EU level. The Recommendation includes the following measures (relevant for the project): d Involve social partners and other relevant stakeholders, namely employer organisations, trade unions, chambers of commerce, industry and skilled crafts, national entities involved in the process of recognition of professional qualifi cations, employment services, youth organisations, youth workers, education and training providers as well as civil society organisations in the development of the validation mechanisms and in documenting the learning outcomes acquired through non-formal and informal learning. a To ensure that by 2018 national systems for the validation of non-formal and informal learning have been established providing the opportunity to all citizens to have their knowledge, skills and competences validated, irrespective of the contexts where the learning took place. Photo credits: © Wavebreak Media Ltd / 123rf.com 20
RECOGNITION OF NON-FORMAL AND INFORMAL COMPETENCES OF WORKERS’ REPRESENTATIVES PART III 3 / NON-FORMALLY AND INFORMALLY ACQUIRED COMPETENCES IN THE WORKING ENVIRONMENT AUTHOR Jens Martens, DGB Bildungswerk BUND Photo credits: © Viktor Cap / 123rf.com 21
Page 1 and 2: RECOGNITION OF NON-FORMAL AND INFOR
Page 3 and 4: 30 45 30 PART IV NATIONAL EXAMPLES
Page 5 and 6: ¬ This publication represents the
Page 7 and 8: PART I 1 / CURRENT SITUATION: RELEV
Page 9 and 10: PART I 1 / politically and economic
Page 11 and 12: PART I 1 / Assessment of learning o
Page 13 and 14: PART I 1 / In Switzerland, the qual
Page 15 and 16: PART II 2 / ¬ European Unions’ e
Page 17 and 18: PART II 2 / tation, institutional a
Page 19 and 20: PART II 2 / with the European Quali
Page 21: PART II 2 / Training 2010’: devel
Page 25 and 26: PART III 3 / Criticism of the Europ
Page 27 and 28: PART III 3 / The APL-procedure itse
Page 29 and 30: PART III 3 / COMPETENCES ASSUMED TO
Page 31 and 32: PART III 3 / This can only be accom
Page 33 and 34: PART IV 4 / SWEDEN GENERAL BACKGROU
Page 35 and 36: PART IV 4 / formal and informal lea
Page 37 and 38: PART IV 4 / the report ‘Concepts
Page 39 and 40: PART IV 4 / months of submitting al
Page 41 and 42: PART IV 4 / lent to the Danish folk
Page 43 and 44: PART IV 4 / 2. The ‘Ervaringsprof
Page 45 and 46: PART IV 4 / INDIVIDUAL PERSPECTIVE
Page 47 and 48: Personal information curriculum vit
Page 49: 5 OF 37 STRENGTH CARDS ability to o
Page 52: PARTNERS OF THE PROJECT NOTE This p

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