The first item of the LLL Mag has been released. The Magazine should be published twice a year and tackle hot topics of the moment in the field of lifelong learning. The first edition encompasses many complex processes and the magazine gives an idea of the diversity of learning settings in Europe. After the public hearing EUCIS-LLL organised in December 2011 on validation, the magazine aims at providing key data, examples of countries’ profiles, interviews of experts and learners to give an insight of the recent European developments. Download the publication.
Edito
EUCIS-LLL gathers 30 European networks working in the various fields of education and training in order to promote lifelong learning. We consider that the validation of non-formal and informal learning should be a top priority in the modernisation of our education and training systems. It is a concrete tool for lifelong learning. It contributes to offer more flexible learning pathways for European citizens and helps individuals, institutions and employers to identify and take into account individual progression and development in personal and professional pathways. We also see validation has a way to broaden access to education and qualifications, by offering a second chance or a relevant alternative to “non-traditional” learners... This magazine aims at providing key data on validation, examples of countries’ profiles, interviews of experts but also of learners to give an insight about recent developments in Europe linked to the validation of non-formal and informal learning. I hope you will enjoy the reading! Audrey Frith, EUCIS-LLL Director.
Before we start...
For the purposes of this “LLL-Mag”, we use the term validation of non-formal and informal learning (VNFIL). It encompasses different types of known processes: the recognition of prior learning (RPL), Accreditation of Prior Learning (APL); Accreditation of Prior Experiential Learning (APEL); Accreditation of Prior Certificated Learning (APCL); Recognition of Prior Learning (RPL); Accreditation of Prior Learning and Achievement (APL&A); Recognition of Current Competencies (RCC); and, more recently Learning Outside Formal Teaching (LOFT). These various definitions already give an idea about the complexity of the processes under scrutiny as well as of the diversity of learning settings in Europe.
What’s the current situation in Europe?
The validation of non-formal and informal learning (VNFIL) is a fashionable topic attracting interests of stakeholders from different sectors of education and training. At the EU level, several initiatives have been taken in order to push forward the process of validation and build pathways between non-formal, informal and formal learning. Common European principles and guidelines have been established, peer learning and exchange of good practice have been promoted through a regularly updated inventory of policy and practice across Europe and through the provision of financial support for projects from EU lifelong learning and youth programmes. The Europe 2020 strategy explicitly calls for ‘the promotion of the recognition of non-formal and informal learning’ under its Youth on the Move flagship initiative. In this sense, by the beginning of 2012 the European Commission should launch a communication on this topic.
VNFIL is recognised as an important tool in the context of the current economic crisis as well as in the pursuit of economic and social goals at European level. However, in Europe VNFIL is organised differently across member states and consequently there are enormous differences within its development and implementation among European countries. In general, we can distinguish three groups of countries:
• The ones that have put in place national systems making validation an integral part of their education and training and employment policies (i.e. France, Portugal); when this is the case it is seen as another nationally endorsed route to recognition of learning outcomes and possibly to certification.
• The ones that have introduced validation partially, putting in place legal and institutional frameworks for future development in sub-sectors of education and training or in the employment sector;
• And a third group of countries where validation remains low on the political agenda and an overall strategy is lacking and there are few concrete initiatives.
This classification has been further extended in the 2010 CEDEFOP inventory to four categories (see table below). However, it is important to keep in mind that this categorisation provides only an overall assessment, because the situation on validation is multi-faceted, with different degrees of process and development in different sectors. Moreover, each country applies its own strategy. Sometimes we can observe a centralised approach, which leads to the implementation at national level, whereas some counties do not have any national or regional strategies and evidence ‘bottom-up’ approaches where local educational institutions and workplace initiatives have been developed. There are also different ministries, institutions and bodies responsible for the implementation, control and award of validation. For individuals, outcomes of validation are crucial. In some countries, an applicant can obtain a full diploma whereas in a majority of countries, an applicant can only benefit from access to education or from credit exemptions. To understand better the process of VNFIL and differences within the European Union, we prepared a short description of validation in four European countries.
IRELAND
With the Qualifications (Education and Training) Act (1999) steps towards the Recognition of Prior Learning (RPL) have been taken. The Act provides a framework for a life-wide approach to learning where qualifications are “that which are conferred, granted or given by an awarding body which records that a learner has acquired a standard of knowledge, skill or competence”. The Act itself did not legislate specifically for a detailed RPL system but rather brought into being a range of institutions which through their policies and procedures has ensured that RPL is now a key issue and one which is being addressed by all sectors of the educational system. The Act gave birth to the National Qualifications Authority of Ireland (NQAI) that has a responsibility to develop the use of RPL and to coordinate validation practices between awarding bodies and sectors and to ensure that the developments take place in a coherent manner across different educational sectors and awarding bodies. This agency is to become soon the Qualifications and Quality Assurance Authority of Ireland, QQAAI. While RPL for access, and credit/exemptions, is generally practised, the concept of making full awards on the basis of RPL is a relatively new one for Ireland.
General process
In therory, if an individual wants to get his/her qualifications recognised, he/she can contact a Professional Development Advisor via the competent authorities and complete a written application form to determine his/her suitability for the scheme. If the applicant is eligible, he/she will be registered to join the scheme, and a mentor will be appointed to guide and help her/him. The applicant prepares a Portfolio of Evidence based on the syllabus, which sets out the standards that must be met. The applicant attends an interview/exam/practical skills demonstration in front of a Committee. If the standard is met, the applicant will be awarded a National Certificate. However this process is not fully implemented yet. The list of awarding bodies can be found on the NQAI website (http://www.nqai.ie/).
FRANCE
Recognition practices have been fostered in the French educational landscape as a result of a law on validation of professional experience, passed in 1992. Since 2002, the validation system has enabled the validation of prior learning and full or partial acquisition of diplomas and qualifications. French regions have developed information centres, while validation procedures have been drawn up by Ministries and validated by the National Committee for Professional Certification (CNCP). Another tool for validation is the Skills Audit (bilan de compétences), which enables learners to reflect upon their career paths, achievements and available training opportunities. In 2006, the Committee for the Development of Validation of Experience was established to investigate new developments in validation. In higher education, practices have been institutionalised due to the Law of Social Modernisation of 2002, which enables full exemption from coursework through the recognition of three years of professional experience.
General process
If an individual wants to validate his/her qualifications, he/she can directly contact the institution that awards the qualification or an information centre. Any public or private body can be considered as a legitimate awarding authority if it offers qualifications that are classified in the National Qualifications Directory (RNCP). The next step is to gather material in order to assess the eligibility of the candidate. If eligible, they will be asked to prepare an application to present their experience. If needed, a mentor will be appointed to guide the candidate. Finally, a jury will decide whether or not to award the diploma or qualification. In cases when the applicant does not receive a full validation, he or she can continue to receive individual guidance until full validation can be obtained. The total number of diplomas delivered via VAE (Validation des Acquis de l’Expérience [Accreditation of Prior Learning or APL]) by universities is approximately 4000, and has remained stable since 2007; over half of these (2200) are full diplomas. Information about validation can be found on the government website: http://www.vae.gouv.fr/.
PORTUGAL
In Portugal, the validation of non-formal and informal learning (VNFIL) has been taken up as a relevant political issue. The Recognition, Validation and Certification of Competences (RVCC) process was implemented in 2001. A main political shift occurred in 2006-2007 with the creation of a National Qualifications System (NQS) and a widened scope of the RVCC process that includes recognition of scholar competencies (basic and secondary level) and vocational education Within this context, the New Opportunities Centres were created to provide qualifications to the population, through the RVCC processes and through qualified training. One million adults enrolled into one of the 459 bodies across the territory to formalise their qualifications in 2010. The Centers are managed by the National Agency for Qualifications (NAQ) that also coordinates the National Qualifications Catalogue for lower qualifications equivalences. The National ANQ set up in 2007, is the body responsible for the coordination of the national system of validation. Several other bodies are involved into validation practices. 453 New Opportunities Centres all over the country by the year 2010.
General process
Opportunities Centres are the main interlocutors for individuals; they contribute to make the efforts made in terms of recognition visible to the population and became central in the RVCC process. There, an applicant obtains information about his/her possibilities on VNFIL. The next step for the applicant is to make a portfolio under supervision of a mentor. After that, the applicant presents it in front of a team from the centre (in case of basic and secondary education level). The next stage is the validation by a Jury composed of persons from the centre and an external evaluator. The process ends with a full certification (the individuals achieve a qualification level) or a partial certification (some competences are certified but not enough to achieve a qualification level); in this last situation, individuals are enrolled in a training course in order to conclude the qualification pathway. But even when a full certification is awarded in the end of the RVCC process, the individuals are encouraged to continue their studies. Thousands of low-skilled adults therefore had their qualifications acknowledged thanks to the New Opportunities Centres but it seems that progress needs to be made in the field of higher education where practice remains very difficult, expensive and slow. Learn more on http://www.anqep.gov.pt/.
LITHUANIA
No national strategy in Lithuania is dedicated to validation of non-formal and informal learning – the practical implementation has been rather slow and so far based on ad-hoc initiatives. However several laws have been adopted such as the National Education Strategy 2003-2012 (2003) that proposes flexible structures for a holistic approach to education and a focus on learning outcomes via a recognition system for untraditional pathways. A new edition of the Law on Education passed in 2003 set out key elements to formally certify competences acquired through non-formal or informal learning. Several regional, national and European initiatives have also been implemented. Validation practices are managed in a partnership approach. The Ministry of Education is involved in confirming final qualification examinations and determining the equivalence of education levels attained abroad. Public bodies participate in the process and other actors play a decisive role such as vocational schools and training institutions (that give support to applicants), colleges or social partners. Furthermore, several universities have been developing their own validation systems and have used EU funding to experiment these systems during the last few years.
General process
Individuals with at least one year’s work experience and who are over 18 can apply for the recognition of competences by registering in a licensed vocational school that examines the documents provided by the individual. The student and school agree on a timetable of courses, credit tests and consultations and when the results are positive, the student can take the final qualification exam together with those from formal education, meaning that informal outcomes can only be validated through formal procedures. Individuals who successfully pass the exam are awarded with the same qualification certificate or qualified worker diploma. Assessment and recognition services are paid by the student or by his/her employer (in some cases by the Labour Exchange for unemployed people). Although the Education Strategy aimed at reaching 15% of the adult population involved in education and training by 2012, the target may not be reached. Weak individual financial capacities and a lack of information have been identified as the main problems.
Download the publication "Validation of non-formal and informal learning".

Cette question est au cœur de la compréhension des réformes à mener en matière d’organisation des systèmes de formation continue. Ceux-ci se sont tous construits dans une logique de duplication des systèmes éducatifs fondés sur la transmission formalisée et validée des savoirs. Or le poids croissant des apprentissages informels et des savoirs expérientiels au sein d’une économie en transformation permanente remet en cause ce modèle. Un modèle qui ne s’est d’ailleurs pas développé de façon similaire dans les pays européens. Ce rapport, réalisé avec le soutien de la Commission Européenne, concerne 10 pays de l’UE et permet d’avoir un tableau représentatif de la façon dont chaque pays s’est emparé de cette question de la validation des savoirs d’expérience. Mais l’apport principal de cette étude réside dans les questionnements à l’égard des systèmes d’acteurs concernés et notamment des partenaires sociaux. Ceux-ci sont les premiers interpellés par la problématique des processus d’apprentissage et de développement au sein des entreprises et, au delà, dans les différents volets de l’activité sociale et culturelle.
La reconnaissance des acquis résultant des différentes modalités informelles de formation n’est pas une question nouvelle et la VAE a été une première réponse à cet enjeu. Cependant la construction de critères et de méthodes destinées à valider et à certifier ces acquis soulève clairement la question des espaces d’implication et de responsabilisation des acteurs économiques et sociaux. Le rapport développe notamment une série de préconisations assorties d’indicateurs de suivi:
    * enrichir la concertation et les partenariats entre acteurs au niveau territorial,
    * associer à la négociation collective de secteur et d’entreprise des protocoles de partenariat avec les organismes prestataires de formation et de validation des compétences,
    * enrichir l’observation et l’évaluation des parcours individuels pendant et après la validation,
    * diffuser largement une information accessible et précise sur les modalités de reconnaissance et de validation de la NFIL,
    * encourager la conduite d’actions expérimentales de conseil renforcé auprès de publics cibles et envisager, après évaluation, leur diffusion,
    * développer l’information et le conseil en direction des salariés des entreprises,…
Ces préconisations ont le mérite d’aborder la question des processus informels d’apprentissage et de développement comme une dynamique d’ensemble et non comme des éléments anecdotiques et annexes du système organisé de formation. De fait, cette étude réinterroge fortement les équilibres institutionnels qui se sont construits autour du rapport aux savoirs favorisant trop souvent la prédominance des systèmes éducatifs au détriment des représentants du monde du travail… Or cette domination a relativisé les acquis expérientiels et a plutôt desservi les salariés les moins qualifiés.

The new platform and its network aim at contributing to the ongoing and future debate in Europe on validation of non-formal and informal learning. It also shows new pathways for the realisation of a European lifelong learning area.
The European Association for University Lifelong Learning (EUCEN) has launched the European Observatory of Validation of Non-formal and Informal Learning (VNIL). VNIL is an exchange platform for practitioners, policy-makers, institutions and learners including case studies, country-specific information and other useful documents can be shared on multiple formats.
VNIL primarily offers a platform for exchange, where a range of data can be found about validation practices of non-formal and informal learning in different educational sectors - higher education, vocational education and training, adult education - in Europe. The platform is interactive; you can contribute by rating and commenting documents and by adding new resources, for example case studies, to the repository. Frequent online debates around issues of the three selected topics from 2012-2013 will take place and invite you to share your views and to exchange with professionals in the field.
EUCEN will award the validation prize to the best case study submitted at the end of the project in 2013 - so start collecting your information!
For more information, please contact EUCEN.

EUCIS-LLL’s “LLL Mag” on Validation of non-formal and informal learning
The first item of the LLL Mag has been released. The Magazine should be published twice a year and tackle hot topics of the moment in the field of lifelong learning. The first edition encompasses many complex processes and the magazine gives an idea of the diversity of learning settings in Europe. After the public hearing EUCIS-LLL organised in December 2011 on validation, the magazine aims at providing key data, examples of countries’ profiles, interviews of experts and learners to give an insight of the recent European developments. Download the publication.
What’s the current situation in Europe?
The validation of non-formal and informal learning (VNFIL) is a fashionable topic attracting interests of stakeholders from different sectors of education and training. At the EU level, several initiatives have been taken in order to push forward the process of validation and build pathways between non-formal, informal and formal learning. Common European principles and guidelines have been established, peer learning and exchange of good practice have been promoted through a regularly updated inventory of policy and practice across Europe and through the provision of financial support for projects from EU lifelong learning and youth programmes. The Europe 2020 strategy explicitly calls for ‘the promotion of the recognition of non-formal and informal learning’ under its Youth on the Move flagship initiative. In this sense, by the beginning of 2012 the European Commission should launch a communication on this topic.
VNFIL is recognised as an important tool in the context of the current economic crisis as well as in the pursuit of economic and social goals at European level. However, in Europe VNFIL is organised differently across member states and consequently there are enormous differences within its development and implementation among European countries. In general, we can distinguish three groups of countries:
• The ones that have put in place national systems making validation an integral part of their education and training and employment policies (i.e. France, Portugal); when this is the case it is seen as another nationally endorsed route to recognition of learning outcomes and possibly to certification.
• The ones that have introduced validation partially, putting in place legal and institutional frameworks for future development in sub-sectors of education and training or in the employment sector;
• And a third group of countries where validation remains low on the political agenda and an overall strategy is lacking and there are few concrete initiatives.
This classification has been further extended in the 2010 CEDEFOP inventory to four categories (see table below).
However, it is important to keep in mind that this categorisation provides only an overall assessment, because the situation on validation is multi-faceted, with different degrees of process and development in different sectors. Moreover, each country applies its own strategy. Sometimes we can observe a centralised approach, which leads to the implementation at national level, whereas some counties do not have any national or regional strategies and evidence ‘bottom-up’ approaches where local educational institutions and workplace initiatives have been developed. There are also different ministries, institutions and bodies responsible for the implementation, control and award of validation. For individuals, outcomes of validation are crucial. In some countries, an applicant can obtain a full diploma whereas in a majority of countries, an applicant can only benefit from access to education or from credit exemptions. To understand better the process of VNFIL and differences within the European Union, we prepared a short description of validation in four European countries.

Is validation progressing in Europe? Michel Feutrie, EUCEN and Secretary General of EUCIS-LLL
Michel Feutrie was Professor in Sociology of Education at the Université des Sciences et Technologies of Lille. He is the former President of EUCEN, the European Association for University Lifelong Learning. He is currently Secretary General of EUCIS-LLL. From 1987 to 2007, he was Vice President of USTL in charge of continuing education and Director of the Continuing Service from 1986 to 2006. He has been appointed from 2002 to 2006 Rapporteur Général of the French Agency in charge of the French National Qualification Framework and of the national “Répertoire” (RNCP) registering all French qualifications.
Is validation of non-formal and informal learning considered to be important for lifelong learning strategies? Which role does it play?
Validation of non-formal and informal learning has been linked to lifelong learning (LLL) strategies in European Commission policy documents since the publication of the Memorandum on LLL and the Communication that followed in 2001. The Commission decided then to initiate an exchange of experience and good practice in the field of identification, assessment and recognition of non-formal and informal learning. It established an inventory of methodologies, systems and standards and encouraged Member States to provide legal frameworks and educational institutions to systematically implement measures. This orientation led to concrete initiatives: adoption of Common principles in 2004, publication of European guidelines in 2009, of 3 inventories (2005, 2007 and 2010), key element of the Adult Education plan adopted in 2007 and of the Education and Training 2020 Strategic Framework in 2009.
But more generally, as we are living now in a world offering more and more opportunities for valuable learning not only in educational institutions but in a variety of settings, it is evident that the question of recognition of informal and non-formal learning becomes essential in a lifelong and life-wide learning perspective. For individuals it contributes to the development of positive personal and professional pathways, and helps them to progress vertically and horizontally within education and training systems.
How can non-formal and informal outcomes be valued in the formal educational system and in the labour market?
What we learn informally and non-formally (as well as what we learn formally) has to be described in terms of “learning outcomes”. By this way we create a sort of common currency to make possible their description against official standards and then their recognition in the formal system or the labour market. Therefore, it is necessary to be able to present what we have learnt nonformally or informally in a readable and understandable way for assessors or recruiters. This obliges individuals to identify what they have learnt, to organise their learning outcomes in a way that suits the standards of the relevant qualifications and to present them in a way which meets the requirements of assessors. This in itself is a learning process, and must follow the rhythm of each individual. It is a new and so far unusual practise, and it must be guided by advisors able to adopt a new kind of attitude.
How can we assess someone’s learning outcomes? Which methods would you suggest?
make candidates aware of what they have learntThe experience of an individual is comprehensive and cannot be seen through the prism of disciplines or traditional programmes. Learning outcomes from professional and personal activities are not immediately available for assessment. In addition, experience is contextualised, and contexts do not provide equal opportunities, which is particularly difficult for assessors or academic juries. Two main approaches are currently orienting the assessors’ work: one is based on what we could call a “weighing principle”, whereby the individual’s experience is weighed up against standards and references of the qualification; whilst the other is based on a “developmental principle” that takes into account experience as a whole. The first focuses on formal results (“prior learning”) and is more or less related to programmes while the second tries to and the milestones they have passed, to situate them on a route, and to develop a holistic approach (“experiential learning”). The European guidelines for validation published in 2009 identify: dossier, portfolio, observation, simulation, interviews, exams, etc. All these assessment methods are not equivalent, are not giving the same chances to candidates, are not likely to make possible a relevant expression of what people have really learnt, are not producing the same results.
How to ensure quality assurance in strengthening the trust to validation?
Validation is a process implying the whole life of an individual. The assessors are not evaluating the result of an exam, but the results of an individual experience with positive and not so positive effects. This can be seen as a judgment. While encouraging Member States to install validation procedures, the European Commission invited governments to adopt Common Principles aiming at the protection of the individual in 2004.
What are the main remaining challenges ahead on validation?
The results of the consultation of Stakeholders published by the European Commission at the beginning of 2011 show:
• a clear consensus on the importance of making the
skills gained through life and work experience visible;
• more weight should be given to less formal forms of validation;
• a need for an overall approach to validation;
• for more quality in validation processes;
• to better integrate validation into enterprises human resources management practices.
More generally it is evident that it is still necessary to convince educational institutions, but also governments, even employers that access to knowledge and qualifications is not linked to specific time and space. It is a continuous process made of periods dedicated to formal, non-formal and informal learning. This implies new roles for teachers and trainers, needs for professionals for guidance and counselling, needs for new administrative and financial organisations taking into account the lifelong learning perspective.

EU frameworks
Formal learning, visualising and to validating learning outcomes gained in “Youth in Action” projects. Youthpass Certificates are available for European Voluntary Service, Youth Exchanges, Training Courses and for Youth Initiatives. https://www.youthpass.eu/
EU Skills Panorama
The European Union “Agenda for New Skills and Jobs” includes producing, as of 2012, an EU Skills Panorama to improve transparency for jobseekers, workers, companies and/or public institutions. The Panorama will be available online and will contain updated forecasting of skills supply and labour market needs up to 2020.
European Framework for Key Competences
The Key Competences for lifelong learning are a combination of knowledge, skills and competences that are essential for the personal fulfillment and development, social inclusion, active citizenship, and employment of European citizens. This framework defines eight key competences and describes the essential knowledge, skills and attitudes related to each of those. Many Member States have already used it to reform their programmes and school curricula. The key competences are: communication in the mother tongue; communication in foreign languages; mathematical competence and basic competences in science and technology; digital competence; learning to learn; social and civic competences; sense of initiative and entrepreneurship; and cultural awareness. http://ec.europa.eu/education/lifelong-learningpolicy/key_en.htm
European Taxonomy of Skills, Competences and Occupations (ESCO)
ESCO aims to be a multilingual European standard terminology and classification of skills, competences, qualifications and occupations. ESCO will build on and link with relevant international classifications and standards, such as the International Standard Classification of Occupations (ISCO) and will complement existing national and sectorial occupational and educational classifications and enable exchange of information between them. A partial classification is already in use in the European job mobility portal EURES. http://ec.europa.eu/eures/

EUCIS (European Civil Society Platform on Lifelong Learning): Other Publications
Last research work on National Stakeholders’ Forums . Social Inclusion in Education and Training. EUCIS-LLL Conference Report on the “Role, place and value given to volunteering in education and training”, May 2011. EUCIS-LLL Feasibility study on a ”European Institute on Lifelong Learning”, March 2011. General Report from EUCIS-LLL Conference on the social dimension of education and training, 2010. Developing basic skills as key competences, a guide to good practice, EUCIS-LLL, 2004. Skills for Life as the Key to Lifelong Learning – Towards achieving the Lisbon. Accent sur l’apprentissage tout au long de la vie (focus on lifelong learning), 2001.

Les 26 et 27 juin 2012, s'est tenue à Lisbonne une conférence organisée par la Confédération Européenne des Syndicats au cours de laquelle le Groupe Alpha a présenté le projet qui lui avait été confié d'analyse des enjeux de reconnaissance et de validation de la « Formation non formelle et informelle », notamment celle liée à l’expérience de travail, en Europe.
Pendant deux jours, se sont succédé des table-rondes présidées par Luca Visentini, Secrétaire Confédéral de la CES, animées par les experts du Groupe Alpha et auxquelles sont intervenus des représentants syndicaux ou des pouvoirs publics de plusieurs pays européens:
panel 1 : Formation non formelle et informelle et les besoins socio-économiques
panel 2 : Politiques publiques promouvant la formation non formelle et informelle
panel 3: Procédure de la validation de la formation non formelle et informelle : acteurs, meilleures pratiques et défis
panel 4 : Négociation collective & formation non formelle et informelle
Table ronde finale : reconnaissance et validation de la NFIL - actions des syndicats. Marche à suivre. A cette occasion, deux représentants des syndicats du pays hôte, le Secrétaire Général de l'UGT et un membre du Conseil Exécutif de CGTP, intervenaient aux côtés du Vice-Président de Solidarnosc et d'un Secrétaire confédéral de la CISL.
La première journée a été ponctuée par une visite de CITEFORMA, un des Centres de Formation Professionnelles de Lisbonne. Pour le détail des interventions, téléchargez le programme.

The University of Gdanks in Poland has organised its 7th conference to assist attaining academic objectives and contribute to the development of the University. The full name of the initiative is: RHEA (Redesigning of Higher Education and Academy).
The 7th conference has been organised in the context of the changes currently occurring in Polish higher education system. The new Polish Higher Education Act adopted in March 2011 works on the introduction of National Qualifications Framework, to create a challenge for Polish higher education institutions to modernize teaching and learning processes related to recognition of prior learning (RPL) and validation of non-formal and informal learning. However, this is also a chance for Polish higher education sector because experience of other countries shows that proper implementation of RPL broadens access to higher education and leads to an increase in the number of students.
The aim of the conference was to present solutions adopted in countries such as Estonia, France and the UK and discuss how Polish HE institutions can draw on their experiences in order to create a more open and efficient system of education that would best meet expectations and ambitions of Polish students. The keynote speakers were EUCEN members, experts in the discussed area: Ülle Kesli (University of Tatu), Jean-Marie Filloque (University of Brest) and Peter Lassey (University of Bradford).
You can visit the conference pages following this links: Conference page, Programme. Congratulations to the University of Gdanks for their initiatives!
RHEA [Redesigning of Higher Education and Academy]
Conference: RECOGNITION OF PRIOR LEARNING AND VALIDATION OF NON-FORMAL AND INFORMAL LEARNING. A CHALLENGE FOR POLISH HIGHER EDUCATION SYSTEM, Gdańsk, 9th December 2011.
Conference aims:
The conference is organized in the context of changes currently occurring in Polish higher education system. The new Polish Higher Education Act adopted in March 2011 and works on the introduction of National Qualifications Framework create a challenge for Polish higher education institutions to modernize teaching and learning processes related to recognition of prior learning (RPL) and validation of non-formal and informal learning. However, this is also a chance for Polish higher education sector because experience of other countries shows that proper implementation of RPL broadens access to higher education and leads to an increase in the number of students.
The aim of the conference is to present solutions adopted in countries such as Estonia, France and the UK and discuss how Polish HE institutions can draw on their experiences in order to create a more open and efficient system of education that would best meet expectations and ambitions of Polish students.
This initiative of the University of Gdańsk is to assist in attaining academic objectives and contribute to the development of the University. The full name of the initiative is: RHEA (Redesigning of Higher Education and Academy).
Lets us start the information about the conferences with a brief reference to the ancient times. Rea (or Latin: Rhea) is a mythological Titanide, mother of gods, inter alia, Zeus and Hera, the so called “Great Mother”.
The acronym referring to her name links the title of the initiative with its objectives and the expected results. As it is about enabling a certain birth. Maybe RHEA, as a series of conferences, will be a solution and – supporting dealing with the everyday problems of academic life – will both produce generalities in thinking about higher education in the years to come and set directions for the development of education at the University of Gdańsk and other schools of higher education.
RHEA conferences are to provide an opportunity for creative redesigning of the existing reality and to contribute to creating such conditions of work for academic staff and students in which both groups will be able to develop freely, serving people (as the oath they take says) wherever they are.
This pointing out to the place is not insignificant in describing the objectives of RHEA conferences. It can constitute a kind of direct reference to the Bologna Process and the idea of learning without borders it implements; borders of any kind – cultural, age, economic, social or geographical.
According to the directions set Bologna, within RHEA conferences we want to enable coherent and fruitful scientific research and educational work of our academics and fully satisfactory, promising in terms of future, learning of our students in Europe. We want to make their development plans realistic and their dreams come true. We want to create a learning academic community.
Its European dimension is reflected by one of the powerful slogans of the Bologna Process: European Higher Education Area.
The tasks described here are also dealt with by the Polish Bologna Experts Team [1], which supports Polish academic community and – inter alia, through RHEA conferences, in cooperation with the University of Gdańsk – performs its functions.
They concentrate on providing conditions in which the quality of life of the Europeans – through all their lives long – will be able to improve due to education, and the borders between the countries eliminated by the system of studies will make studying a really independent, long-lasting, wonderful intellectual adventure.
RHEA conferences involve academic staff (research-teaching employees of various Polish schools of higher education, form the University of Gdańsk, in particular) and visitors – in the role of experts, discussion participants and speakers – invited, depending on the subject matter of the conference, from Poland and abroad. They started from the debate about the problems at the meeting point of school and academic education, participated by the Minister of Education -Katarzyna Hall and GraŜyna Prawelska-Skrzypek (Ministry of Science and Higher Education).
[1] Teams of Bologna Experts appointed in individual countries by the minister responsible for higher education. With the funds allocated by the European Commission under the programme “Lifelong learning” they promote the solutions developed under the Bologna Process and help introduce them to programme and structural solutions in national higher educational systems. Foundation for the Development of Educational System, playing the role of National Agency for “Lifelong learning” programme, is an organizational support for the Polish Team of Bologna Experts. All the conferences of RHEA series are co-organized by that Foundation and the University of Gdańsk and have the status of the conferences approved by the Ministry of Science and Higher Education, the so called Bologna Conferences.
The themes of the seven RHEA conferences held so far:
I. “School and Academic Education in Poland. Flexibility and Rigidity of the Educational System in the Light of Lifelong Learning and Availability of Higher Education”, 28 November, 2008
II. “Significance of Internal Quality Assurance Systems in the Light of New Approach to Accrediting. Study Programmes”, 13 March 2009.
III. “Effects of Learning – Opportunities and Challenges for Higher Education in Poland”, 26 June 2009
IV. “History of Life Is a History of Learning. Open University and Non-Traditional Students in Polish Higher Education System”, 11 December 2009.
V. “EducationalObligations of University in a Society without Elites”, 25 June 2010
VI. “Problem Based Learning(PBL) vs. Qualifications Framework”, 25 March 2011
VII. “ Recognition of prior learning and validation of non-formal and informal learning.

Savoirs informels
En observant les personnes compétentes, en procédant par essais-erreurs, en tirant profit de notre expérience pour reconnaître les situations déjà rencontrées, nous apprenons. Et pour qui sait trouver, évaluer et réutiliser les informations, Internet devient un espace d'appropriation des savoirs objectivés comme des savoirs informels, personnels, utilisables dans une démarche d'apprentissage en continu... Cette semaine, Thot Cursus ouvre le dossier des savoirs informels, et propose un Livre blanc consacré à ce sujet, accessible à tous grâce au soutien de RDR Formadi.

Livre Blanc: La systématisation des apprentissages informels
Comment favoriser l'occurrence des apprentissages informels? Quels outils et quelles pratiques d’apprentissage informel ont cours ? Qu'induisent ces nouvelles pratiques? Ou ne serait-ce pas plutôt les pratiques sociales qui incitent à l'intégration de ces outils dans les institutions?
L’organisation, les moyens et les technologies mis à disposition pour créer un environnement favorable à l'apprentissage informel est un premier élément d'importance vers une systématisation; le choix des informations et des sujets pour orienter l’apprentissage informel dans les directions souhaitées en est un second. On ne fait pas seulement rendre des technologies disponibles...
Tirer plus de satisfaction  de son travail.
Professionnellement, le plaisir se traduit par une forme de satisfaction tirée de son travail.  Il ne s’agit pas de travailler moins mais mieux; il ne s’agit pas de fuir les responsabilités mais d’en acquérir de plus intéressantes, de plus prestigieuses, de plus payantes, plus en ligne avec ses ambitions ou ses désirs, etc; peu importe le critère de plaisir.
Le but poursuivi demeure l'augmentation des compétences de chacun en relation avec la mission de l'organisation, les deux cotés sont liés et fournissent les balises.  On ne programme pas des robots au service aveugle de l'entreprise, on ne forme pas les employés à la littérature si ce n'est pas en rapport avec la mission. Mais on peut faire de meilleurs rédacteurs, concepteurs, communicateurs, programmeurs, techniciens, administrateurs... Cliquez ici pour télécharger le livre blanc « La systématisation des apprentissages informels ». Ce livre blanc a été commandité par Formadi.

The European inventory is a tool for realizing lifelong learning in Europe. It provides an updated overview over good practices in the area of validation and is addressing the needs of both policy makers and practitioners working in the field.. The European Inventory is closely connected to the European Guidelines on validation (hyperlink) and exemplifies in na concrete way the principles outlined in these. The 2010 version of the Inventory was updated by GHK Consulting on behalf of the European Commission and in close cooperation with Cedefop.
Why is a European inventory on validation needed?
Learning taking place outside the formal education and training system is crucially important for individuals, companies and society at large. Existing information about validation of non-formal and informal learning is, however, in most countries, scattered and not easily accessible. The European inventory aims to address this weakness by presenting regularly updated information on current practices in all countries taking part in the EU2020 cooperation process and by making this information - including a range of practice examples from selected areas and sectors - available to everybody working in this field.
The European inventory is an ongoing project. The original idea for a European Inventory was presented in the EU communication on lifelong learning from 2001 (Com 2001 678). So far this has resulted in four updates; in 2004, 2005 and 2007 and 2010. The Inventory has been taken forward in a cooperation between the European Commission (DG EAC) and Cedefop, supported by external contractors. All material gathered so far is publicly available and can be downloaded from this Web site. The 2010 version of the Inventory has been structured in such a way that it reflects and illustrates the European Guidelines on validation of non-formal and informal learning published (1st edition 2009, second edition planned for autumn 2011).
Policy background
During the last decade a number of initiatives have been taken at different levels (European, national, sub-national, industry, third sector) introducing arrangements for validation of non-formal and informal learning. This reflects that validation has been identified as a European priority on repeated occasions, notably in the Communication on Lifelong Learning (2001), the Copenhagen process on increased cooperation in VET (Declarations 2002, 2004, 2006, 2008 and 2010), in the Recommendation on the European Qualifications framework (2008) as well as in the ministerial declarations of the Bologna process (2007 and 2009). Of particular interest are the 'Common European Principles' for the identification and validation of non-formal and informal learning adopted by the European Council in 2004. The European Commission is currently, 2011, preparing a draft Recommendation on validation. This Recommendation aims to put in place a more coherent European strategy in this field and will further underline the the need for updated and high quality data. During 2011 a Recommendation on validation of non-formal and informal learning will be published by the European Commission.
European Inventory 2010
The overall situation as regards validation of non-formal and informal learning in Europe in 2010 is presented in the following synthesis report. An executive summary of this report is also available. The 2010 update of the European Inventory covers developments in 32 countries. The 32 countries are described in 34 reports. Belgium is covered by separate reports for Flandern and Wallonia; UK by separate reports for England/Wales/Northern Ireland and Scotland. For the 2010 update of the inventory, the scope of the country reports have widened considerably compared to previous versions. The aim has been to look at validation from different angles and a common thematic structure is used throughout the 34 reports. This structure mirrors the focus of the European Guidelines on validation.
List of countries covered by the European inventory: Austria, Belgium - Vlaandern - Wallonie, Bulgaria, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Turkey, Greece, Hungary, Iceland, Liechtenstein, Lithuania, Luxembourg, Ireland, Italy, Latvia, Malta, Croatia, Norway, Poland, Portugal, Romania, Slovakia, Slovenia, Spain, Sweden, Netherlands, United Kingdom - England, Wales and Northern Ireland - Scotland.

Target groups
All citizens and organisations are welcome to contribute to this consultation. Contributions are particularly sought from stakeholders at European, national and regional level involved in the delivery of non-formal and informal learning and in validation (e.g. education, training and labour market authorities and organisations, qualifications authorities, Trade Unions and chambers of labour, employer representatives and chambers of commerce, third sector bodies, guidance bodies, organisations of youth workers, youth NGOs, adult learning organisations, etc). Period of consultation: From 1.12.2010 to 9.02.2011.
Objective of the consultation
We are all constantly learning in our daily lives at work and through our leisure, cultural and social activities. But, all too often, the knowledge, skills and competences we acquire through our work and life experiences remain hidden representing a waste of the talents of EU citizens. Making this learning visible and giving it value is important not only for improved employability and social inclusion of individuals but also for better targeted and more efficient formal education and training provision, increased competiveness of enterprises and stronger economic growth. The validation of learning gained through work and life experiences has been a cornerstone of EU lifelong learning policy since 1995. Common European principles and guidelines have been established, peer learning and exchange of practice have been promoted and support for projects given from EU lifelong learning and youth programmes. Increasing numbers of Member States are introducing validation into their legal and institutional frameworks but across the EU as a whole much more needs to be done to make validation a practical every day reality for all interested citizens. The Commission considers it is very timely to address these issues now as a series of EU initiatives covering qualification and credit systems in general, vocational and higher education and training have been introduced which support a learning outcomes approach. In particular the ongoing development of national frameworks (which describe qualifications in terms of what people know, understand and can do regardless of where or how the learning was acquired) provide the scope to develop an integrated approach to the promotion and validation of non-formal and informal learning. The purpose of this consultation is to collect views on whether further action is needed to make the learning acquired through work and life experience visible and give it value and, if so, what type of action is required and which policy priorities should be focused on to ensure future measures are well-targeted, relevant and respond to real needs on the ground.
How to submit your contribution
Contributions may be submitted by using the online questionnaire. We welcome contributions from citizens, organisations and public authorities.
    * If you are answering this consultation as a citizen, please click here to submit your contribution.
    * If you are answering this consultation on behalf of an organisation, please click here to submit your contribution.
    * If you are answering this consultation on behalf of a public authority, please click here to submit your contribution.
Before completing the questionnaire, we invite you to read the background note which explains what is meant by validation, non-formal and informal learning and gives an overview of relevant EU actions, the state of play of developments in Member States and key challenges and outlines the scope and objectives of possible future action. Received contributions will be published on the Internet. It is important to read the specific privacy statement attached to this consultation for information on how your personal data and contribution will be dealt with Additional contributions/comments, addressing relevant issues in the context of developing future action to promote and validate non-formal and informal learning may be sent by e-mail to the following address: EAC-Validation-consultation@ec.europa.eu. Please specify your name, nationality and, if applicable, the name of your organisation and your function in the organisation. If your organisation is part of the Interest Representative Register, please also indicate your Register ID number.
View the consultation document: Background note.
Reference documents
    * Road-map on possible future Council Recommendation on the promotion and validation of non-formal and informal learning
    * Common European principles on the validation of non-formal and informal learning European Council Conclusions (2004)
    * European guidelines on the validation of non-formal and informal learning European Commission and Cedefop (2009)
    * European inventory of validation policy and practice European Commission and Cedefop (2008 N.B an updated version will be available in Spring 2011)
Results of consultation and next steps
The results of this online consultation will be analysed and summarised in a report that will be published on this website in the first semester of 2011. Received contributions, together with the identity of the contributor will be published on the Internet, unless the contributor objects to publication of personal data on the grounds that such publication would harm his or her legitimate interests. In this case the contribution may be published in anonymous form. In addition to the online consultation, discussions with key stakeholder groups will take place between September 2010 and March 2011. The Commission will take the results of these consultations into account when drafting its proposal for future work on the promotion and validation of non-formal and informal learning, following an assessment of possible social, economic and environmental impacts.