Formation Continue du Supérieur

10 février 2019

Cedefop Non-formal and informal learning - Information, Guidance and counselling

The recommendation pays particular attention to the role of guidance and counselling in taking forward validation. Member States should ensure within validation arrangements information and guidance on the benefits of, and opportunities for validation, as well as on the relevant procedures, are available to individuals and organisations’ and ‘the validation of non-formal and informal learning is supported by appropriate guidance and counselling and is readily accessible’ (Council of EU, 2012, p. 3, points 3b and 3e). More...

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10 février 2019

Cedefop Non-formal and informal learning - The Centrality of the individual

The 2012 recommendation underlines that the individual must be at the focus of validation arrangements: ‘[the] arrangements for the validation of non-formal and informal learning which enable individuals to (a) have knowledge, skills and competences which have been acquired through non-formal and informal learning validated, including, where applicable, through open educational resources; (b) obtain a full qualification, or, where applicable, part qualification, on the basis of validated non-formal and informal learning experiences (Council of the EU, 2012, p. 3, point 1, emphasis added). More...

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10 février 2019

Cedefop Non-formal and informal learning - The four phases of validation process

The 2012 Recommendation iIdentifies four distinct phases: IDENTIFICATION of an individual's learning outcomes acquired through non-formal and informal learning; DOCUMENTATION of an individual's learning outcomes acquired through non-formal and informal learning; ASSESSMENT of an individual's learning outcomes acquired through non-formal and informal learning; CERTIFICATION of the results of the assessment of an individual's learning outcomes acquired through non-formal and informal learning in the form of a qualification, or credits leading to a qualification, or in another form, as appropriate (Council of the EU, 2012, p. 3, points 2a to 2d). More...

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10 février 2019

Cedefop Non-formal and informal learning - National policies on validation

The member states should, with a view to offering individuals the opportunity to demonstrate what they have learned outside formal education and training — including through mobility experiences — and to make use of that learning for their careers and further learning, and with due regard for the principle of subsidiarity have in place, no later than 2018, in accordance with national circumstances and specificities, and as they deem appropriate, arrangements for the validation of non-formal and informal learning. More...

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10 février 2019

Cedefop European database on validation of non-formal and informal learning

The current database aims to support European countries in their efforts to develop and establish arrangements to validate non-formal and informal learning. It is also a tool for anyone interested in validation, to understand better how validation is carried out in Europe. More...

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10 février 2019

Cedefop Mobility scoreboard database

The Mobility Scoreboard for IVET is a tool for assisting policy-making in the broad area of international learning mobility in IVET. More...

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10 février 2019

Cedefop Opinion survey on VET

Cedefop's opinion survey on vocational education and training (VET) examines EU citizens' awareness and opinions on VET's attractiveness and effectiveness; it also looks at their personal experience as students at upper secondary level, the stage following compulsory education (typically from age 16 to 18). More...

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10 février 2019

Cedefop European skills index - Country

The ESI measures countries’ “distance to the ideal” performance. This ideal performance is chosen as the highest achieved by any country over a period of 7 years. The ideal performance is scaled to be 100 and the scores of all countries are then computed and compared to that. Basis of the ESI are 15 individual indicators from various international datasets. The scores are calculated across countries at the indicators’ level. More...

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10 février 2019

Cedefop European skills index - Skills Matching

Skills Matching represents the degree of successful utilisation of skills, the extent to which skills are effectively matched in the labour market. This can be observed in the form of jobs and mismatches which include unemployment, shortages, surpluses or underutilisation of skills in the labour market. Sub-pillars are included to distinguish skills under-utilisation and skills mismatch. The skills utilisation sub-pillar comprises 2 indicators to measure different aspects of skills under-utilisation: long-term unemployment; and the underemployment of part-time workers (those who declare that they work part-time because they are unable to find full-time work). More...

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10 février 2019

Cedefop European skills index - Skills Activation

Skills Activation includes indicators of the transition from education to work, together with labour market activity rates for different groups of the population, to identify those which have a greater or lesser representation in the labour market. The transition to work sub-pillar comprises 2 indicators to measure transition from education to employment: early leavers from training; and recent graduates in employment. The first indicator corresponds to one of the EU education and training targets for 2020, namely to reduce the early leavers from education and training below 10%. More...

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