European guidelines for validating non formal Chat cam haz
Web-based platforms that allow for recognition and assessment of specific skills require careful consideration and need to be compared to existing systems of validation to promote adequate quality assurance and allow for rationalisation of efforts.
Validation of learning outcomes achieved in non-formal and informal education is related to mechanisms applied in formal education.
It can also play a major role in combating youth unemployment by making skills acquired through voluntary work, or during leisure, visible to employers.
A key objective of the earlier edition of these guidelines, issued in 2012, is that EU Member States work together towards national arrangements for validation by 2018.
Hopefully this will result in an increased access to validation processes for migrants, fair validation results and successful guidance towards career development.
The analysis showed that the professionals‘ multicultural competence needs to be a priority.
A Training module/course will be developed in the coming months, based on the results of the analyses.
Validation staff linked to the VISKA project will go through their „new“ training before the Field trials begin in autumn, 2018.
The outcomes of online learning have to be treated with the same care and degree of scrutiny as any other learning outcomes.
The recommendation states that the knowledge skills and competences acquired through open educational resources should be addressed by validation arrangements: ‘The arrangements for the validation of non-formal and informal learning [which] enable individuals to have knowledge, skills and competences which have been acquired through non-formal and informal learning validated, including, where applicable, through open educational resources’ (Council of EU, 2012, p. The reference to open educational resources (OERs) in the recommendation reflects the rapid expansion of online learning opportunities, particularly promoted by higher education institutions.
OERs are defined in the recommendation as ‘digitised materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research; it includes learning content, software tools to develop, use and distribute content, and implementation resources such as open licences; OER also refers to accumulated digital assets that can be adjusted and which provide benefits without restricting the possibilities for others to enjoy them’ (Council of EU, 2012, p. OER may include ‘…full courses, course modules, syllabuses, lectures, homework assignments, quizzes, lab and classroom activities, pedagogical materials, games, simulations, and many more resources contained in digital media collections from around the world’ (7).
According to the guidelines: Validation can help combat unemployment by improving skills matching and social cohesion, and supporting the unemployed or those at risk of losing their jobs by enabling citizens to communicate the value of their skills and experiences to potential employers or when returning to formal education.
Validation can also form part of the response to the current refugee crisis through identification and certification of migrants’ previous experiences, to support quicker and smoother integration into host countries.
Massive open online courses (MOOCs) and open courseware are examples of OERs.