EAEA eaeaeaea'org

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• EAEAeaea_at_eaea.org
• TRANSFINE

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Introductory remarks

• In spring 2001, EAEA issued its policy statement
  about lifelong learning in Europe which said
  referring to valuing learning
• Borders and walls should be torn down, between
  formal and non-formal education, and between
  initial schooling and adult education.
• In lifelong learning, real competence is valued
  as well as formal qualifications. The learner
  must be able to move more freely between
  different education providers, formal or
  non-formal, self study and flexible learning.
  Education in more formal contexts should be
  coordinated with informal everyday learning and
  non-formal learning opportunities.

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Introductory remarks (2)

• The consultation with civil society on the
  Memorandum on Lifelong Learning led to the
  following statements
• In addition to improving skills, employability,
  competences and knowledge, learning has wider
  benefits for the individual, community and
  society.
• The diversity of learning and learners also needs
  recognition, especially in respect of in-formal
  and non-formal learning and learners.
• The already existing European initiatives quoted
  in the Memorandum were unknown to most NGOs and
  the people they work with. These therefore
  require more publicity and dissemination.

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Introductory remarks (3)

• Some results of the workshop on valuing learning
  during the conference on the Memorandum and the
  consultation
• The majority of non-formal and in-formal learning
  does not result in recognised accreditation. The
  value, quantity and range of such learning are
  often hidden. Nonetheless non-formal and informal
  learning makes a major contribution to the
  development of individuals skills and knowledge
  community development work related competencies
  and economic progress.
• The links between learning and the wider benefits
  of learning need to be researched and widely
  disseminated at a European level

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Introductory remarks (4)

• A variety of systems to accredit prior non-formal
  and informal learning (including credit transfer
  and equivalence systems) already exist in
  different member states, in different sector of
  education, training and employment, serving
  different purposes. But they need wider
  dissemination and publicity since NGOs have
  little knowledge of existing European
  instruments.

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TRANSFINE PROJECTADULT EDUCATION - RESULTS

• The main purpose of valuing learning in the
  projects identified was to measure skills and
  competences rather than to improve employability
  per se.
• Most of the non-formal education organisations
  are concerned to match learning to formal
  educational qualifications rather than to
  employment or for individual empowerment.

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TRANSFINE PROJECTADULT EDUCATION - RESULTS

• There is also considerable overlap between adult
  education, the youth sector, vocational
  training and employment initiatives. However,
  these fields are often not defined and rather
  vaguely described. Many adult education/Grundtvig
  projects take non-formal education (often in the
  workplace) and aim to develop new job
  opportunities for particular groups (often
  disadvantaged, marginalized or at risk groups).
• We were however, a little surprised not to find
  more attention to accreditation or recognition
  aiming primarily to empower individuals given the
  emphasis in European and national discourses on
  active citizenship, social inclusion and so on.

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TRANSFINE PROJECTADULT EDUCATION - RESULTS

• Most of the projects have developed tools
  portfolios, assessment models, learning modules,
  guidelines or special tests of various kinds.
• A lot more projects and initiatives in this field
  are being developed in non-formal education. This
  gives evidence of the concern and need for
  accreditation of non-formal learning.

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TRANSFINE PROJECTADULT EDUCATION - REQUIREMENTS

• Most of the recommendations are the same for the
  Youth and the adult education sector. The most
  important requirements as seen from the adult
  education sector
• Accreditation should be open to every
  individual
• It should be available at all levels local
  regional,
• national and European
• It should be empowering and enabling,
  recognising individual learning where ever and
  how ever it has been achieved while guiding
  them towards other new possibilities for further
  learning

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TRANSFINE PROJECTADULT EDUCATION - REQUIREMENTS

•         It should enable individuals to gain
  access to and progress in formal education
  systems and/or vocational and employment
  situations
•      It should Measure and value non-formal
  and informal learning across a variety of fields
•       It should be flexible, easy to use and
  understand, and accessible to a range of learning
  providers and learners.

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TRANSFINE PROJECTADULT EDUCATION - REQUIREMENTS

• It should be learner, institution or
  employment centred
• It should be recognised as having
  worth by employers and Higher Education
  Institutions
• Adult education centres should have a
  permanent
• possibility to accredit learning