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The AVA action plan
Gina Ebner, EAEA – Antra Carlsen, NVL
29/06/2016, EESC- Brussels
1.7.2016
The project
Action Plan for validation and non-formal
adult education (AVA)
Aim: By analysing tools and methodologies in different European countries and proposing
solutions from the civil society perspective, this project will contribute to reducing the
fragmentation of validation systems on different levels, namely policy and practice.
Outcomes:
• draft and promote a survey addressing adult education providers, validation arrangement providers and
analyse its results;
• organise a jour fixe for presenting the results to a wider public (Vienna, Austria - 13 October 2015 );
• organise an expert seminar for debating the main themes and outcomes of the survey (Oslo, Norway - 1-2
February 2016);
• draft an Action Plan providing key messages and actions targeted at both policy makers and adult
education organizations;
• organise an Policy debate in Brussels (Brussels, 29 June 2016);
• Produce five article on relevant issues related to the project's values and aims.
Duration and funding: 2 years (2014-2016), Erasmus + (KA2)
1.7.2016
The consortium
1. EAEA - European
Association for the
Education of Adults
2. KERIGMA
3. Verband
Österreichischer
Volkshochschulen
4. Learn for Life - Dutch
Platform for
International Adult
Learning
5. Asociatia "EUROED“
6. Nordic Network for
Adult Learning
Main findings from the AVA
research
1.7.2016
The survey
• Collection of responses between February and June 2015
• 50 respondents from 20 countries
• Nature of the respondents:
– Non-formal adult education providers (29)
– Umbrella organisations (10)
– Other 11 organisations.
• The survey was two folded:
– Meso level= umbrella organisations and other organisations working with
policy, programmes, etc. on validation;
– Micro level= Providers and other organisations working directly with validation.
• Responses’ distribution:
– Meso level: 16 respondents
– Micro level: 34 respondents
1.7.2016
The AVA analysis
1.7.2016
Main findings
Permeability is verified when:
a) A coherent and well-structured system in place
b) Use of legitimate standards and criteria
c) Recognition about validation and its wider
benefits for society
d) Cooperation with stakeholders and social
partners as well as across sectors and among
institutions
1.7.2016
Main findings II
Fragmentation risks are particularly high, when
a) Incoherent and fractional implementation
of the validation system
b) Bureaucratic obstacles
c) Lack of financial resources
d) Lack of guidance and training for validation
professionals
1.7.2016
Main findings III
In order to make validation systems more inclusive
partners suggest to work on:
a) Awareness raising activities
b) Inclusion strategies at the national and
institutional levels
c) Clarity of the purpose for the organisation and
for the individual
d) Development of guidance and counselling paths
for the candidates
The AVA action plan
1.7.2016
The action plan’s aim
• Provide key messages and actions targeted at
both policy makers and adult education
organizations
• Strengthen the concrete responsibility of all
stakeholders involved and make them feel a
sense of ownership for the process
1.7.2016
• Increase the accessibility and transparency of the
systems benefiting all candidates, especially those
with a disadvantaged background.
• Set up a structured and transparent validation
process
• Develop a structured and cross sectorial dialogue
between validation stakeholders and foster the
cooperation
• Increase the use of the existing tools and to study
their transferability
Main goals
1.7.2016
Key principles
• Validation processes need to be individual-
centred
• Tailor-made approach in designing and
implementing validation arrangements is needed
• Transparency and flexibility of procedures,
customised learning offers, continuous and
personalised guidance and counselling have a
relevant impact on candidates’ lives and careers.
1.7.2016
Validation stakeholders
• Public authorities
• Non-formal sector and validation providers
• Stakeholders (other education providers,
NGOs, etc.)
• Social partners
• Business sector
1.7.2016
Recommendations I
For public authorities (national / regional / local levels)
• Develop a strategy that includes all lifelong learning sectors as well as
comprehensive information about validation
• Disadvantaged candidates should be the key target group
• The non-formal sector should be adequately heard and taken into
consideration
• Provide a legal framework that includes the accreditation of
validation providers
• Provide a stakeholders’ cooperation framework for mutual
understanding and to avoid fragmentation
• Provide national arrangements for competence development
1.7.2016
Recommendations II
For the non-formal sector and validation providers
• Foster the dialogue between the validation stakeholders and be
prepared for cross-sectorial cooperation
• Develop a strategy for reaching out to and empowering
disadvantaged groups
• Focus on individuals: try to provide formative-oriented as well
as certificate-oriented and offer adequate training for staff
• Specify the learning outcomes and collect statistics
• Advocate the concept of validation to interested people
• Decide on the purpose/purposes of validation
1.7.2016
For stakeholders (other education providers, NGOs, etc.)
• Lobby for the creation of appropriate legal frameworks as well as
for the needs of the local society and individuals
• Create networks between stakeholders and validation practitioners
in order to 1) talk together about the methodology, process’
functionality and benefits of validation; 2) understand each other’s
language better; 3) work together for validation
• Help to spread information about validation, increase knowledge
about validation: find or train “ambassadors” for validation;
those who can talk about validation to businesses, employers and
who have good knowledge related to the field of activity of the
company
• Support different sectors in skills mapping
Recommendations III
1.7.2016
For social partners
• Get involved in the validation process in an early stage (agree on
the value, make VNFIL part of the agenda, engage in discussions
on advantages and disadvantages of validation with other
stakeholders)
• Promote validation within networks and amongst target groups
• Develop skills strategies within sectoral and company agreements
that include validation
• Cooperate with non-formal adult education providers and advocate
for more inclusive and accessible validation procedures in skills
councils
Recommendations IV
1.7.2016
For the business sector
• Lobby for validation with policy makers and advocate
benefits of validation among peers
• Find partners from non-formal sector; contribute to
validation funding and provide space for validation of
practical skills
• Get involved in defining the standards of validation and
contribute to legislation of validation
• Recruit employees based on validation services and identify
potential candidates for validation
• Set up a skills mapping process to investigate what
competences are needed now and in the future
Recommendations V
1.7.2016
The Icelandic case
The most important results:
• Motivating and supporting the target group towards a “one step up”
• Through centralized coordination it has been possible to develop common
denominators for quality and gather information to report on efficiency
LESSONS LEARNT
• Cooperating closely with stakeholders related to the sector during the
development of a validation opportunity is of utmost importance
• Training of validation staff and a transparent, defined process supports quality and
coherence in practices
• Career counselling used during the intake/screening phase, throughout the
process and for follow-up leads to more success for the individual
• Financing needs to be clear for all parts of the project; project management,
career counselling and assessment
More info at: www.frae.is; https://youtu.be/bwZllNeAYpc
1.7.2016
AVA plan contains not only recommendations
but also examples, concrete proposals and
critical factors to overcome.
They are grouped following a timeline of action
(BEFORE, DURING and AFTER) and are
addressed either to specific target groups or to
all.
HOW TO MOVE FORWARD?
1.7.2016
• RAISE AWARENESS towards the main target
groups (i.e. campaigns, field work, involve
municipalities, communities and families)
• FOSTER THE ENGAGEMENT (map, network,
cooperate)
• GET THE BROADER PICTURE (deep knowledge
about validation and the potential target groups)
• SETTING THE SCENE (professionalisation as well
as accessible contexts and conditions)
BEFORE – Preparing Validation
1.7.2016
• ACCESS (Neutrality, impartiality and flexibility)
• CONTENT (combination of competence development
and practical skills, main aim should be the personal
development)
• QUALITY (Quality management, transparency
standards and peer review)
• GUIDANCE (continuous and personalised guidance and
counselling throughout the whole validation process as
well as provision of further education opportunities)
DURING
Ensuring good validation processes
1.7.2016
• MONITOR (Policies’ functioning, implementation and
accessibility, test the performance of participants
through a ladder model)
• COMMUNICATE (Make the validation advantages
visible to the general public by showing the candidates
results (both facts and figures), allow and enable
individual witness of the personal benefits and success)
• TAKING THE NEXT STEP (optimize the procedure,
investigate if the process/methods can be transferred,
from a project level to a sustainable one)
FOLLOW UP
1.7.2016
• 29 June 2016 - Policy debate in Brussels
Discuss the plan with AE providers and different
sectors representatives
• July-August 2016  Finalise, translate and
layout the plan
• From September onwards  Promotion and
dissemination among the main target groups at the
national and European level
NEXT STEPS
AVA action plan ppt_policy debate

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AVA action plan ppt_policy debate

  • 1. The AVA action plan Gina Ebner, EAEA – Antra Carlsen, NVL 29/06/2016, EESC- Brussels
  • 2. 1.7.2016 The project Action Plan for validation and non-formal adult education (AVA) Aim: By analysing tools and methodologies in different European countries and proposing solutions from the civil society perspective, this project will contribute to reducing the fragmentation of validation systems on different levels, namely policy and practice. Outcomes: • draft and promote a survey addressing adult education providers, validation arrangement providers and analyse its results; • organise a jour fixe for presenting the results to a wider public (Vienna, Austria - 13 October 2015 ); • organise an expert seminar for debating the main themes and outcomes of the survey (Oslo, Norway - 1-2 February 2016); • draft an Action Plan providing key messages and actions targeted at both policy makers and adult education organizations; • organise an Policy debate in Brussels (Brussels, 29 June 2016); • Produce five article on relevant issues related to the project's values and aims. Duration and funding: 2 years (2014-2016), Erasmus + (KA2)
  • 3. 1.7.2016 The consortium 1. EAEA - European Association for the Education of Adults 2. KERIGMA 3. Verband Österreichischer Volkshochschulen 4. Learn for Life - Dutch Platform for International Adult Learning 5. Asociatia "EUROED“ 6. Nordic Network for Adult Learning
  • 4. Main findings from the AVA research
  • 5. 1.7.2016 The survey • Collection of responses between February and June 2015 • 50 respondents from 20 countries • Nature of the respondents: – Non-formal adult education providers (29) – Umbrella organisations (10) – Other 11 organisations. • The survey was two folded: – Meso level= umbrella organisations and other organisations working with policy, programmes, etc. on validation; – Micro level= Providers and other organisations working directly with validation. • Responses’ distribution: – Meso level: 16 respondents – Micro level: 34 respondents
  • 7. 1.7.2016 Main findings Permeability is verified when: a) A coherent and well-structured system in place b) Use of legitimate standards and criteria c) Recognition about validation and its wider benefits for society d) Cooperation with stakeholders and social partners as well as across sectors and among institutions
  • 8. 1.7.2016 Main findings II Fragmentation risks are particularly high, when a) Incoherent and fractional implementation of the validation system b) Bureaucratic obstacles c) Lack of financial resources d) Lack of guidance and training for validation professionals
  • 9. 1.7.2016 Main findings III In order to make validation systems more inclusive partners suggest to work on: a) Awareness raising activities b) Inclusion strategies at the national and institutional levels c) Clarity of the purpose for the organisation and for the individual d) Development of guidance and counselling paths for the candidates
  • 11. 1.7.2016 The action plan’s aim • Provide key messages and actions targeted at both policy makers and adult education organizations • Strengthen the concrete responsibility of all stakeholders involved and make them feel a sense of ownership for the process
  • 12. 1.7.2016 • Increase the accessibility and transparency of the systems benefiting all candidates, especially those with a disadvantaged background. • Set up a structured and transparent validation process • Develop a structured and cross sectorial dialogue between validation stakeholders and foster the cooperation • Increase the use of the existing tools and to study their transferability Main goals
  • 13. 1.7.2016 Key principles • Validation processes need to be individual- centred • Tailor-made approach in designing and implementing validation arrangements is needed • Transparency and flexibility of procedures, customised learning offers, continuous and personalised guidance and counselling have a relevant impact on candidates’ lives and careers.
  • 14. 1.7.2016 Validation stakeholders • Public authorities • Non-formal sector and validation providers • Stakeholders (other education providers, NGOs, etc.) • Social partners • Business sector
  • 15. 1.7.2016 Recommendations I For public authorities (national / regional / local levels) • Develop a strategy that includes all lifelong learning sectors as well as comprehensive information about validation • Disadvantaged candidates should be the key target group • The non-formal sector should be adequately heard and taken into consideration • Provide a legal framework that includes the accreditation of validation providers • Provide a stakeholders’ cooperation framework for mutual understanding and to avoid fragmentation • Provide national arrangements for competence development
  • 16. 1.7.2016 Recommendations II For the non-formal sector and validation providers • Foster the dialogue between the validation stakeholders and be prepared for cross-sectorial cooperation • Develop a strategy for reaching out to and empowering disadvantaged groups • Focus on individuals: try to provide formative-oriented as well as certificate-oriented and offer adequate training for staff • Specify the learning outcomes and collect statistics • Advocate the concept of validation to interested people • Decide on the purpose/purposes of validation
  • 17. 1.7.2016 For stakeholders (other education providers, NGOs, etc.) • Lobby for the creation of appropriate legal frameworks as well as for the needs of the local society and individuals • Create networks between stakeholders and validation practitioners in order to 1) talk together about the methodology, process’ functionality and benefits of validation; 2) understand each other’s language better; 3) work together for validation • Help to spread information about validation, increase knowledge about validation: find or train “ambassadors” for validation; those who can talk about validation to businesses, employers and who have good knowledge related to the field of activity of the company • Support different sectors in skills mapping Recommendations III
  • 18. 1.7.2016 For social partners • Get involved in the validation process in an early stage (agree on the value, make VNFIL part of the agenda, engage in discussions on advantages and disadvantages of validation with other stakeholders) • Promote validation within networks and amongst target groups • Develop skills strategies within sectoral and company agreements that include validation • Cooperate with non-formal adult education providers and advocate for more inclusive and accessible validation procedures in skills councils Recommendations IV
  • 19. 1.7.2016 For the business sector • Lobby for validation with policy makers and advocate benefits of validation among peers • Find partners from non-formal sector; contribute to validation funding and provide space for validation of practical skills • Get involved in defining the standards of validation and contribute to legislation of validation • Recruit employees based on validation services and identify potential candidates for validation • Set up a skills mapping process to investigate what competences are needed now and in the future Recommendations V
  • 20. 1.7.2016 The Icelandic case The most important results: • Motivating and supporting the target group towards a “one step up” • Through centralized coordination it has been possible to develop common denominators for quality and gather information to report on efficiency LESSONS LEARNT • Cooperating closely with stakeholders related to the sector during the development of a validation opportunity is of utmost importance • Training of validation staff and a transparent, defined process supports quality and coherence in practices • Career counselling used during the intake/screening phase, throughout the process and for follow-up leads to more success for the individual • Financing needs to be clear for all parts of the project; project management, career counselling and assessment More info at: www.frae.is; https://youtu.be/bwZllNeAYpc
  • 21. 1.7.2016 AVA plan contains not only recommendations but also examples, concrete proposals and critical factors to overcome. They are grouped following a timeline of action (BEFORE, DURING and AFTER) and are addressed either to specific target groups or to all. HOW TO MOVE FORWARD?
  • 22. 1.7.2016 • RAISE AWARENESS towards the main target groups (i.e. campaigns, field work, involve municipalities, communities and families) • FOSTER THE ENGAGEMENT (map, network, cooperate) • GET THE BROADER PICTURE (deep knowledge about validation and the potential target groups) • SETTING THE SCENE (professionalisation as well as accessible contexts and conditions) BEFORE – Preparing Validation
  • 23. 1.7.2016 • ACCESS (Neutrality, impartiality and flexibility) • CONTENT (combination of competence development and practical skills, main aim should be the personal development) • QUALITY (Quality management, transparency standards and peer review) • GUIDANCE (continuous and personalised guidance and counselling throughout the whole validation process as well as provision of further education opportunities) DURING Ensuring good validation processes
  • 24. 1.7.2016 • MONITOR (Policies’ functioning, implementation and accessibility, test the performance of participants through a ladder model) • COMMUNICATE (Make the validation advantages visible to the general public by showing the candidates results (both facts and figures), allow and enable individual witness of the personal benefits and success) • TAKING THE NEXT STEP (optimize the procedure, investigate if the process/methods can be transferred, from a project level to a sustainable one) FOLLOW UP
  • 25. 1.7.2016 • 29 June 2016 - Policy debate in Brussels Discuss the plan with AE providers and different sectors representatives • July-August 2016  Finalise, translate and layout the plan • From September onwards  Promotion and dissemination among the main target groups at the national and European level NEXT STEPS