European Guidelines for the Validation of Non-Formal and Informal Learning

cover_3073_enCEDEFOP, the European Centre for the Development of Vocational Training, has recently issued the second edition of the  European Guidelines for the Validation of Non-Formal and Informal LearningThese guidelines set out how validation of informal and non-formal learning could increase the visibility and value of learning that takes place outwith formal education, and support the transferability of skills across Europe. This work is particularly relevant at this point in time given increased migration and social inclusion challenges across Europe, where the recognition of informal and non-formal learning could support transitions into employment and other positive pathways for those without formal qualifications.  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.  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.

What is particularly interesting about these new guidelines is that they place special emphasis on validation arrangements for education and training facilitated by open educational resources, and in addition, make specific reference to the use of badges with OER.  For reference, the section that relates to OER is included below in its entirety.

One thing to note is that the guidelines’ broad definition of OER includes both MOOCs and open courseware and it is possible that this may point the way to developing a solution to address accreditation and validation for MOOCs. Furthermore, there could be an opportunity to build on the Scottish Open Education Declaration as a basis for developing validation policies within Scotland, given that it already promotes the development of a culture of openness around education and assessment. 

With thanks to Grainne Hamilton of DigitalMe for summarising these guidelines and for highlighting the link to OER and the Scottish Open Education Declaration. 

4.1.1. Validation and open education resources

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. 3, point 1).

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. 5, point d). 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). Massive open online courses (MOOCs) and open courseware are examples of OERs.

OERs are seen as important supplements to traditional education and training programmes, reducing overall cost, increasing accessibility and allowing individuals to follow their own learning pace. MOOCs are seen as a way to deliver high quality (world- class) teaching to a broad group of learners.

For all these reasons it is important to consider how the outcomes of this learning can be appropriately documented and assessed and how current practices on validation can take them into account. Box 4 indicates some issues to be considered when linking validation and OERs.

Possible requirements for validation of OERs:

  • Learning carried out through OER must be described in the form of learning outcomes.
  • Where the OER brings with it some form of internal credit, for example badges, these must explained and documented in a transparent way encouraging trust.
  • Standards and/or reference points underpinning credits or badges must be clearly explained.
  • Arrangements for quality assurance underpinning OERs must be transparently presented.
  • Methods for assessment/testing must be transparently explained.

The outcomes of online learning have to be treated with the same care and degree of scrutiny as any other learning outcomes. Given the inevitable variation in quality of OERs, along with the varying success of learners to adapt to online learning, attention has to be given – at national, European and international level – to documenting, assessing and certifying the outcomes OERs. For them to be considered in validation, transparency is crucial. The learning experienced through OERs needs to be described through learning outcomes. The status of standards and testing arrangements, if these exist, need to be clear and available to aid validation. 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.

Key questions regarding on educational resources

The following questions are important when addressing open educational resources:

  • Are methods for validating learning outcomes acquired through OERs the same as for learning outcomes acquired in a different way?
  • How are internal credits (e.g. badges) considered by validation?

European Guidelines for the Validation of Non-Formal and Informal Learning

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