VINA aims at raising the indicator of recognizability of adults competences acquired through non-formal and informal education.

The partnership will achieve this aim through realization of the following operational goals:

Description of the Project

The purposes

The purposes of the project are consistent with KA2 Strategic Partnership supported activities as these objectives will strengthen the
cooperation between organizations with a view to establishing exchanges of good practices, promote the development and testing and implementation of innovative practices in the field of education.

The VINA project responds to the aim of fostering the provision and the assessment of key-competences, including basic and transversal skills particularly entrepreneurship, languages and digital competencies.

The validation of informal and non-formal learning

The importance of validation of informal and non-formal learning has been emphasised within the context of the development of lifelong learning policies in Europe over the last decade. According to the recommendation of European Inventory on validation of non-formal and informal learning the national arrangements should enable individuals to make visible the knowledge, skills and competences they have acquired through non-formal or informal means. EU countries should, moreover, provide opportunities to obtain qualifications on the basis of learning outcomes achieved through non-formal and informal learning [European Centre for the Development of Vocational Training, 2014]. Until recently, learning was associated primarily with the formal education system (schools and universities) and only with young people (up to 30-year-old). The conviction that learning should be provided only in designated institutions still translates into numbers. According to Eurostat in 2014 only 29% of Europeans aged 18-64 years raised their competence through participation in training or courses or learning alone. 11.5% of respondents learned informally, without the participation of teachers and trainers, 17.5% – non formal, or on various courses and training. Desire to learn expressed most frequently people with higher education, employees in professional careers and higher level managers.
In half of the cases participated in courses funded by employers, 20% – by the participants themselves. On the other hand, 75% of employers in the study reported that in 2014 they had problems with finding suitable candidates for the job. At the same time a little more than half of them (52%) planned to carry out any activities aimed at improving the competence of their employees.

There are also a number of procedures for the validation of learning outcomes outside the system of education and higher education. However, they are not regulated in a systematic way. Unluckily, the tools for the validation different competencies are not sufficiently visible at the same time those that can be found are not respected by the larger crowd of employers or institutions.
Exceptions are here such examples as IPMA (International Project Management Association) is a global non-profit organization, supports the development of project management discipline or ECDL. Certification of ECDL can be achieved in about 150 countries around the world and in one of 41 languages. Whether this might be with other qualifications? Of course yes, but only under two conditions:
– tools chosen by adults who want to confirm their qualifications should be recognized by institutions and employers;
– tools for the validation should be easily accessible and adapted to different qualifications.
This will happen only when these tools will be collected and arranged in a special database together with the corresponding recommendation of their use, created by experts.

As the European Commission recommendation on the validation of non-formal and informal learning pointed that by the end of 2015 in each Member State should develop a national system of validation which citizens demonstration of competence acquired outside the formal system, the database developed by VINA project will be the perfect complement these national system at the European level. Improvement and adaptation of abilities of citizens to labour market requirements are essential for the growth of competitiveness, employment and social cohesion of the European Union, which is in line with the main objective of the Europe
2020 strategy – achieving a smart, sustainable and inclusive growth.

It should be underlined that only the realization of this project in a transnational team will allow collect all necessary information concerning tools for validation. The matter of the project crosses national borders and just exceeds one institution organizational potential.


The Partners

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