O estudo “Validation of Formal, Non-Formal and Informal Learning: policy and practices in EU Member States”, publicado em 2004, faz uma análise das políticas e práticas de validação e certificação da aprendizagem não formal e informal nos estados membros da União Europeia.
“Austria: The strictly regulated national qualification system provides the standards (called ‘profiles’) for formal education and training.
Belgium: Standards exist but differ between the various education and training systems. Debates are currently taking place concerning the establishment of ‘common references or standards’. The former European norm on certification of competences of individuals (EN 45013), now the international norm ISO/IEC 17024, is used in sectors and enterprises. Reference is also made to it at the federal level (Francophone community).
Denmark. All public education and training (young and adult) refers to the provision proposed by the Ministry of Education and the Ministry of Labour. The Ministry of Education and the social partners prepare the standards.
Finland: Standards exist for the different types of competence-based qualifications. Drawn locally by school and social partners, they are reviewed (and accepted) by the National Board of Education.
France: Standards are prepared under the responsibility of the Ministries (Education, Employment, etc.) with the social partners. These standards are used for education and training purposes. The ROME (Répertoire Opérationnel des Métiers et des Emplois) provides other standards used for guidance and assessment in the employment agencies (Ministry for employment).
Germany: National standards exist and are called ‘profiles’. There is a strong commitment on the part of public authorities (federal and Länder) and social partners.
Ireland: National standards are key elements of the National Qualifications Framework under development since the Qualification Act of 1999 and launched in 2003. Learning in various settings can be assessed in many ways, providing it is clearly connected to the national standards defined and/or accepted by the Further Education and Training Awards Council (FETAC) and the Higher Education and Training Awards Council (HETAC)
Italy: A decree of the Ministry for Labour in 2001 ruled that the ‘Certification of competences in vocational training system’ requires national standards of competences for setting a certification system which will be developed shortly.
Netherlands: National standards are set up by COLO (Centraal organ van de Landelijke Opleidingsorganen van het Bedrijfsleven), an independent standards setting body with all interest parties represented.
Norway: So far, the national standards set by the school curricula prevail for all validation (formal, non-formal and informal). The issue of ‘non-educational standards’ (other than school curricula) has been raised at the same time as the challenge to credit transfer practices.
Portugal: As the main policy is to close the qualification gap in the population, all learning can be recognised, provided it is related to the school curricula, i.e. the national educational and training standards.
Sweden: The various experiments on validation of (non-formal and informal) learning have largely used the curricula of the upper secondary school (Gymnasieskolan) as the standard.
UK: National standards are under the responsibility of the National Occupational Standards. They form the basis for the NVQs and the GNVQs.”
“Austria: The strictly regulated national qualification system provides the standards (called ‘profiles’) for formal education and training.
Belgium: Standards exist but differ between the various education and training systems. Debates are currently taking place concerning the establishment of ‘common references or standards’. The former European norm on certification of competences of individuals (EN 45013), now the international norm ISO/IEC 17024, is used in sectors and enterprises. Reference is also made to it at the federal level (Francophone community).
Denmark. All public education and training (young and adult) refers to the provision proposed by the Ministry of Education and the Ministry of Labour. The Ministry of Education and the social partners prepare the standards.
Finland: Standards exist for the different types of competence-based qualifications. Drawn locally by school and social partners, they are reviewed (and accepted) by the National Board of Education.
France: Standards are prepared under the responsibility of the Ministries (Education, Employment, etc.) with the social partners. These standards are used for education and training purposes. The ROME (Répertoire Opérationnel des Métiers et des Emplois) provides other standards used for guidance and assessment in the employment agencies (Ministry for employment).
Germany: National standards exist and are called ‘profiles’. There is a strong commitment on the part of public authorities (federal and Länder) and social partners.
Ireland: National standards are key elements of the National Qualifications Framework under development since the Qualification Act of 1999 and launched in 2003. Learning in various settings can be assessed in many ways, providing it is clearly connected to the national standards defined and/or accepted by the Further Education and Training Awards Council (FETAC) and the Higher Education and Training Awards Council (HETAC)
Italy: A decree of the Ministry for Labour in 2001 ruled that the ‘Certification of competences in vocational training system’ requires national standards of competences for setting a certification system which will be developed shortly.
Netherlands: National standards are set up by COLO (Centraal organ van de Landelijke Opleidingsorganen van het Bedrijfsleven), an independent standards setting body with all interest parties represented.
Norway: So far, the national standards set by the school curricula prevail for all validation (formal, non-formal and informal). The issue of ‘non-educational standards’ (other than school curricula) has been raised at the same time as the challenge to credit transfer practices.
Portugal: As the main policy is to close the qualification gap in the population, all learning can be recognised, provided it is related to the school curricula, i.e. the national educational and training standards.
Sweden: The various experiments on validation of (non-formal and informal) learning have largely used the curricula of the upper secondary school (Gymnasieskolan) as the standard.
UK: National standards are under the responsibility of the National Occupational Standards. They form the basis for the NVQs and the GNVQs.”
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