After an enriching two-year journey that gathered more than 200 practitioners all over Europe, the UP-AEPRO partners are ready to launch the UP-AEPRO policy recommendations.
– a reality check for EU visions
This page presents the key results and links to further material from Biennale.
– Connecting People and Policies
After Rotterdam (2015) and Aarhus (2017), the 3rd Biennale on the Validation of Prior Learning (VPL) will take place in Berlin, Germany, on May 7 and 8, 2019. Early registration starts in September.
Jens Bjornavold and Ernesto Villalba talks validation with Johanni Larjanko at the 2nd VPL-Biennale.
The aim of this report and the accompanying recommendations is to improve validation methods in non-formal adult education.
Validation of non-formal and informal learning makes our labour markets more resilient and contributes to the integration of migrants and refugees by valuing the prior knowledge and experiences of people.
A silent white coat of snow fell on Oslo as almost 50 adult education professionals from all over Europe met at the AVA expert seminar on validation at the beginning of February. The goal: an action-plan to make validation of non-formal education a reality.
How can you prove that you have a skill? Can you grade democratic competencies? Validation in non-formal adult learning has been a thorny issue for decades. Now, we might be close to a solution. At least, that seemed to be the implicit message when more than 45 experts from all over Europe met in Oslo for a two-day expert seminar on validation.
This report looks at what role Folkbildning has in providing key competences and how this can be validated.
Finally, it is here. This second edition of the European guidelines is the result of a two-year process involving a wide range of stakeholders active in validation at European, national and/or sectoral levels.
The validation network of NVL has compiled the report "Validation and the Value of Competences. Road Map 2018". The report provides a wide overview on current validation issues.
How can competences acquired in non-formal adult education and by informal learning be measured? Is it possible to make recommendations and an action plan for validation that would be useful in all EU countries?