Project title: Validation of Real Competence in the trades against the formal curriculum / Validering för avslutning av studier inom industriområdet
Speaker: Hildur Elín Vignir Managing director of IDAN
The role of IDAN - Vocational Education and Training Center is to improve the capabilities of companies and employees in the food and culinary brances, printing and media branches, automotive industries, building and construction branches, metal and machinery branches and industries. IDAN is owned by the Unions of Icelandic skilled Workers and Federations of Icelandic Industries. IDAN seeks to support companies in the development of knowledge and skills among it’s employees and takes active part in various developmental projects.
Counceling at IDAN
The role of the counceling department at IDAN is to guide individuals with formal education in the branches and industry with their life long learning as well as reach out to individuals with non-formal education and validate their skills and competence. The department is also providing counceling to students during their formal education.
Validation of Real Competence
Since early 2007 IDAN has worked with Education and Training service center on managing validation of Real Competence in the trades against the formal curriculum. The pilot project was prepared by all stakeholders in late 2006 and IDAN worked with the first participants in early 2007. The validation process that was used was developed by Education and Training service center and is based on the European Guidelines of Validating Real Competence. The participants have to have reached the age of 25 and have been working at least for 5 years with in their trade. The process is very well organized and easy to work with.
Since 2007 IDAN has validated over 23.000 points for 700 individuals in 16 trades. About 300 individuals have gone back to upper secondary school after their validation to finished their formal education or approximately 50%. We have to consider that validation participants are in most cases dropouts from the upper secondary schools and there for not always easy for them to face their barriers and go back into the formal school system again. On the positive side, the upper secondary schools have tried to meet the validation groups half way and offered if they can more flexible learning experience e.g. to study after work.