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1、VALIDATION OF NON-FORMAL AND INFORMAL LEARNING IN THE EU NEIGHBOURING COUNTRIES AND CENTRAL ASIAA cross-country analysis reportVNFIL CROSS-COUNTRY ANALYSIS REPORT|02 Disclaimer This report was prepared by 3s for ETF.The contents of the report are the sole responsibility of the ETF and do not necessa

2、rily reflect the views of the EU institutions.European Training Foundation,2024 Reproduction is authorised provided the source is acknowledged.VNFIL CROSS-COUNTRY ANALYSIS REPORT|03 PREFACE This report was produced under the Inventory on Validation of Non-Formal and Informal Learning(VNFIL)in 16 ETF

3、 Partner countries.The study project was coordinated by Maria Rosenstock.The information was produced and updated at several stages:in 2018,ETF carried out monitoring of VNFIL in 3 Western Balkan countries(Kosovo*,Montenegro and North Macedonia)and Trkiye.In 2021,it conducted a cross-country study i

4、n another 5 countries:Azerbaijan,Georgia,Jordan,Moldova and Ukraine.Finally,in 2023,this exercise was extended to cover a total of 16 countries,including updated information from the above(9)countries and an additional 7 countries:Albania,Bosnia and Herzegovina,Kazakhstan,Kyrgyzstan,Morocco,Serbia a

5、nd Tunisia.The research design was led by the following experts(in alphabetical order):Monika Auzinger(3s),Mariya Dzhengozova(3s)and Julia Fellinger(3s),Anni Karttunen(Globedu)and Maria Rosenstock(ETF).This report was written by 3s experts:Monika Auzinger,Mariya Dzhengozova and Julia Fellinger.The f

6、ollowing experts collected the national data and drafted the country reports and factsheets:Ana Zacharian(Albania),Ilkin Nazarov(Azerbaijan),Boris urkovi(Bosnia and Herzegovina),Thea Siprashvili(Georgia),Hesham Rawashdeh(Jordan),Alma Shkreli(Kosovo),Rafis Abazov(Kazakhstan),Vitaly Kopnov(Kyrgyzstan)

7、,Vera Chilari(Moldova),Nina Besirevi(Montenegro),Patrick Werquin(Morocco),Ognen Spasovski(North Macedonia),Ljubica piri(Serbia),Patrick Werquin(Tunisia),Fsun Akkk(Trkiye)and Hanna Voronina(Ukraine).The report benefited from additional input from ETF experts Maria Rosenstock,ETF Human Capacity Develo

8、pment Expert and Coordinator for Qualifications,and Arjen Deij,ETF Senior Human Capital Development Expert.In addition,it was peer-reviewed by Cristina Mereuta,ETF Senior Human Capital Expert,and Anna Kahlson,Senior Advisor at the Swedish National Agency for Higher Vocational Education(MYH).*This de

9、signation is without prejudice to positions on status,and is in line with UNSCR 1244/1999 and the ICJ Opinion on the Kosovo declaration of independence.Herein after Kosovo.VNFIL CROSS-COUNTRY ANALYSIS REPORT|04 CONTENTS PREFACE 3 CONTENTS 4 EXECUTIVE SUMMARY 5 1.INTRODUCTION 9 1.1 A role of validati

10、on in the ETF Partner Countries 9 1.2 EU policy framework related to validation 9 1.2 Aim and scope of the cross-country report 10 1.3 Terminology 11 2.ANALYSIS OF FINDINGS 12 2.1 The national perspective:overarching approach to VNFIL 12 2.2 VNFIL in the Education and Training sector 15 2.3 VNFIL in

11、 the Labour Market 19 2.4 VNFIL in the Third Sector 21 2.5 Reforms of national qualifications systems and their implication for VNFIL 22 2.6 Institutional setup:responsibilities,coordination 24 2.7 The perspective of validation providers 25 2.8 Validation practitioners 28 2.9 Information and guidanc

12、e 30 2.10 Validation methods 32 2.11 Quality assurance 33 2.12 Funding 37 2.13 Beneficiaries 40 2.14 Monitoring of outcomes 44 2.15 Position of validation in society 45 3.POSITIVE DRIVERS AND OPPORTUNITIES 48 4.AREAS FOR FURTHER WORK 52 ACRONYMS 56 REFERENCES 58 VNFIL CROSS-COUNTRY ANALYSIS REPORT|0

13、5 Executive Summary Introduction Validation of non-formal and informal learning(VNFIL,hereinafter referred to as validation)is an essential element of lifelong learning policies,which supports the creation of new pathways and progression routes,elimination of dead-ends in education and recognising t

14、he importance of authentic experiential learning as a valid alternative to classroom settings.Validation can help with fulfilling peoples potential by valuing and bringing to light all learning an individual has undertaken throughout their life with the aim of improving knowledge,skills/competences

15、and/or qualifications for personal,social and/or professional reasons.Most of the ETF Partner Countries are working on setting up validation arrangements,often inspired by the European policies and practices in this area.In 2018 ETF started to monitor VNFIL systematically in the framework of the Eur

16、opean Inventory on validation.1 In 2021 ETF made VNFIL one of the priorities in the modernisation of qualification systems and decided to monitor VNFIL in all Partner Countries where there was a significant development in this field.In 2021 ETF carried out a cross-country study on validation in 5 co

17、untries:Azerbaijan,Georgia,Jordan,Moldova and Ukraine.2 In 2023,this exercise was extended to cover a total of 16 countries,including updated information from the above 5 countries and an additional 11 countries:Albania,Bosnia and Herzegovina,Kosovo,Kazakhstan,Kyrgyzstan,Montenegro,Morocco,North Mac

18、edonia,Serbia,Tunisia and Trkiye.The ultimate goal of such endeavour is to support Partner Countries to boost cross-country learning and exchanges,identify priorities for implementation of validation,address challenges,re-focus policies and guide international cooperation projects including the ETF

19、policy advice activities.The aim of this study is to take stock of the state of play of validation of non-formal and informal learning in ETF Partner Countries and perform a cross-country analysis using a common methodology that is also used for EU Member States.Based on study results,this executive

20、 summary provides information on key findings regarding features of validation schemes and recommendations.Features of validation systems Sectoral initiatives,arrangements and practices in selected numbers of qualifications still prevail.Although ETF Partner Countries have made variable progress in

21、adopting and using validation arrangements,these are characterised by approaches focused on selected sectors and a small number of qualifications and are therefore not included in a single comprehensive mechanism for recognising competences obtained through non-formal and informal learning.In this c

22、ontext,it is too early to speak of VNFIL systems and national approaches as such and is more precise to highlight the prevalence of validation arrangements.While the adoption of relevant legislation(including overarching laws as well as by-laws)is a key enabler for the implementation of validation,i

23、t does not necessarily ensure its wider usage.At the same time,the absence of more detailed,executive regulations that provide for the implementation of validation in some cases act as a veritable stumbling block to the development and implementation of validation arrangements.The majority of countr

24、ies explored have already adopted detailed legislation related to validation(Azerbaijan,Georgia,Kazakhstan,Kosovo,Moldova,Montenegro,Serbia,Trkiye and Ukraine),but significant progress in terms of usage(increased number of beneficiaries)has only been observed in three of them(Moldova,Trkiye and Ukra

25、ine)in the last few years.1 https:/www.cedefop.europa.eu/en/projects/validation-non-formal-and-informal-learning/european-inventory 2 https:/www.etf.europa.eu/en/document-attachments/validation-non-formal-and-informal-learning-eu-neighbourhood VNFIL CROSS-COUNTRY ANALYSIS REPORT|06 At system level,a

26、 clear link between validation of non-formal and informal learning and other relevant policies and initiatives(related to upskilling and reskilling,economic development,migration,active labour market programmes,social inclusion)is often still missing.Such a link is a key aspect for the sustainabilit

27、y of validation initiatives and their integration into existing systems.Kosovo provides a noteworthy example by introducing validation as an additional labour market measure for jobseekers,while Moldova uses validation as a re-integration measure for returned migrants.Jordan and Trkiye make use of v

28、alidation as a social inclusion measure for migrants and refugees.In the majority of countries and to varying degrees,the assessment and certification stages3 are likely to be emphasised while identification and documentation which are more closely related to career guidance provision are less so.In

29、 this context,putting the focus on the individual,reaching out to different target groups,considering their needs and circumstances and helping them fully benefit from validation service seems to be a challenge.For validation providers,a key issue is the lack of a business model for validation,in th

30、e sense that it is a challenge for them to provide validation services as part of a sustainable funding concept.This may partly stem from uncertainties regarding their target groups,the reasons people might seek validation and how the validation process is financially supported.In most cases,validat

31、ion providers find themselves solely responsible for organising the validation process,including building partnerships,organising funding,assuring a quality service and reaching out to the candidates.Financing and access to validation often form a serious impediment to participation accompanied by l

32、imited possibilities for support to individuals.In some countries,validation is employer dependent while in other countries candidates face high fees.Furthermore,the allocation of funding(at system level)for complementary courses is largely missing.In some countries,the accreditation of validation p

33、roviders includes lengthy and burdensome procedures that require passing through several instances.These procedures are geared towards making the accreditation process more quality assured and trusted,thus avoiding potential cases of corruption and abuse.However,the measures taken may also sometimes

34、 have negative effects potentially leading to costlier validation services for individuals or a decrease in the number of validation providers applying for accreditation.In terms of beneficiaries,some countries are succeeding in getting initiatives off the ground that reach many people.Noteworthy ex

35、amples can be observed in Trkiye,Jordan,Ukraine,Moldova,Montenegro and Kazakhstan.At the same time,several countries are not yet able to start pilots or visibly struggle to move beyond them.There is evidence for under-reporting of outcomes of validation procedures(i.e.cases are not documented)in gen

36、eral education(extramural exams),adult education and the third sector(e.g.validation initiatives carried out by youth organisations,volunteering organisations,NGOs and/or organisations supporting migrants,refugees,etc.)In most of the countries examined,a common challenge lies in the lack of trust am

37、ong education institutions and employers in the outcomes of validation processes.Additionally,there is a pressing need for comprehensive and precisely targeted awareness campaigns to communicate the advantages of validation to individuals who may currently have a limited understanding of these benef

38、its.Recommendations Long-lasting political commitment the implementation of validation needs continuous political commitment.It may be that a country has an elaborate validation system including developed draft laws,a methodological framework,guidelines,etc.However,without political commitment the u

39、se of validation remains fragmented and unsystematic and therefore the respective impact is limited.3 In the European context,validation of non-formal and informal learning is generally described in four phases identification,documentation,assessment and certification according to which the concept

40、of validation is adapted to different contexts and purposes.Depending on the objective of the validation process,certain phases will be more emphasised than others.Some validation initiatives may only include some of the four stages.VNFIL CROSS-COUNTRY ANALYSIS REPORT|07 Complete legislative framewo

41、rk in a minority of countries(e.g.Bosnia and Herzegovina,Jordan,Morocco,North Macedonia,Tunisia)the absence of legislation,including necessary by-laws,impedes the development and implementation of validation arrangements.Identify who can benefit from validation and how in relation to the centrality

42、of the individual in validation processes,there is still room for improvement in the 16 ETF Partner Countries studied.This can be achieved through clarifying the target groups for validation,better understanding their needs and circumstances through the use of career guidance services,user-friendly

43、processes and additional support measures,such as access to adequate complementary training.Move beyond a single initiative in one sector only all countries examined have sectoral approaches to implementing validation covering one or several sectors(typically,VET and the labour market)but none of th

44、em has a comprehensive approach for all the sectors.Link validation to other national policies validation can be linked to social and economic policies and to economic sector development policies that target upskilling and reskilling.It can be considered as an active labour market measure,as a tool

45、in migration management or in measures targeting economy formalisation.In the context of youth policies,the voluntary engagement of young people can be recognised.Linking with other policies can secure additional funding sources for validation and a pool of partners who can join the efforts of publi

46、cising the service among the various potential groups of validation candidates.Mobilise diversified funding for validation all the countries reviewed lack a dedicated,sufficient and sustainable funding model for validation services and further system development.In most cases studied,the costs of th

47、e validation procedure are covered by the applicant,which may be a barrier to accessing validation.Design and implement complementary training validation should serve as one of the instruments used to close the dead ends in the education system.For this to happen,the training providers need to be su

48、pported and incentivised to offer courses of various lengths and to accommodate flexible learning pathways.Start relying on strong,trustworthy institutions given that the ETF Partner Countries analysed share a common challenge that relates to the general lack of trust in the outcomes of the validati

49、on processes,it is crucial that the validation providers selected to act as frontrunners in validation services are strong and trustworthy institutions.Consider the potential role of Centres of Vocational Excellence in popularising validation.Build on the pilot activities rolled out during targeted

50、awareness campaigns.Build quality assurance mechanisms that generate trust in validation but do not discourage participation quality assurance that can convince stakeholders may focus on the following aspects:finding the right balance between providers accreditation that is quality assured and accre

51、ditation procedures that are not too complex.developing relevant job profiles of validation practitioners in the field of career guidance and assessment.continuously improving validation services based on beneficiaries surveys and provision of training opportunities for practitioners involved in val

52、idation procedures.ensuring the quality of validation methods used.Take advantage of IT and digitalisation although some countries have reported using digital tools to support validation(e.g.in the form of online registration of candidates,examination through online tests),further opportunities can

53、be explored.Collect feedback and systematically monitor the results the countries explored do not have a systematic approach to data collection,monitoring and evaluation in the field of validation,thus VNFIL CROSS-COUNTRY ANALYSIS REPORT|08 making it difficult to gain a precise picture of the extent

54、 to which validation is implemented,how this has changed over time and what can be improved.VNFIL CROSS-COUNTRY ANALYSIS REPORT|09 1.Introduction 1.1 A role of validation in the ETF Partner Countries ETF Partner Countries face challenges in reforming their education and labour market systems marked

55、by qualifications deficits,skills mismatches and scarce lifelong learning opportunities for adults.In some regions,this situation is exacerbated by a declining youth population.This pressures the policymakers to work on strategies and systems that will allow them to make maximum use of the existing

56、skills of young people and adults.The need to attract foreign investment and to generate attractive employment opportunities calls for enhanced skill levels of the population.In light of the digital and green transitions,validation can make reskilling and upskilling faster and cheaper by making use

57、of skills that people already have.It can support the creation of new pathways and progression routes and eliminate dead ends.For individuals,validation can help with fulfilling peoples potential by valuing and bringing to light all the learning an individual has undertaken throughout their life for

58、 personal,social and/or professional reasons.Among ETF Partner Countries,many are working towards initiating or further developing arrangements for the validation of non-formal and informal learning.To a certain extent,these developments are also inspired by European developments and policies,in par

59、ticular the 2012 Council Recommendation on the validation of non-formal and informal learning4.1.2 EU policy framework related to validation In the EU policy framework underpinning the development and use of validation arrangements,several milestones play a pivotal role.The establishment of the Euro

60、pean Qualifications Framework(EQF)15 years ago as a translation device between the National Qualifications Frameworks(NQFs)of participating countries highlights the link between NQFs based on learning outcomes and validation of non-formal and informal learning.The 2012 Council Recommendation on vali

61、dation of non-formal and informal learning further enhances this link through the formulation of general principles that Member States need to consider when implementing validation arrangements,for instance,to establish links between VNFIL and NQFs and thereby offer certificates that have NQF levels

62、 on them.Other general principles refer to:targeting disadvantaged groups who are very likely to benefit from validation,like unemployed people or those at risk of unemployment(including workers who have experienced informal employment or have worked abroad),low-qualified adults and young people(NEE

63、Ts),migrants,refugees,asylum seekers,school and training dropouts or people with disabilities;providing information and guidance to validation candidates;using transparent quality assurance(QA)measures such as reliable,valid and credible assessment procedures;assuring the development of professional

64、 competences of practitioners involved in VNFIL.The European Pillar of Social Rights(2018)promotes a strong social Europe that is fair,inclusive and full of opportunity.It states that everyone has the right to quality and inclusive education,training and lifelong learning in order to maintain and ac

65、quire skills that enable them to fully participate in society and successfully manage transitions in the labour market.European Union Member States agreed that 60%of adults should be participating in learning by 2030.In order to reach out to everyone,strategies for upskilling and reskilling must inc

66、reasingly consider all prior learning,irrespective of when and where skills were acquired.The COVID-19 crisis fundamentally changed the way we work and learn and showed how important it is to adapt to rapidly changing situations.The 4 https:/eur-lex.europa.eu/legal-content/EN/TXT/?uri=celex%3A32012H

67、1222%2801%29 VNFIL CROSS-COUNTRY ANALYSIS REPORT|10 European Skills Agenda 2020 is accompanied by actions supporting people in developing skills for life that encompass validation,including initiatives related to Upskilling Pathways,Individual Learning Accounts and Micro-credentials.In the post-COVI

68、D-19 restructuring,the EU policy framework has changed its priorities through setting goals which are much more focused on adult learning,upskilling and reskilling.According to Eurostat,more than 75%of EU companies already struggle to find professionals with the necessary skills to fill job vacancie

69、s.At the same time,many migrants coming from outside the EU work below their potential qualification level because their diplomas and skills are not recognised.Offering wider access to validation and streamlining recognition are needed to make peoples skills visible and avoid human capital waste/und

70、erutilisation.1.2 Aim and scope of the cross-country report The aim of this report is to take stock of the state of play of validation arrangements in ETF Partner Countries and perform a cross-country analysis using a common methodology that is also similar to the methodology used for EU Member Stat

71、es.This will help ETF to establish a baseline for monitoring progress in the development of validation.The cross-country report covers 16 ETF Partner Countries:in 2018,ETF carried out monitoring of VNFIL in 3 Western Balkan countries(Kosovo,Montenegro and North Macedonia)and Trkiye.In 2021,it conduc

72、ted a cross-country study in 5 countries:Azerbaijan,Georgia,Jordan,Moldova and Ukraine.In 2023,this exercise was extended to cover a total of 16 countries,including updated information from the above(9)countries and an additional 7 countries:Albania,Bosnia and Herzegovina,Kazakhstan,Kyrgyzstan,Moroc

73、co,Serbia and Tunisia.The structure of the analysis reflects the analytical framework developed for the ETF VNFIL Inventory 20222023 and agreed in advance of the data collection process(see box below).Aspects covered by the ETF VNFIL Inventory analytical framework(20222023)National context:VNFIL pol

74、icy objectives,target groups,regulatory framework,overarching approach(identification of link between VNFIL and other policy initiatives and practices if existing)and extent of implementation/progress made over time,especially in countries where national reports have already been produced.Reforms of

75、 NQS and their implication for VNFIL:e.g.identification of qualifications for which the VNFIL services are available.Institutional setup:responsibilities such as whether or not there is sufficient information and collaboration between stakeholders;whether awareness-raising initiatives have taken pla

76、ce at the early stage of VNFIL development.The perspective of the validation providers:e.g.who are the validation providers;extent to which the needs of validation providers have been clarified;whether or not validation providers have access to financial incentives enabling them to offer validation

77、services for all citizens/specific target groups(vulnerable people).Profile of practitioners.Information and guidance.Validation methods:focusing on typical validation processes including the extent to which digital tools are used.Quality assurance mechanisms:e.g.extent to which practitioners have a

78、ccess to initial and continuous training;existence and use of QA guidelines or similar documents;use of feedback-loops.Funding arrangements:including the role of international support.Beneficiaries and monitoring of outcomes:key characteristics and statistics regarding beneficiaries,the extent to wh

79、ich validation services are used,their effects on individuals(in particular its role in facilitating further learning and labour market outcomes).Position of validation in society.VNFIL CROSS-COUNTRY ANALYSIS REPORT|11 Recommendations:these are based on the analysis of factors influencing the develo

80、pment and evolution of VNFIL systems.The analytical framework was developed by the study team to be coherent with the updated analytical framework of the European Inventory(i.e.in terms of areas,stages and aspects of validation to be covered).However,the ETF Inventory has some additional dimensions

81、such as the perspective of validation providers.The additional dimensions are explained with the policy advice function of the Agency.The latter is reflected in the overall objective of the current report:to inform further policy and operational decisions in the ETF Partner Countries covered and sup

82、port their progress towards VNFIL implementation.1.3 Terminology According to the 2012 EU Council Recommendation on the validation of non-formal and informal learning,the term validation is a process of confirmation by an authorised body that an individual has acquired learning outcomes measured aga

83、inst a relevant standard and consists of the following four distinct phases:identification,documentation,assessment and certification.The terms non-formal learning and informal learning do not fully match with the terms used by ETF Partner Countries.For instance,some of them use synonyms or related

84、terms such as self-learning,spontaneous learning,upskilling,reskilling or work-based learning.The ETF cross-country report on VNFIL in the EU Neighbourhood(ETF 2022)identified some discrepancies in the use of the terms non-formal and informal:in Georgia,for example,the term non-formal includes both

85、non-formal and informal learning,whereas in some countries there is no definitive term for the word learning,so informal learning is referred to as informal education,which contradicts the meaning in English.Looking at legislative documents,the term validation is not used literally in a range of cou

86、ntries such as Azerbaijan,Morocco,Tunisia and Ukraine.It may be used interchangeably with recognition of prior learning,recognition of non-formal education,certification,confirmation,attestation or assessment.Some of these terms are broader and other narrower than validation.For example,recognition

87、of prior learning is broader since it refers to the process for recognising learning that has come from experience and/or previous formal,non-formal and informal learning contexts.Therefore,validation is a form of recognition of prior learning.Assessment and certification are narrower as they mean s

88、pecific stages of a validation procedure.For the purposes of the study,we will use the term validation of non-formal and informal learning(hereafter VNFIL or validation)as an umbrella term that collects all possible variants of the phenomenon observed.VNFIL CROSS-COUNTRY ANALYSIS REPORT|12 2.Analysi

89、s of findings The cross-country analysis covers countries from different regions:Western Balkans(Albania,Bosnia and Herzegovina,Kosovo,Montenegro,North Macedonia,Serbia and Trkiye),Central Asia(Kazakhstan and Kyrgyzstan),EaP(Azerbaijan,Georgia,Moldova and Ukraine)and the Southern and Eastern Mediter

90、ranean(Jordan,Morocco and Tunisia).Therefore,one methodological approach could have been to compare countries by regions,however evidence from data collected shows that there are no strong regional patterns.Furthermore,common pushing factors are likely to lead to different approaches to VNFIL depend

91、ing on countries contexts and validation needs.There are certainly common features shared by countries from the same region,though these cannot be considered regional patterns since they are also observed elsewhere.For instance,Eastern Partnership countries Azerbaijan,Georgia,Moldova and Ukraine hav

92、e a different approach to VNFIL.Despite this,a common feature is the stronger availability of extramural exams in general adult education.The latter is not a typical validation procedure since identification,documentation and guidance are minimal,but it is important to consider it as extramural exam

93、s cater to many people in Georgia,for example,more than 3000 persons aged 19 and above were certified between 2016 and 2021.There may be similar figures in other Eastern European countries as the extramural exams(eksternat)have been an established form of assessing knowledge and skills of young peop

94、le who did not participate in regular educational programmes;however,these developments are often not monitored there are no statistics on VNFIL activities in general education in Ukraine,for example.In addition to exploring the availability of regional patterns,another angle of comparison relates t

95、o the extent to which countries implement VNFIL procedures,considering indicators such as coverage(sectors where validation arrangements are under development or implemented),number of beneficiaries/certificates issued or the number of validation providers.Elaborating on this perspective will be our

96、 main analytical approach for this report,which will also allow us to consider progress made over time in relation to countries that the ETF VNFIL Inventory covers for the second time:Kosovo,Montenegro,North Macedonia and Trkiye.The main limitation of this approach concerns existing data gaps on val

97、idation statistics and trends in the countries analysed,which will have an implication on providing a complete picture on the extent of VNFIL implementation.In addition,data is hardly comparable since countries use different definitions of validation for the same sector(e.g.labour market)or sub-sect

98、or of education:general education,initial and continuous vocational education,higher education and adult education.2.1 The national perspective:overarching approach to VNFIL This section provides an overview on developments in terms of legislation and policies and explains the economic and political

99、 background influencing VNFIL,what their regulatory frameworks around VNFIL look like and the state-of-play of actual VNFIL implementation.It also focusses on progress made since 2018 in those four countries which already formed part of the ETF Inventory in that year(Kosovo,Montenegro,North Macedoni

100、a and Trkiye).The section also explores links with other economic and political developments,such as migration flows.Of note is that some countries have a higher share of informal(grey)economy(e.g.in Kazakhstan and Kyrgyzstan,Bosnia and Herzegovina,Kosovo,Albania,Tunisia and Morocco),or increased mi

101、gration inflows(Jordan,Trkiye)which also includes return migration(e.g.Bosnia and Herzegovina,Kazakhstan,Kyrgyzstan,Moldova and Morocco),which increases the need for introducing validation arrangements.One main finding is that while countries differ in the level of implementation of VNFIL,they are r

102、elatively united in having mainly sector-specific validation arrangements in place,usually covering VET and/or the labour market(see table below).The prevalence of sector-specific approaches is linked to the fact that the different sectors often have different legislation in place,they deal with dif

103、ferent stakeholders and often also have different incentives for validation(e.g.shortage of qualified VNFIL CROSS-COUNTRY ANALYSIS REPORT|13 staff on the labour market versus legislative frameworks focusing more on formal professional qualifications in vocational education and training).Development

104、and implementation of national overarching frameworks may therefore take quite some time as compared to sectoral approaches.Another central finding is that countries advance at different speeds in the use of validation and this may relate to different reasons.For example,we must distinguish between

105、legal arrangements on a system(policy objective)level and legal arrangements that specifically regulate VNFIL procedures in a given sector,such as defining who the providers are,how they are authorised to certify people based on VNFIL,etc.The majority of countries already have some statements in hig

106、her level laws or national strategies which provide for validation in several sectors,or at least do not limit validation to one sector only;however,the elaboration and adoption of by-laws regulating validation procedures is likely to be more time-consuming,being subject to social dialogue and polit

107、ical agreement.For instance,Albania and Bosnia and Herzegovina need to draft detailed regulations in order to start the provision of validation services in at least one sector.In the period between 2018 and 2023,North Macedonia conceptualised an overarching regulatory framework,developed guidelines

108、and conducted validation pilots,however wider implementation of VNFIL has been hampered due to delays in the adoption of specific regulations.In comparison,Kosovo has made progress since 2018 as validation procedures are implemented in the VET sector and there are real beneficiaries.It shall be note

109、d,however,that the VNFIL policy framework in Kosovo is much broader than VET since it does not limit levels of qualification that can or cannot be acquired through validation.Furthermore,the 2020 NQF Handbook allows for validation for all types of qualifications up to level 7 of the Kosovo Qualifica

110、tions Framework.In Moldova,validation has been successfully piloted for several years,which has led to the adoption of a regulatory framework for validation providers in VET.Service provision was then extended nationwide and rolled out with regulatory acts for higher education now underway.While in

111、most countries validation is practically used in at least one or two sectors,Trkiye and Ukraine are examples of more overarching approaches in practical terms:in both countries,procedures are now introduced in the labour market,general education,VET and higher education(although data is not publicly

112、 available).The overview table below provides some insight on developments in each of the educational and labour market sectors in those countries where information is available.5 Data refers to the number of certificates issued per year on average for a given reporting period whereby we use ranges

113、to present this data.In our view,using absolute numbers is misleading as there is no comparative basis between country specific data.Moreover,data depicts different reference periods.Another option would have been to use relative indicators such as number of certificates issued as shares,however thi

114、s is not recommended due to the low sensitivity of the indicator for measuring progress over time shares are less attuned to depict small(in terms of volume)developments which are typically observed in the case of validation.Given that the ETF VNFIL Inventory plans to track the progress of countries

115、 with some regularity,it is important to keep track of available data.5 Data on the third sector is not available,which does not mean that there are no initiatives,but that developments in this sector cannot be captured.VNFIL CROSS-COUNTRY ANALYSIS REPORT|14 Table 1 Development of validation arrange

116、ments by sectors number of certificates issued per year on average Country Reporting period GE VET HE AE LM Population aged 15-64 in millions(2022)*Albania 2022-23 1.87 Azerbaijan 2020-21 n.a.100 n.a.7.04 2020-23 n.a.500 n.a.500 100 1000 7.23 Kazakhstan 2022-23 n.a.n.a.n.a.1000 12.22 Kosovo 2017-18

117、1.21 2019-22 100 n.a.Kyrgyzstan 2022-24 n.a.n.a.n.a.n.a.100-500 4.26 Moldova 2020 n.a.100 n.a.1.72 2019-23 n.a.100-500 n.a.Montenegro 2014-16 100-500 n.a.0.40 2019-22 100-500 100 100-500 n.a.Morocco 2019-23 100 100-500 24.61 North Macedonia 2017-18 1.42 2022-23 Serbia 2022-23 n.a.4.33 Trkiye 2016-18

118、 n.a.1000*57.90 2016-22 n.a.n.a.1000*Tunisia 2022-23 n.a.n.a.n.a.8.17 Ukraine 2016-21 n.a.n.a.100-500 24.99 2021-23 n.a.n.a.n.a.500 Source:Study team based VNFIL country reports and updates,*World Bank Database GE=general education;VET=vocational education and training;HE=higher education;AE=adult e

119、ducation;LM=labour market validation arrangements are not oprational.n.a.there is evidence on existing practices,but data is not reported as it is not publicly available,collected or monitored.VNFIL CROSS-COUNTRY ANALYSIS REPORT|15 2.2 VNFIL in the Education and Training sector This section is divid

120、ed into sub-sections covering all education and training sectors:general education(GE),initial and continuous vocational education and training(IVET and CVET),higher education(HE)and adult education(AE).For each of the sub-sections,country comparisons are made for those of the countries that already

121、 have operational validation arrangements.Countries with arrangements under development are also taken into account.One of the key findings is that operational validation arrangements in IVET and CVET are encountered most frequently,which may be due to their link with labour market access.Validation

122、 arrangements in HE which do not touch upon recognition of formal education,but really focus on non-formal and informal learning,are relatively rare.Validation in adult education often closely links to CVET or labour market initiatives,while validation in General Education is mentioned mainly in the

123、 context of extramural examinations.General Education There has been a tradition of extramural exams for general education(eksternat)in Eastern European countries(Azerbaijan,Georgia,Kazakhstan,Kyrgyzstan,Moldova,Ukraine)which have been an established form of assessing the knowledge and skills of you

124、ng people who did not participate in regular general education programmes.Statistics on this form of validation,however,are usually not publicly available,with few exceptions.In Azerbaijan,the application of the free(external)form of education aims to create conditions for those who could not comple

125、te the general secondary or full secondary education level for various reasons(except health reasons)to take the final exam for those levels and receive the appropriate educational certificate.Of note is that the word externally is added before the word graduated in the validation document received.

126、6 The 2005 Law on General Education in Georgia establishes certification of education acquired through external studies/externship.It allows applicants to get their learning outcomes assessed and validated for general education programmes of targeted subjects,whole grades or even a whole general edu

127、cation cycle.Assessment is performed through written examination.Georgia keeps statistics on certifications acquired through externships and is thus an exception compared to the other Eastern European countries.In Kyrgyzstan,validation in general is reported to be an extreme variant of the individua

128、l learning curriculum where the applicant does not attend the programme at all.In such a case it is necessary to undergo checkpoints,mid-term and final assessments based on the knowledge and skills acquired in any way outside the formal organisation.In Moldova,a national baccalaureate examination is

129、 open to persons aged 19+who are graduates of general secondary school,graduates of VET school with three years of study duration,persons who have at least two years of high school with completed schooling(grade X-XI),graduates of colleges and students of higher education institutions who were admit

130、ted to study on the basis of the general secondary school certificate.Candidates who have been admitted to the programme sit the difference tests to certify their level of mastery of all the subjects in the Secondary Education Framework Plan.In Trkiye,there are also validation practices in general e

131、ducation,however data is not publicly available.In Ukraine,according to the law on general education,a student has the right to the recognition of learning outcomes from non-formal or informal learning within the educational programme that is provided by the general educational institution.Recogniti

132、on of such students learning outcomes is carried out through the annual assessment or state final certifications,which are conducted on a general basis,defined for full-time or part-time form of general secondary education.6 Further information available at:https:/edu.gov.az/uploads/xususi-tehsil/Ek

133、sternat-Qaydalar.pdf VNFIL CROSS-COUNTRY ANALYSIS REPORT|16 Vocational education and training One of the main findings of this cross-country research is that operational validation arrangements are most frequent in areas of IVET and CVET,with 11(IVET)to 12(CVET)of the 16 countries having validation

134、arrangements in place.This may be due to their strong link to the labour market,often enabling labour market access,upskilling and reskilling.The scale of implementation varies,however.The extent of participation in the various validation schemes can be seen in the table above.It is highest in Moldo

135、va and Montenegro.Brief update of VNFIL country report of Moldova The period between 2019 and December 2022 was seen as a pilot phase for validation,with nine training centres(VET Colleges and Centres of Excellence)involved as validation service providers.The policies and practices during that time

136、were reviewed and followed by a set of recommendations.These recommendations highlighted the need to extend the ministerial order approving the existing validation regulations beyond the pilot phase,with the goal of introducing validation as a permanent feature in the Moldovan qualifications system.

137、Following this recommendation,the key regulatory change was the approval,in September 2022,of the“Regulation on the certification of professional skills corresponding to level 3,4 and 5 qualifications under the National Framework of Qualifications”.This regulation extended the implementation of vali

138、dation services nationwide.Moldova made good progress in expanding access to validation services.New centres have been authorised to provide validation services,currently being offered in 13 locations and for 92 occupations Source:VNFIL country report on Moldova,2023 update.In Montenegro,while the V

139、NFIL system is officially designed to enable validation in all sectors of education and training,the actual focus clearly lies on vocational qualifications in secondary and tertiary education.For example,it is possible to attain vocational qualifications through a validation process.Uptake has been

140、high,with 250 to 350 certificates issued each year between 2019 and 2022.Other countries with validation arrangements in VET include Azerbaijan,Georgia and Kosovo,although participation is lower as compared to Moldova and Montenegro.In Trkiye,the VET sector is prioritised since there is a great need

141、 for workers to obtain qualifications which recognise their skills and provide evidence of these.This is also important for employers to be able to show that they have a qualified workforce.Currently,validation processes only concern work-based vocational education(journeyman and mastery).In Ukraine

142、,an admission control procedure()has been developed,adopted and implemented since 2014.It allows training institutions which also provide opportunities for professional upskilling and reskilling to shorten training periods of incoming students based on experience.Although there is no central system

143、to monitor implementation,many online examples can be found from VET institutions and regional methodological centres meaning that this practice is likely to be quite widespread.In a couple of countries,validation in VET has been prioritised,however arrangements are still not implemented due to vari

144、ous reasons.In Albania,legislative framework was adopted which states that VNFIL arrangements will adhere to the four stages of validation:identification,documentation,assessment and certification.In Bosnia and Herzegovina,validation in VET has not been legally regulated,but there is a strategic doc

145、ument:Enhancing the Quality and Pertinence of Vocational Education and Training in Bosnia and Herzegovina Building on the Findings from Riga 2021-2030,which stipulates that until 2030 there should be regular procedures in place for recognition of non-formal and informal education and self-directed l

146、earning,as well as for defining the responsibilities involved in the recognition process.To promote the concept of VNFIL in education,in August 2023 the Kyrgyz Government adopted the Regulation on the establishment of the Centre for Independent Certification and Validation under the Ministry of Educ

147、ation and Science,which should carry out activities aimed at improving the quality of VNFIL CROSS-COUNTRY ANALYSIS REPORT|17 vocational education in the Kyrgyz Republic through independent assessment of skills/qualifications and recognition of non-formal learning the validation of informal learning

148、is excluded for the moment.Higher Education In higher education,validation is usually decentralised and mostly determined by institutional arrangements at provider level,which can be linked to the higher autonomy often given to higher education institutions(as compared to providers of general educat

149、ion and VET).An exception is the case of Georgia where the approach seems to be more centralised:The National Center for Educational Quality Enhancement(NCEQE)7 is entitled to recognise and validate learning and qualifications obtained beyond the formal higher education system.Normally,the process i

150、nvolves:a)verification of the learning and qualifications8,and/or b)assessment and validation of learning outcomes and/or recognition and validation of learning outcomes within formal higher education or qualification.9 In Kyrgyzstan,validation arrangements in higher education are usually not docume

151、nted.There are very rare cases where validation is mentioned(but not described)as confirmation of knowledge and skills in the regulation documents on the organisation of the educational process(e.g.Kyrgyz State Technical University).Validation is often used by students when they change their special

152、ty,institutions or work and study somewhere else.For instance,students can apply for recognition based on certificates of completion of external courses(e.g.foreign language,IT)or on evidence for skills acquired through work(especially if they study tourism or hospitality).In Trkiye,some universitie

153、s have arrangements at institutional level,authorised by their respective Senates.The basic principles of VNFIL are described in the Higher Education Law,but details on the implementation of the process are devolved to the senates of universities.In Ukraine,validation in higher education is carried

154、out as recognition of learning outcomes provided by the accredited educational(educational-professional,educational-scientific)programme,in accordance with the standard of higher education and the National Qualifications Framework.For the last two years,several higher education institutions have imp

155、lemented VNFIL initiatives and developed internal regulations on the recognition of learning outcomes acquired through non-formal/informal learning.10 Currently,a number of higher education providers validate international certificates in foreign languages(mainly English,German and French).Some coun

156、tries(e.g.Bosnia and Herzegovina,Montenegro,Morocco and Tunisia)have so far only carried out pilots regarding validation in higher education.In Bosnia and Herzegovina,an initiative related to higher education has been implemented within the EU-funded project Education for Employment.It focused on th

157、e recognition of previously acquired knowledge,skills and competences for the purpose of acquiring a certain number of ECTS.The procedures have been developed,a legislative model has been created and the pilot phase at two higher education institutions is expected to start soon.In Montenegro,HEIs ca

158、n carry out assessments and award vocational qualifications at MQF levels 6-8 based on the special training programmes accredited by the Higher Education Council,in accordance with the Act of the Higher Education institution.VNFIL is,however,a rare exception.An Erasmus+7 NCEQE carries out authorisat

159、ion of educational institutions and accreditation of educational programmes,as well as monitoring implementation of authorisation and accreditation standards.8 The verification process is mostly applied for the recognition of education and qualifications acquired in the Occupied Territories of Georg

160、ia or for refugees and asylum seekers,and consists of submission of relevant documentation attesting to the existence of learning processes and/or learning outcomes and qualifications,interviewing witnesses and in some cases testing through examinations.9 Identification of transferable learning outc

161、omes,assessment,recognition and validation is applied for the students/graduates of Licensed HE Institutions.The process is still administered by NCEQE,however with a more active role for HE institutions.In this process HE institution representatives are involved within the recognition commission an

162、d perform content analysis of the learning outcomes,decide on the examination content,prepare and administer examinations and recognise learning outcomes.10 An example is available at:https:/kpi.ua/en/informal-education VNFIL CROSS-COUNTRY ANALYSIS REPORT|18 project(e-VIVA)aimed to combine HE and pr

163、ofessional practice to improve validation opportunities through ICT-based methods of self-assessment and testing.In Morocco,the AMEL Project has the objective to award the exact same qualifications as those currently awarded at the end of a learning programme in a formal setting,but this system is n

164、ot yet operational.For now,the AMEL Project has experimented with its approach during two sessions in November 2022 and February 2023 by awarding qualifications from its French partner CNAM(Conservatoire national des arts et mtiers,a French HE institution dedicated to LLL).In Tunisia,private univers

165、ities offered validation in the process of career guidance.Another Tunisian university has launched validation in cooperation with a French higher education institution,offering equivalence to a university diploma through a certified validation process,but it did not lead to concrete results.In othe

166、r countries,recognition of prior learning focuses mainly on formal qualifications rather than on actual non-formal or informal learning(e.g.work experience),and is sometimes linked to modularisation with the general goal of increasing permeability(Montenegro).Adult Education Adult education has diff

167、erent forms and adults may be included in the target group(s)of validation services in general education,CVET and acquisition of key competences,and therefore must be distinguished.For instance,in the case of general education,validation candidates(including adults)aim to acquire a certificate for c

168、ompleted general education(or general education subjects);in CVET,candidates aim at acquiring a professional qualification.This section focuses on the validation of key competences acquired by adults(literacy skills,foreign languages,digital competences,etc.),which do not lead to the acquisition of

169、a certificate for completed general education(subjects)or professional qualification.The distinction is used for the purposes of the current report and do not necessarily comply with national definitions in some countries,adult education is conceptualised very broadly,including all learning activiti

170、es of adults(e.g.Serbia).In the example of Bosnia and Herzegovina below,adult education is linked to CVET.Also of note is that very often statistics on validation initiatives in adult education(e.g.key competences)are not publicly available.In the Western Balkans,andragogy was a relatively independe

171、nt branch of studies at universities and linked with well-developed adult education practices.Therefore,the conceptualisation of VNFIL in these countries is often linked to adult education policies,laws,pilots and adult education providers.In Bosnia and Herzegovina,the development of VNFIL concepts

172、still remains in the education sector,mostly related to adult education:in VET,so far only a few ad-hoc activities were recorded in which VNFIL was carried out on the basis of an adult education programme(see box below).Ad-hoc VNFIL initiatives in Bosnia and Herzegovina Although there is no VNFIL le

173、gislation in Republika Srpska,the Institute for Adult Education at the Ministry of Education conducted two ad-hoc validation procedures for informally acquired knowledge,skills and competences for medical technicians at the request of the Banja Luka University Clinical Centre.The ad-hoc procedure wa

174、s created according to the publicly valid adult education programmes for the training of technicians in the field of transfusion medicine and radiology.The Institute established panels of experts who assessed the achievements of technicians.The examination consisted of a written test,an oral exam an

175、d a practical part.For candidates who successfully passed the examination,the Institute issued certificates of publicly valid adult education programmes Source:Ministry of Education of Republika Srpska,Institute for Adult Education.In Montenegro,key competence certificates are issued upon completion

176、 of the Adult Education measures that the Employment Agency organises in cooperation with licensed Adult Education providers,on the basis of programmes approved by the National Education Council.These programmes are based on the standards for key competences.They can be obtained through direct asses

177、sment in line with the legal regulations.This is in high demand:between 2019 and 2022,988 VNFIL CROSS-COUNTRY ANALYSIS REPORT|19 certificates were issued for key competences(mostly foreign languages and to a lesser extent,digital skills)and two certificates for an adapted elementary education progra

178、mme for adults.Still,standardised validation procedures are yet to be developed.In North Macedonia,the Ministry of Education and Science adopted a new Concept document on secondary education for adults(November 2022),which envisages the adult secondary education curricula as based on the key compete

179、nces(recommended by the Council of the EU)and provides an explanation on how key competences are correlated to the subjects in the regular study programmes,and how they could be further incorporated into the national standards and expected learning outcomes.In Serbia,validation of non-formal and inf

180、ormal learning is defined as an adult education activity based on the principles of lifelong learning.The legislation provides for a broad platform for adult education since it includes all learning opportunities undertaken by younger and older adults which are outside the regular cycle of education

181、.As part of validation,learning outcomes and competences are assessed against a selected qualification standard,among which are key competences which belong to the general part of primary and vocational education for adults.However,the assessment of key competences has not yet taken place as part of

182、 the validation of non-formal and informal learning because the standards of key competences have not been developed yet,and are planned to be developed within the EU IPA 2020 project:increased offer and diversification of accredited informal training courses and adult training service providers.Val

183、idation initiatives in adult education are not only observed in the Western Balkans.For instance,in Moldova,adult education is explicitly included in VNFIL legislation,but no specific programmes are mentioned.In Ukraine,the Draft Law on Adult Education is expected to simplify the VNFIL process and o

184、pen doors to potential users.2.3 VNFIL in the Labour Market Validation in the labour market is often initiated as a bottom-up approach led by economic sectors and employers and this is typically observed in countries where employer organisations also play a more important role in the field of educat

185、ion.These initiatives usually result in the acquisition of a professional certificate,which is recognised and valued on the labour market in general and/or in a specific economic sector,whereby the certificates are often considered a different(alternative or complementary)qualification type than a V

186、ET qualification acquired through the formal VET system.In some Partner Countries,validation in the labour market has existed for years,allowing workers to get qualified without having formal training.For example,in Jordan,national citizens as well as migrant workers with valid work permits can pass

187、 through what are known as occupational skill tests to obtain a practice licence as nationally recognised evidence of their skills and competences for practising a specific occupation.Data shows that the need for licences is still relatively high despite the continuous decline throughout the years:t

188、he number of licences issued for 2020 was slightly more than 1000 as compared to more than 5500 in 2010.The acquisition of occupational licences is based on the workers skills level system(semi-skilled,skilled and craftsman),which is not linked to the recently adopted national qualifications framewo

189、rk11(2019 not yet operational).In this context,there are two parallel systems,which are not referenced to each other with the implication that the occupational licences obtained are valid only in the labour market and cannot be transferred to the national qualifications system(or vice versa)and be u

190、sed thereby to access further education(e.g.in VET).The phenomenon of parallel skills development systems and the challenge of transferability of validation results between systems(when,for example,an individual wants to use the results of validation from one subsystem to join higher-level training

191、in another system)is observed in several countries(Morocco,Tunisia).In Morocco,successful applicants for VAEP(Validation des acquis de lexprience professionnelle)receive a certificate of labour market competences12 awarded as part of 11 Jordan NQF consists of 10 major qualifications levels from leve

192、l 1(pre-school certificate)to level 10(PhD certificate)with subsidiary,supplementary and special qualifications in some sectors.12 Attestation in French.VNFIL CROSS-COUNTRY ANALYSIS REPORT|20 the agreement signed between the partners of each pilot13,and not as a qualification registered in the Natio

193、nal Catalogue(Repertory)of Qualifications attached to the Moroccan National Qualifications Framework.Companies are primarily involved in the initiative since they present applicants;individual persons cannot apply for VAEP procedures.The sectors of activity covered by the various pilots indicate tho

194、se most in demand and/or most active in developing and using competences(traditional sewing,art carpentry,installation of gas water heaters,etc.).In Tunisia,there is a Trade Testing System(Certificat dattestation de qualification professionnelle,CAQP14)which is an assessment that aims to ensure that

195、 applicants have the necessary competences to practise a specific occupation,considering the requirements of quality,hygiene,professional safety and environmental protection.The assessment is not regarded as a qualification by the population in Tunisia and may even suffer some stigma,even by profess

196、ionals in the field.Employer-led validation initiatives may sometimes arise from dissatisfaction with the learning outcomes of VET qualifications.For example,in Kazakhstan up to 2019 it was obligatory for VET graduates to pass through certification centres in order to obtain a professional certifica

197、tion.The certification centres are accredited by the State and the National Chamber of Entrepreneurs(Atameken)and are included in the national register of the Chamber of Entrepreneurs.In July 2023,a new Law on Professional Qualifications was adopted,which is significantly broader in its interpretati

198、on of the concept and procedures of validation.For example,the new law focuses on professional qualifications and recognition in the labour market and also ensures a link with the education sector.The latter is based on the understanding of the National Qualifications System as a set of legal and in

199、stitutional tools and mechanisms for regulating and coordinating the demand for qualifications from the labour market and supply of qualifications from the education system,including informal ones.Certification centres continue to operate under the new law as well.In Kyrgyzstan,the internationally f

200、unded project Promoting employment and vocational qualifications in Kyrgyzstan15(2017-2021)was extremely significant in the national context as one of the activities related to testing independent skills certification and validation procedures in eight pilot sectors(food processing/catering,personal

201、 care).The procedure included all four validation stages:identification,documentation,assessment and certification,and for example,if the applicant failed to pass the qualification examination,he/she received advice on how to prepare for examination next time.In Trkiye,depending on the sector,VNFIL

202、has become an important tool for companies to gain qualified staff.A key stakeholder is the Turkish Vocational Qualifications Agency(VQA).VQA oversees the authorisation of certification bodies and examines,audits and evaluates institutions management system as well as their policies and procedures f

203、or assessment and certification.Authorised certification bodies offer individuals an opportunity to have learning outcomes,gained through non-formal and informal learning,recognised.They are authorised for assessment in 410 occupations in 21 sectors whereby the certification in 204 of these occupati

204、ons is mandatory(mostly hazardous and dangerous occupations).Between 2016 and 2022 more than 2.4 million VQA certificates have been issued through validation whereby the share of non-mandatory certificates accounts for roughly 18%of the total number.The VNFIL system focuses on assessment and certifi

205、cation,and less on the first steps of validation processes(identification and documentation).VQA Vocational Qualification Certificates are recognised and represent credible qualifications in the national labour market and are especially high in demand in specific sectors,such as construction,where a

206、 high number of employees lack formal qualifications.In Ukraine,there had not previously been any opportunity to validate knowledge except for the profession of chef.In 2021,the Ministry of Education approved a Typical Regulation of a qualification centre defining a qualification centre,its main tas

207、ks,functions,rights and responsibilities.According to the regulation,qualification centres are to:assess the learning outcomes acquired in formal,non-formal and informal educations and recognise professional qualifications;recognise professional qualifications obtained outside of Ukraine;etc.As of J

208、uly 2023,there were 20 Qualification centres accredited by the National Qualifications Authority to provide validation services for professional 13 The initiative has been implemented on a pilot basis since 2008 with several pilots so far.14 http:/www.emploi.gov.tn/fr/68/certificat-dattestation-de-q

209、ualification-professionnelle 15 Further information available in Russian at:https:/cci.kg/nezavisimaja-sertifikacija/nezavisimaja-sertifikacija-professionalnykh-kompetencijj.html VNFIL CROSS-COUNTRY ANALYSIS REPORT|21 qualifications defined by occupational standards(e.g.electric and gas welder,elect

210、rician for repair and maintenance of electrical equipment,etc.).Of note is that as of March 2023,all occupational standards developed will include the level of the National Qualifications Framework which will help ensure the transferability of validation results between the labour market and educati

211、onal sector.One aspect of validation in the labour market refers also to initiatives led by public employment services,which may be defined within the framework of active labour market policies/measures.For instance,the State Employment Agency in Azerbaijan was involved in a VNFIL project for confec

212、tioners with disabilities and other vulnerable groups:16 persons participated and 13 of them were awarded a Diploma or a Certificate.In Kosovo,the Employment Agency(EARK)has introduced recognition of prior learning(RPL)as an additional Active Labour Market Measure(ALMM)for registered jobseekers to s

213、upport their access to the labour market or career development.In Moldova,career guidance centres are organised within the National Employment Agency(NEA).Certification of skills obtained by the unemployed formally or informally is a new measure to be implemented.At the same time,the NEA identifies

214、unemployed people who need validation and training services;registered unemployed persons can be channelled to the Validation Centres on the basis of referral letters in order to benefit from a VNFIL measure.2.4 VNFIL in the Third Sector Although there is widespread acknowledgement of the important

215、contribution of the third sector(youth organisations,volunteering organisations,NGOs and/or organisations supporting migrants,refugees,etc.)to skills formation,for example through the provision of non-formal trainings,it is likely that the level of use of validation in this sector is lower compared

216、to education and training and the labour market.In addition,validation practices in the third sector are often not documented,and therefore there is a certain lack of evidence.The lower level of use of VNFIL in the third sector may have various reasons:for instance,it is important to involve third o

217、rganisations(together with other social stakeholders)in social dialogue from the very beginning when VNFIL arrangements are under development.In Bosnia and Herzegovina,for example,the third sector is not included in the dialogue on VNFIL policy.Another reason for the lower level of use of VNFIL by t

218、hird organisations may be limited interest combined with legal requirements.In Montenegro,NGOs intending to organise market-oriented adult education programmes need to first establish,register and license a private adult education institution,which can offer accredited programmes in line with the Ad

219、ult Education Law.By way of contrast,NGOs can offer non-commercial training programmes but cannot issue any validation certificates,therefore the majority of them usually issue an internal certificate of attendance on successful completion.A similar situation can be observed in most of the countries

220、 studied.The case of Kazakhstan deserves more attention(characterised by a bigger territory and higher degree of social differences),where third sector organisations have a unique niche in the provision of non-formal training due to their access to remote rural areas and a wide range of ages and soc

221、ial groups.Over the past few years,representatives of the third sector have been discussing ways to develop a unified approach in the delivery and validation of non-formal training,which resulted in the establishment of the Academy of NGO in Almaty.This was done under a project supported by the Mini

222、stry of Information and Social Development with the aim to professionalise the delivery of non-formal learning in Kazakhstan.In North Macedonia,open civic universities for lifelong learning16 as civic sector organisations provide non-formal training for various occupations,mainly for adults directed

223、 towards the acquisition of a qualification for work and for personal development.In practice,trainings are usually adapted and tailored to competences that candidates already possess.In addition,VNFIL was included as one of the benchmark measures in the Plan for Implementation of the Youth Guarante

224、e 2020-2027,which is 16 According to the Law on Open civic universities for lifelong learning(Official Gazette of the Republic of Macedonia,2011),OCULLLs provide services in formal education for youth and adults(in primary and secondary education for adults),vocational training for adults and servic

225、es in non-formal education and training for adults.VNFIL CROSS-COUNTRY ANALYSIS REPORT|22 expected to increase the use of VNFIL-related activities among youth organisations and NGOs for a wide range of persons who are not employed or involved in education or training(NEETs).In Tunisia,third sector o

226、rganisations are very active and they have developed practices that are similar to validation,in some cases in collaboration with public institutions.The main aim of these practices is to match skills of individuals with skills demand or to adapt and profile job seekers to insert them in the job mar

227、ket.The outcomes are mainly internal certificates of soft skills or complementary job skills,which cannot be linked to formal qualifications.In Ukraine,third sector organisations are only indirectly involved in the validation process in organising non-formal and informal learning.They provide additi

228、onal opportunities to validation beneficiaries:post-training meetings,meetings with employers,continuous information on vacancies,individual psychological counselling and coaching sessions.Representatives of the third sector work with non-formal learning providers,and educational institutions of dif

229、ferent levels of accreditation.2.5 Reforms of national qualifications systems and their implication for VNFIL Among those countries from our sample that have developed and(at least partially)implemented National Qualifications Frameworks,there is a clear trend to designing these NQFs as comprehensiv

230、e frameworks that are open to accommodating learning from various contexts including formal,non-formal and informal learning.These NQFs often require that qualifications can be awarded through validation.While the majority of NQFs are comprehensive by design,with a number of countries still being in

231、 the earlier stages of NQF implementation,it is not yet actually possible to acquire all qualifications on the NQFs through validation.Significant national developments regarding the link between validation arrangements and NQFs can,for example,be observed in North Macedonia.The Law on NQF from 2013

232、 and the Law on Adult Education from 2008 mentioned the possibility of validation of prior knowledge and skills,but a significant and recent development in the area is the preparation of new draft legislation,namely the draft new laws on NQF and Adult Education that will allow the operationalisation

233、 of the validation service.They clearly postulate validation of non-formal and informal learning and provide the basis for the establishment of important VNFIL arrangements,i.e.that candidates would be able to obtain all qualifications up to NQF level 5B through validation.It means that VNFIL will c

234、over formal primary education,secondary education and IVET,post-secondary education and non-formal CVET and other forms of adult education.Until 2018,legislation considered validation only in the sphere of non-formal education and certification of vocational qualifications.Since then,the draft new l

235、egislation on NQF and Adult Education,and legislation on VET with the Concept on RVETCs(Regional VET Centres)and the Concept for Secondary Education of Adults,include validation arrangements in formal education too,which is an important change in the perception and acceptance of VNFIL by the authori

236、ties in the country.Once operationalised,these changes will facilitate broader horizontal and vertical mobility in the educational system and the labour market.Moreover,NQFs in Kosovo,Moldova,Montenegro,Serbia,Trkiye and Ukraine are by design open to qualifications awarded through validation of non-

237、formal and informal learning.In Kosovo,the NQF,established in 2008,includes all types and levels of qualifications.The national policy foresees that higher education and all types of VET qualifications can be obtained through validation.This being said,so far,current validation arrangements only ref

238、er to NVQs of levels 2-5 of the NQF.Validation is also possible in all subsectors in Montenegro.All qualifications are modular and based on credits.Validation is legally possible in all subsectors,even if implementation arrangements are still under development,with the VET sector being most advanced

239、 at this stage.The Turkish Qualifications Framework was also designed to allow for recognition of qualifications achieved as a result of the learning in informal and non-formal contexts.Therefore,it supports the VNFIL processes as it helps to clarify the understanding of qualifications and required

240、learning outcomes for the acquisition of qualifications.Based on that,the aim of the policy which promotes VNFIL is to create an environment where the VNFIL arrangements for all qualifications in the TQF are available.VNFIL CROSS-COUNTRY ANALYSIS REPORT|23 Some countries have adopted or are developi

241、ng comprehensive NQFs that are open to all types of qualifications/qualifications from all contexts,but which are not yet(fully)implemented at this stage.This can,for example,be observed for Albania,Bosnia and Herzegovina,Kazakhstan or Jordan.In the case of Albania,the NQFs is technically open to al

242、l types of qualifications.However,so far,only qualifications provided by the formal education system have been included.In Kazakhstan and Kyrgyzstan,sectoral qualifications frameworks(SQF)under the NQF have been developed.In Kyrgyzstan,so far,only a SQF for education has been developed.A number of c

243、ountries have made progress in establishing and developing qualifications registers or databases,although their status of development and functionality vary across countries.Some countries have more comprehensive registers with a larger number of qualifications,while others are still in the early st

244、ages of development and expansion.Active registers are for example reported for Montenegro,Serbia and Trkiye.Modular and unit-based structures&partial qualifications Countries increasingly implement modular and unit-based structures,which in several cases are also credit based.Several countries also

245、 allow for the awarding of partial qualifications based on validation of non-formal and informal learning.Depending on the specific national definition,partial qualifications may cover a subset of the modules included in a full qualification.The possibility to award partial qualifications can help i

246、ncrease the flexibility,inclusion and employability by recognising smaller bits of learning.Through additional training or recognition of further experience,holders of a partial qualification may subsequently proceed to obtain a full qualification.For example,Azerbaijan,Georgia,Kosovo,Montenegro,Nor

247、th Macedonia and Ukraine allow for the awarding of partial qualifications based on validation.In Kosovo,both VET and HE qualifications are developed in a modular structure(while general education qualifications are not),and have a credit value.Enabling the creation of a credit system that allows for

248、 the accumulation and transfer of credits and learning outcomes between different learning contexts and systems is one of the key objectives of the Kosovo Qualifications Framework.In Montenegro,all qualifications are modular and based on credits;accumulation is possible.Another example is North Mace

249、donia,where the draft new Law on NQF clearly postulates the modular structure of qualifications.Taking into consideration that the draft new Law on NQF further defines modules of a qualification as an independent and encircled unit of learning,or part of an educational programme,it will respectively

250、 allow candidates to obtain them through VNFIL,too.Reference points for assessment Reference points play an important role in any validation process,as they form the basis of assessment that may ultimately lead to the awarding of a qualification.Examples of commonly used reference points are qualifi

251、cation standards,curricula or specifically developed assessment standards or criteria.A lack of a visible reference point or standard,or how they are applied,can easily hamper trust in validation,as can the use of different reference points for validation than for qualifications from formal educatio

252、n and training.To ensure a parity of esteem between learning from formal,non-formal and informal contexts,traditional and validation pathways should lead to the same type of certificates,rather than type-A and type-B certificates.At the same time,it should be noted that standards originally develope

253、d for a purely formal school-based setting may not be well suited for capturing the diversity of an individuals learning experiences,as the 2023 European guidelines for validating non-formal and informal learning point out(Cedefop,2023).For example,when launching validation,standards in Azerbaijan a

254、nd North Macedonia had to be revised or updated.In our country sample,different reference points are being used for validation of non-formal and informal learning.Kosovo and Jordan use occupational standards.In Kyrgyzstan,the use of occupational standards is recommended within the ISC(Independent Sk

255、ills Certification),however only three occupational standards have been developed so far.Georgia,Kazakhstan,Serbia,Azerbaijan and Moldova use educational/qualification standards.Montenegro,North Macedonia(planned),Trkiye and Ukraine use both educational and occupational standards.VNFIL CROSS-COUNTRY

256、 ANALYSIS REPORT|24 Equivalence of certificates and diplomas Many countries report that the certificates and diplomas awarded through validation of non-formal and informal learning are equivalent to those awarded through other(formal)learning pathways.In Kosovo,for the currently available validation

257、 arrangements for NVQs of levels 2-5 of the NQF,the certificates are the same as those awarded through other pathways.Also for Georgia and Trkiye,the qualifications awarded based on validation are the same as those awarded through other pathways.In North Macedonia,the draft new laws on Adult Educati

258、on and on NQF(not yet operationalised)foresee that the outcome of validation(certificate for vocational qualifications and a diploma and public document for an educational qualification)will be equivalent to that obtained through formal education.Yet,while the equivalence of certificates and diploma

259、s is often stated,actual equivalence is in some cases hampered by the fact that validation initiatives only cover the vocational part of qualifications,leaving out the general education part.In some countries,VET qualifications include both general education subjects and VET subjects,meaning that th

260、e successful completion of a regular VET study programme will enable entry into higher education as the learner receives a certificate for a professional qualification and a diploma for completed upper secondary education.However,validation arrangements in some cases only cover occupational competen

261、ces,leaving out the general education part.Thus,while validation certificates are equivalent to professional qualifications,they do not enable access to higher education and therefore cannot be considered as fully equivalent to certificates achieved through the completion of regular VET programmes(e

262、.g.Moldova).A similar challenge can be observed for North Macedonia,where the current validation arrangements only foresee the validation of vocational competences,although all formal VET consists of vocational and general components.2.6 Institutional setup:responsibilities,coordination The types of

263、 stakeholders involved,their different responsibilities and functions and their coordination play an important role in validation.For any validation arrangement to be trusted and accepted,it is important that relevant stakeholders are appropriately involved,such as employee-and employer-representing

264、 organisations,employment services or civil society organisations.Within the countries studied,the institutional setup for validation is quite similar,at least in general terms in most countries,a coordinating government institution,usually a Ministry,takes a central role in terms of developing legi

265、slation and policy for validation arrangements in education and training.There is so far little evidence of the active involvement of employer organisations and trade unions in validation processes across countries that goes beyond a more indirect form of involvement,except for Kazakhstan and Trkiye

266、.In some cases,a National Qualifications Authority(NQA)assumes the role of leading policy design and implementation of validation in the country.This is for example the case in Kosovo,where the NQA acts as main policy developer,also due to its role as main institution responsible for NQF implementat

267、ion.In Kosovo,the coordination of validation arrangements involves various governmental institutions such as the Ministry of Education,Science and Technology,the National Qualifications Authority,the Kosovo Accreditation Agency(KAA)and the Employment Agency of the Republic of Kosovo(EARK).The minist

268、ry is responsible for approving policy and legal basis on VNFIL,while the NQA and KAA are responsible for the implementation of recognition of prior learning in the VET and HE sectors,respectively.The EARK plays a role in applying a skills audit called the Unemployment Card for registered jobseekers

269、.Other line ministries,universities,VET providers and international development initiatives also contribute indirectly to the coordination.In several examples,we can observe that a body gets assigned a leading executive role in implementing validation measures,acting as a kind of think tank for vali

270、dation and assuming different tasks,including the development of validation measures,capacity building,designing and delivering training for validation practitioners and/or provision of advice and guidance and support to validation candidates.Examples include the Examination Centre in Montenegro,the

271、 Adult Education Centre in North Macedonia or the National Center for Educational Quality Enhancement in Georgia:VNFIL CROSS-COUNTRY ANALYSIS REPORT|25 In Georgia,validation in VET,RNFE(Recognition of Non-Formal Education),is mainly the responsibility of NCEQE and the RNFE centres.NCEQE,an entity se

272、t up within the Ministry of Education and Science,coordinates the process and authorises the provision of validation services to entities,provides training to RNFE consultants,certifies RNFE consultants,develops RNFE resource materials and undertakes external monitoring of RNFE processes.17 In Monte

273、negro,the institutions involved in the coordination of validation arrangements include the Ministry of Education,the National Council for Education,the VET Centre,licensed Adult Education providers and the Qualifications Council.The Ministry of Education is responsible for overall coordination and m

274、onitoring of the validation process,while the National Council for Education is an expert body supporting decision-making.The VET Centre is responsible for developing and strengthening the vocational and AE system,and licensed AE providers conduct assessments.Last but not least,the Examination Centr

275、e assumes an important role:it organises the training and licensing of VNFIL assessors and submits a proposal to the Ministry of Education listing prospective assessors,based on which the Ministry then issues five-year assessor licences.In North Macedonia,the key stakeholders are the Ministry of Edu

276、cation,the Adult Education Centre(AEC)and the Coordinative Body and Working Group on validation established in 2018.While the Ministry of Education will act as main policy developing body,the AEC has been allocated an increasingly important role(note that the system in the country is not yet fully o

277、perational at this stage).It is expected that the AEC will assume a lead executive role in implementing validation arrangements,including the development of VNFIL measures and providing technical and capacity-building support,as well as the training for VNFIL practitioners and provision of advice an

278、d guidance to candidates.For the case of Kazakhstan,in turn,a decentralisation trend could be observed following the introduction of the NQF:some regulatory documents on standards were developed,and the development of the Register of Certification Centres(which is located on the website of Atameken,

279、the National Chamber of Entrepreneurs)has started.According to regulatory procedures provided and the Register of Certification Centres,the validation and independent certification of specialists(validation practitioners who need to be certified in order to carry out validation)and VNFIL have been d

280、ecentralised and delegated to the Certification Centres registered and accredited by Atameken.Thus,the organisations and institutions involved in the validation arrangements include the Certification Centres accredited by Atameken,relevant colleges,private or public organisations and/or large employ

281、ers.2.7 The perspective of validation providers The role of a validation service provider is often assumed by education and training providers,who provide validation services in addition to traditional education.As to which institution may offer validation services in a given country or subsector,an

282、d which requirements need to be fulfilled,we observe different setups across countries.An interesting case is presented by the new Regional VET Centres in North Macedonia.In 2022,the Ministry of Education adopted a development concept for the establishment of Regional VET Centres(RVETC),which forese

283、es that VET schools should be transformed into such RVETCs.These institutions will continue to provide formal VET,but also act as validation providers.Additionally,they are expected to contribute significantly to the development of quality assurance mechanisms and quality practices of validation.The

284、y are thus considered to have the potential to create a network of resource centres for validation in the future.A similar approach can be identified for Moldova,where it is VET Centres of Excellence that assume the role of validation provider.The Ministry of Education,Culture and Research usually a

285、ssigns the role of a validation centre in the field of VET to the Centres of Excellence and VET institutions with 17 For validation in general education,meanwhile,the setting is different.The Ministry of Education acts as coordinating body who in some cases also administers the process directly or t

286、hrough the education institutions.The NCEQE here plays a more limited role in granting authorisation to validation providers.VNFIL CROSS-COUNTRY ANALYSIS REPORT|26 increased potential and capacity in certain areas of vocational training.Validation centres in Moldova are subjected to assessment and a

287、ccreditation by the National Agency for Quality Assurance in Education and Research(ANACEC).By 2023,there were eight validation providers accredited.Likewise,the Framework Regulation for the organisation and functioning of Centres of Excellence,approved in 2015,indicates that the certification of pr

288、ofessional skills acquired in a formal,non-formal and informal environment represents one of their functions.Validation centres for VET are required to operate on a non-profit basis.In Serbia,where VNFIL procedures are currently being implemented in the field of vocational and adult education,valida

289、tion can be provided by Publicly Recognised Organisers of Adult Education(AEPRO).AEPROs need to be accredited by the Ministry of Education and comply with a set of legally prescribed requirements that refer to their educational provision,staff,space,equipment and teaching aids,including the accessib

290、ility of teaching and programmes for people with disabilities.The procedure partially differs depending on whether accreditation refers to a non-formal education programme or a VNFIL activity.Both schools and other organisations may be accredited as AEPROs.However,so far,only schools can be accredit

291、ed as AEPRO for VNFIL procedures.A number of countries apply an accreditation model,whereby validation providers need to be accredited before they can offer validation services.These include Albania(not yet operational),Kosovo,Moldova,Montenegro,North Macedonia,Serbia(see above)and Trkiye.Accreditat

292、ion processes impose different kinds of requirements on prospective validation providers.In some cases,this approach implies two layers of accreditation for validation providers one to be accredited as a training provider overall,and a second procedure in order to be specifically accredited as a val

293、idation provider.This can be observed,for example,in the cases of Albania and Kosovo.In the case of Albania,an accreditation model is envisaged for providers and has previously been piloted for five public and one private VET providers.However,the accredited providers of training cannot serve as the

294、 validation providers until VNFIL is developed and starts its implementation as defined by the consolidated framework legislation(see also 2.12 for more detailed information on funding issues).In Kosovo,validation can only be provided by providers who have undergone accreditation with the National Q

295、ualifications Authority.To obtain accreditation,institutions must meet a number of specific criteria,which are set by law and which relate to aspects such as internal QA mechanisms or specific equipment in place.Compliance with these criteria is perceived as demanding for some VNFIL providers(see 2.

296、11 for more detailed information on the criteria for accreditation).The accreditation is run through an e-accreditation system set up between 2021 and 2022,to assist RPL providers in the process of accreditation with the National Qualifications Authority.In Montenegro,since the revision of the Law o

297、n Vocation Qualifications in 2016,the responsibility for the assessment and awarding of vocational qualifications was transferred to the licensed education providers.Licensing requirements refer to the provision of space,teaching staff and equipment required.As of December 2022,a total of 129 AE pro

298、viders were licensed,with 15 new providers licensed in 2021 and 2022.North Macedonia(where validation arrangements are not yet fully operational)requires validation providers to be accredited by the Adult Education Centre,based on the norms and standards for accreditation issued by the Ministry of E

299、ducation.These refer to the provision of appropriate space,equipment and staff to implement validation processes.Furthermore,the provider needs to employ at least one licenced counsellor for VNFIL services and at least one assessor.In Trkiye,the VQA(Vocational Qualifications Authority)has a quality

300、assured audit process for the authorised certification bodies,and the specific quality criteria for authorising ACBs are based on ISO EN 17024 Accreditation and the VQA Quality Assurance Criteria and Legislative Regulations.The assessment and certification by ACBs are separated from the training pro

301、vision and ACBs cannot act as training providers.To date,for the majority of countries,it seems to be a challenge for VET providers to provide validation services as part of a sustainable business concept.This is linked to one of the main challenges VNFIL CROSS-COUNTRY ANALYSIS REPORT|27 concerning

302、the implementation of validation arrangements,namely,the securing of sustainable funding(based on national budgets and not on international project funding).Kyrgyzstan is one of the countries that has experienced challenges in this regard.After a project-funded test-run between 2017 and 2020,centres

303、 for Independent Skills Certification(ISC)found it difficult to establish a business model that would allow them to sustain their operations,which is also considered the result of disagreements and misunderstandings between relevant stakeholder groups.As a result,the majority of the previously estab

304、lished ISC providers suspended their work or closed down.As the example from Montenegro shows,the core business of private AE providers in particular is still income generation through the provision of education and training programmes,and they have little financial incentive to offer validation ser

305、vices.The major obstacles for the implementation of VNFIL are limited resources,interest and motivation of the providers to offer the VNFIL services.Licensed AE providers are required to pay an administrative fee of EUR 500 and to provide a bank guarantee.The case of Trkiye somewhat constitutes an e

306、xception in this regard,in the sense that there is a revenue model in place sustained by the mandatory certification requirements.ACBs need to deliver accreditation and authorisation fees to both TURKAK and the VQA.Additionally,ACBs also need to deliver additional annual fees to the ACBs that are ba

307、sed on the number of certificates awarded.In turn,the pricing of validation services is left in the hands of the providers.However,ACBs can rely on a constant stream of revenue that stems from the fact that certification has been made mandatory for a large number of occupations.In Kosovo,validation

308、providers face an accreditation cost of at least EUR 600,which can be considered quite a significant amount especially for providers at the beginning of their experience with RPL provision.As is the case for Trkiye,the pricing of validation services is left in the hands of the providers.Section 2.12

309、 related to funding arrangements provides more detailed information on these accreditation fees and the overall distribution of costs.Information on measures and initiatives taken to inform providers and prepare them for their role in validation is presented in section 2.8 of this report.VNFIL CROSS

310、-COUNTRY ANALYSIS REPORT|28 2.8 Validation practitioners Profiles of validation practitioners Findings from the analysis show that validation-related tasks are typically assumed as an additional role by staff from education institutions or sector professionals.In other words,validation is not usuall

311、y a job carried out full-time by practitioners.A number of countries distinguish between three broad types of roles:guidance practitioners,assessors and validation coordinators.Assessors are sometimes organised into assessment commissions or assessment panels,whereas some countries further distingui

312、sh internal and external assessors.Some examples include:In Jordan,advisory/guidance services provided for candidates are conducted by occupational work regulating officers,trainers or training officers,while skill assessment tasks are conducted by trainers and/or training officers besides their oth

313、er tasks according to their job descriptions.In Kosovo,the current legal framework does not specifically describe the profile of validation practitioners.However,the 2017 Policy document distinguishes the following types of profiles for validation practitioners in an RPL service provider:RPL coordin

314、ator,RPL mentor and RPL assessors.RPL assessors are further distinguished into internal assessors and external assessors.For Kyrgyzstan,VNFIL arrangements in the labour market identify two basic roles managers and experts while the profile of validation practitioners in the education sector has not

315、yet been defined.Montenegro has defined the profile of an assessor but does not have defined profiles of other validation practitioners.In North Macedonia,over the past few years,standards for Assessor in VNFIL and Counsellor in VNFIL qualification have been developed by the AEC.They are expected to

316、 become fully operational after the adoption of the relevant laws.In Serbia,the profiles of validation practitioners are described in the rulebook on VNFIL.The main roles in the validation process are VNFIL advisor,evaluator from school and evaluator from the economy.In Trkiye,practitioners in VQA v

317、alidation processes include quality management representatives,assessors/decision-makers/internal verifiers and certification managers.The assessors profiles are defined in the qualification standards.The assessors for the technical fields are mostly teachers at VET schools and engineers.For the oth

318、er fields,the assessors are experienced professionals,e.g.an experienced hotel manager in the tourism field.Qualification requirements for validation practitioners The majority of countries have requirements(in terms of relevant experience and/or qualifications)for validation practitioners in place.

319、Some countries only have such requirements in place for the role of assessor.Some examples for mandatory qualification or experience requirements for validation practitioners in general:In Kosovo,the qualification requirements for validation practitioners are specified in Administrative Instruction

320、No.09/2019,which mandates that RPL practitioners must be trained by the NQA,without stating more detailed requirements.However,a policy document from 2017 defines the knowledge,skills and competences required for the different roles of RPL coordinators,mentors and assessors.For North Macedonia,the d

321、raft new Law on Adult Education postulates that the assessment of the competences of the candidate for VNFIL is performed by a commission formed by the provider of the VNFIL services.All validation practitioners need to be certified by the AEC.In order to be certified,the applicants for counsellors

322、for validation need to take part in training for counselling in VNFIL CROSS-COUNTRY ANALYSIS REPORT|29 VNFIL organised by the Adult Education Centre.Similarly,the applicants for assessors for validation will need to enrol in training for assessment in VNFIL(note that the validation system in the cou

323、ntry is not yet operational).Serbia has mandatory requirements for various roles involved in the validation process,such as counsellors and evaluators(and further distinction between evaluators from school and from the labour market).These requirements include specific qualifications,years of experi

324、ence and training in vocational education and competency-based assessment.In Trkiye,specific requirements exist for all professionals who take part in the validation arrangements for the VQA(Vocational Qualifications Authority)qualifications.For example,Certification managers and quality management

325、representatives of the ACBs should undertake the training provided by the VQA focusing on the VQA processes and validation.The assessors/decision-makers/internal verifiers should undertake the assessment and evaluation training on competence-based assessment.These training courses are a prerequisite

326、 for being employed by the ACBs.Some examples for mandatory qualification or experience requirements for assessors in validation:In Moldova,the eligibility requirements for members of the evaluation and certification committees include a minimum International Standard Classification of Education(ISC

327、ED)VI level in the respective professional field,at least five years of professional experience and a qualification as an assessor issued by accredited educational institutions.The Law on National Vocational Qualifications in Montenegro prescribes mandatory requirements for assessors,including an ap

328、propriate educational profile,at least five years of professional experience in the relevant field and completion of a training programme for assessors.Assessors are licensed by the Ministry of Education following a nomination by the National Examination Centre.The licence is issued for a period of

329、five years.Provision of training and support to validation practitioners Many countries provide initial training to VNFIL practitioners,either on a mandatory or optional basis.Based on the information available,however,none of the countries studied have integrated training on VNFIL processes into fo

330、rmal teacher training.Relatively few countries so far provide continuing training/professional development on VNFIL processes.Some examples of initial training include:In Bosnia and Herzegovina,a training programme for the validation of non-formal and informal learning(VNFIL)is being developed for a

331、 pilot activity at two faculties,which will subsequently be implemented with the support of an EU-funded IPA project.There are plans to conduct training according to the created VNFIL model for higher education at all institutions.Through the upcoming project that should start its implementation in

332、2023 and will last for three years,more comprehensive training for all relevant actors in the education sector is foreseen.In Georgia,for validation in VET,the National Center for Educational Quality Enhancement provides a training programme to potential RNFE consultants.It focuses on NQF and VET qu

333、alifications,education standards and modules,RNFE processes and the tasks of the RNFE consultant.In Kosovo,the NQA has developed guidelines and training programmes for coordinators,mentors and evaluators of recognition of prior learning.Several training sessions have been conducted for RPL practitioners,and master trainers have been trained to train RPL providers.In Moldova,the validation centre o