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This is Oscar

Oscar is our main subject throughout this work package. If you are in doubt as a reader, you can play the videos and Oscar will explain in more detail what each step of the VPL process includes.

PAINTING SKILLS ACADEMY

Validation of prior learning (VPL) manual

Formal education and training has difficulties coping with the skills challenges. People learn through work, job training, leisure activities, volunteering and more. However, individuals have often difficulty using this knowledge and skills to access further education or to progress in their careers.

In recent decades, procedures for validating prior learning (VPL) have been developed in a range of countries within Europe and elsewhere in the world. The purpose of this development has been to render the competences of individuals both visible and valuable. This has considerable societal impact as well as for the individual; it opens possibilities for enhanced movement of skilled labour force between countries and strengthens the position of individuals in the labour market.

This interactive manual provides a comprehensive overview of all the stages involved in the process of validating of prior learning, right from the preparatory phase to the very end of the activity. It is recommended that the validation process for Painting Skills Academy (PSA) take into consideration the principles of the European guidelines for validation of non- formal and informal learning, supported by the European Inventory of Validation and the NVL (Nordic Network for Adult learning) methods in the field of validation.

For the purpose of linking the validation of prior learning to an actual profession, the manual explores ways in which the PSA, Painting Skills Academy, can make use of the validation process under the subheadings listed below. Special attention will be given on how to prepare front-line staff, that includes assessors and Career and education counsellors.

The main chapters of this interactive manual are as follows:

Preparation and Management
Counselling and support
Information
Documentation
Assessment interview
Certification

In each chapter, the factors that are important in the implementation of the validation process are carefully reviewed and suitable methods for Validation towards PSA curriculum are discussed.

To make the content even more accessible, we follow our animated friend Oscar

through the validation process and get more detailed descriptions of the process there.

In addition to this, several chapters contain interviews with experts in certain fields, which are interesting to take a close look at.

NOTE: All references and appendix are located at the bottom of the manual.

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Work Package 7

In recent decades, procedures for validating prior learning (VPL) have been developed in a range of countries within Europe and elsewhere in the world. The purpose of this development has been to render the competences of individuals both visible and valuable. This has considerable societal impact as well as for the individual; it opens up possibilities for enhanced movement of labour between countries and strengthens the position of individuals in the labour market.

The weight and status of the validation of prior learning within the education system of each given country needs to be secured before the processes are implemented. This enables the formal certification of the skills and knowledge for which the indiviual has received recognition through the validation process while also providing justification of the cost and work involved.

This manual provides a comprehensive overview of all the stages involved the process of validating prior learning, right from the preparatory phase to the very end of the activity. For the purpose of linking the validation of prior learning to an actual occupation, the manual explores ways in which the PSA, Painting Skills Academy, can make use of the validation process under the subheadings listed below.

Task 7.1 Competence assessment and recognition of prior learning to determine entry level.
Task 7.2 Development of a manual (this website) for VPL process.

This manual provides a comprehensive overview of all the stages involved the process of validating prior learning, right from the preparatory phase to the very end of the activity. For the purpose of linking the validation of prior learning to an actual occupation, the manual explores ways in which the PSA, Painting Skills Academy, can make use of the validation process under the subheadings listed below.

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Work Package 7

In recent decades, procedures for validating prior learning (VPL) have been developed in a range of countries within Europe and elsewhere in the world. The purpose of this development has been to render the competences of individuals both visible and valuable. This has considerable societal impact as well as for the individual; it opens up possibilities for enhanced movement of labour between countries and strengthens the position of individuals in the labour market.

The weight and status of the validation of prior learning within the education system of each given country needs to be secured before the processes are implemented. This enables the formal certification of the skills and knowledge for which the indiviual has received recognition through the validation process while also providing justification of the cost and work involved.

This manual provides a comprehensive overview of all the stages involved the process of validating prior learning, right from the preparatory phase to the very end of the activity. For the purpose of linking the validation of prior learning to an actual occupation, the manual explores ways in which the PSA, Painting Skills Academy, can make use of the validation process under the subheadings listed below.

Task 7.1 Competence assessment and recognition of prior learning to determine entry level.
Task 7.2 Development of a manual (this website) for VPL process.

CERTIFICATION

The final phase of validation is linked to the certification – and final valuing – of the learning identified, documented and assessed. This can take different forms but is commonly the award of a formal qualification (or part-qualification). In enterprises or economic sectors, certification may also involve issuing a licence allowing the individual to carry out specific tasks. Whatever the case, validation reaching the stage of certification requires a summative assessment officially confirming the achievement of learning outcomes against a specified standard. It is crucial that this process is managed by a credible authority or organisation.  

The validation is based on the PSA curriculum and participants receive a PSA-confirmed certificate at the end of the assessment. Some participants may want to be assessed in individual courses from the curriculum, while others want to be assessed in larger part of the PSA curriculum. It is important that everyone receives a certification document, issued by PSA that confirms the result of the assessment.

The value – or the currency – of a certificate or qualification acquired through validation largely depends on the legitimacy of the awarding body or authority. The use of summative approaches for validating nonformal and informal learning needs to be strongly linked – preferably integrated – into national qualifications systems.  

Some countries have chosen to issue separate certificates or qualifications for non-formal and informal learning. While this might be appropriate in some settings, there is risk of creating A and B certificates where those resulting from validation are seen as inferior.  

Establishing validation of non-formal and informal learning as a normal route to qualifications – in parallel to the traditional route of formal education and training courses and programmes – could imply a legal right to validation. Such a right, as already found in some European countries, would guarantee access to a qualification, but not specify the learning path on which it is based. This might take several forms and will depend on the constraints and opportunities offered by the national legal and political context.

The value – or the currency – of a certificate or qualification acquired through validation largely depends on the legitimacy of the awarding body or authority. The use of summative approaches for validating non-formal and informal learning needs to be strongly linked – preferably integrated – into national qualifications systems.  

Some countries have chosen to issue separate certificates or qualifications for non-formal and informal learning. While this might be appropriate in some settings, there is risk of creating A and B certificates where those resulting from validation are seen as inferior.  

Establishing validation of non-formal and informal learning as a normal route to qualifications – in parallel to the traditional route of formal education and training courses and programmes – could imply a legal right to validation. Such a right, as already found in some European countries, would guarantee access to a qualification, but not specify the learning path on which it is based. This might take several forms and will depend on the constraints and opportunities offered by the national legal and political context.

Example of PSA certificates

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COUNSELLING AND SUPPORT

It is important that the counsellor considers the possibilities for all participants to complete their studies/receive recognition of learning outcomes. Thus, each participant must be given a clear breakdown of the course components that have been completed and counselling on possibilities for finishing whatever remains.

The counsellor is the contact person for the participants in the project and oversees the compilation of the portfolio, provides support during the assessment interview if requested, and is in charge of follow-up and counselling after the assessment.

Role of the Counsellor

The steering group of a validation project appoints a counsellor. Often, the counsellor also takes on the role of project manager and is both in charge of counselling and project administration. The counsellor plays an active role right from the beginning by introducing the project to potential participants and others who will be involved. The counsellor meets each participant after the introductory meeting and conducts screening interviews.

The results of pilot projects have highlighted the importance for participants to receive one-on-one counselling and have easy access to a counsellor throughout the entire process. It has also become clear that many participants need targeted encouragement and support in order to participate in the validation of prior learning, in the process itself, and about how to proceed after the validation has been completed.

Counsellors in the validation of prior learning need to have a thorough knowledge of the entire validation process and the competence criteria on which the validation is based. They need to be prepared to offer sound and objective guidance to all participants. Good communication skills and effective conversation techniques, as well as active listening, are pivotal to the counselling. Counsellors must be able to provide individualised counselling on competence building in general and assist individuals in bringing out their strengths and competences, documenting them and putting them down in words. Counsellors need to be familiar with the compiling of skills portfolios as they are indeed, one important part of the documentation on which the validation is based.

The role of the counsellor/advisor in PSA is to:

Introduce the process of validating prior learning, its principles and potential benefits
Present the predefined competence criteria, units and/or levels of the PSA curriculum
Provide encouragement, support and feedback during the validation process
Highlight all the participant’s competences that might be helpful in the validation against PSA curriculum
Uphold the rights of the individual during the validation process
Provide follow-up after the validation process
Assist individuals in completing study programmes or and thus receiving recognition for their skills.

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PREPERATION & MANAGEMENT

The European guidelines for validating non-formal and informal learning are written for individuals and institutions responsible for the initiation, development, implementation and operation of validation arrangements. The guidelines were first presented as the European principles for the validation of non-formal and informal learning in 2004, to be updated and revised in 2009 and 2015. In the 2009 version of the guidelines there are 10 fundamental principles underpinning validation identified.

There is a lot of data that explains the implementation of the validation process. This manual has relied on f.x. the European Guidelines for validating non-formal and informal learning from 2015 and the Road Map from the Nordic Network for Adult Learning (NVL). These guidelines contain useful information for instance the role of public authorities, stakeholders and educational systems ensuring the quality of implementing VPL.

The weight and status of the VPL within the education system of each given country needs to be secured before the processes are implemented to justify the cost and work involved.

Before any new VPL process can begin, a defined preparation process must be in place. That includes support of stakeholders, financing, defining standards (curriculum), project management, target groups and criteria for participation (age/experience) When all of these matters are in place and agreed upon, then a new validation project needs to be defined under the supervision of a steering group.

They are the following:

Validation must be voluntary.
The privacy of individuals should be respected.
Equal access and fair treatment should be guaranteed.
Stakeholders should be involved in establishing systems for validation.
Systems established by stakeholders should contain mechanisms for guidance and counselling of individuals.
Systems should be underpinned by quality assurance.
The process, procedures and criteria for validation must be fair, transparent and underpinned by quality assurance.
Systems should respect the legitimate interests of stakeholders and seek balanced participation.
The process of validation must be impartial and avoid conflicts of interest.
The professional competences of those who carry out assessments must be assured.

European Guidelines for validating non-formal and informal learning as stated in the European guidelines for validating non-formal and informal learning (CEDEOP, 2015), trust in the validation process relies heavily on the front-line staff conducting the process. It relies also on the organizational aspects surrounding validation, in regards to cooperation of stakeholders, coherence of practices and overall quality measures used.

STEERING GROUP

QUALITY ASSURANCE

PREPARATION COURSE

PROJECT MANAGER & ASSESSORS

COMPETENCE CRITERIA

FINANCING

KEY POINTS OF PREPERATION

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This chapter contains a lot of information. For better experiance, view the site on a desktop computer

ASSESSMENT INTERVIEW

The assessors establish whether competences exist and evaluates them against the required learning outcomes for the course. In order to have competences recognised, the same requirements apply as for having a course evaluated within the school context.
The assessment is centred around comparing the actual competences of an individual with the learning outcomes of a course module. The following persons partake in the assessment interview: Participant, one or two assessors from the relevant profession, usually a vocational teacher and/or master craftsman. Also included can be a student and career counsellor.

The portfolio and self-assessment lists are a valuable platform for discussion during the assessment interview. Following the interview, the assessors discuss their findings and grade the tasks in accordance with the national grading system for upper secondary schools. The assessors and the participant discuss the results of the assessment to make sure that the participant understands the results and has the chance to discuss further if needed.

It is important for assessors to be given the opportunity to familiarise themselves with the portfolio and self-assessment prior to the assessment interview. A counsellor provides support during the assessment interview if requested by the applicant.

The outcome of the interview can be:

Evaluated: The individual has required knowledge of the subject in this course and receives a PSA certificate of completion.

Not evaluated: The individual is lacking knowledge of the subject in this course and has to attend PSA to be fully qualified in the particular course.

Varied interview procedures

The procedures for determining the competences of an individual may depend on the contents of the course. A conversation is the most common procedure, but drawings, pictures and skills demonstrations are also ways in which to determine competences if needed.

Recognition of competences

The assessors review the results and explain them in a conversation with the participant. This may take place directly after the assessment or later.

The assessors working on the validation process must have completed appropriate training and are familiar with PSA curriculum. It is also very important that the assessors are familiar with painting education programs in Europe and have an understanding of the different status depending on the country.

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DOCUMENTATION

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In the PSA documentation, it’s important to include all confirmations of previous studies and work. Letters of recommendation specifying various skills are an advantage. Diplomas and confirmations of course participation whether in the home country or elsewhere in Europe are important.

Here, previous jobs and job descriptions are documented as well as all education and courses, both formal and informal, and any other experience that has had an impact on the individual‘s professional skills.

PORTFOLIO

try it out!

This is a documentation of general skills. The general skills assessment is broken down into tasks that are rated from 1-4. Four being the highest and one the lowest. The participant rate themselves.

GENERAL SKILLS- SELF ASSESSMENT

try it out!

Here the individual‘s professional competences are assessed in relation to course descriptions in the PSA curriculum. The course descriptions are broken down into tasks that are rated from 1-4. Four being the highest and one the lowest. The participant rates him/herself.

PROFESSIONAL SKILLS- SELF ASSESSMENT

try it out!

Documentation of competences is one of the principal criteria for a fair and reliable validation of prior learning to take place. In the documentation phase, individuals are given the opportunity to reflect on past experiences under the guidance of a counsellor in order to uncover the competences they have acquired.

For the documentation, use is made of portfolio and self-assessment checklists based on the current curriculum, which are designed to highlight real competences that individuals have built up throughout the course of their lives: work, education, social activities, interests, and family life. Special emphasis is placed on covering all learning: formal, informal and non-formal. This process and experience is an important part in preparing individuals for the actual validation procedure. Through this, the individuals become better aware of their competences and gain confidence in describing them. The submission of formal documents (e.g. diplomas, certificates) shows only part of the individual‘s competences.

The documentation phase can be divided into three stages: Portfolio, general skills and professional skills self assessments.

Portfolio

This portfolio documents includes registration for personal data, all education (formal and informal), a career history of the individual, social activities and language skills.

General skills

General Skills refers to the personal skills that is important in the labor market and is common to all professions. General skills are transferable, they can be transferred to other contexts and between different jobs and professions. In this generals skills self-assessment there are six skills element that have been selected as an example. The selected elements are: Development skills, work ethic/moral skills ,health & safety skills ,organization skills, communication skills and digital skills.

They are compiled from general skills self-assessment lists from the Education and Training Service Centre in Iceland (ETSC). ETSC has defined 11 competence factors that together form general competences in the labor market. They are developed in accordance with the Icelandic qualification framework (ISQF).

Professional skills

The unit “Working methods for coating processes (cleaning, decocting, spraying) and coating techniques - UNIT 6_ EQF level 3” from the PSA curriculum has been selected as an example for professional skills. The skill criteria of the unit is broken down in accordance with the curriculum. The individual then evaluates himself in each of these aspects.

INFORMATION

It is important that the following items are covered at the introductory meeting:

What is validation of prior learning and what does it entail?
What are the entry requirements?
What do I need to do as a participant?
How long does the project take?
What is my possible gain from the project?
Which parties are involved in the project?
Who will be assessing my competences?
How much does it cost to participate?

It is also a good idea to show a sample of a checklists at the introductory meeting. The study programme/courses to be evaluated need to be presented. Information on where and how to reach the project manager or counsellor must be easily available. It is important not to leave any question from the participants unanswered.

At the end of the introductory meeting, individuals are encouraged to book a screening interview with a study and career guidance counsellor. The interview covers the individuals’ work experience and education, and assistance is given in gathering the documentation necessary for participating in the validation of prior learning.

Screening interview with a counsellor

Individuals who are interested in undergoing validation of prior learning are offered an interview with a counsellor where their experience is discussed in detail. Emphasis is placed on highlighting the individuals’ background, areas of interest and possibilities for participating in the validation process.

It is important that individuals who are not eligible for the validation of prior learning are informed of the reasons why this is not the case, and they should also be provided with guidance concerning other options.

Examples of focus areas in a screening interview:

Revise individual’s learning and work experience (background, interests)
Explain the validation process
Establish eligibility for participation
Discuss attitudes and expectations regarding the validation of prior learning
Revise what is to be expected after the validation process
Reach a conclusion concerning participation in the validation project or other goals and options
If the outcome of the screening interview shows the individual is eligible for participating in the validation of prior learning, provide information about the next steps to be taken, i.e. preparation and gathering of materials for documenting competences

In the screening interview it is advisable to refer to the self-assessment checklists, go over materials confirming employment, and check any other documents that might benefit the individual in the validation process.

This chapter contains information about what items need to be covered at an introductory meeting on validation of prior learning. The information phase may be said to be twofold. On the one hand, prospective participants need to be given information on which to base their informed decisions regarding the suitability of the validation process for them, whether they meet the entry requirements and what they may expect at the end of the validation. On the other hand, there is a constant flow of information throughout the process on which steps to take, designed to encourage participants to prepare as well as possible for the assessment interview.

Introduction meeting

When a project has been advertised, generally or to specific groups, those who are interested are invited to an introductory meeting. The meeting may be either on site or online and is directed by a project manager and/or counsellor.

A PSA introductory meeting must thoroughly cover what PSA units will be available for evaluation. The units are selected by the steering group. Participants must be informed of the possibility of being evaluated against a single unit if they wish or, alternatively, all units at a defined educational level. It must be clear from the outset what kind of recognition the individual will receive at the end of the validation process and what significance the recognition carries. Clear instructions must be given on what steps the participant needs to take following the meeting.