European Trade Union Institute Bd du Roi Albert II, 5 1210 Brussels Belgium Tel.: +32 (0)2 224 04 70 Fax: +32 (0)2 224 05 02 [email protected] www.etui.org Challenges, actors and practices of non-formal and informal learning and its validation in Europe Challenges, actors and Renaud Damesin, Jacky Fayolle, Nicolas Fleury, practices of non-formal Mathieu Malaquin and Nicolas Rode and informal learning and This book presents, in a European perspective, a comprehensive survey of practices and issues arising in the area of validation of non-formal and informal learning (NFIL). The survey is based on updated results of a project conducted in 2011 and 2012 its validation in Europe for the European Trade Union Confederation (ETUC) by a team from Groupe ALPHA with funding from the European Commission’s Employment DG. In a context where — the dynamic management of vocational pathways and transitions has been attracting Renaud Damesin, Jacky Fayolle, Nicolas Fleury, increasing attention, NFIL recognition can benefit a wide range of social groups, in particular the most vulnerable. Mathieu Malaquin and Nicolas Rode Challenges, actors and practices of non-formal of non-formal and practices actors Challenges, in Europe validation and its learning and informal and N. Rode M. Malaquin N. Fleury, Fayolle, R. Damesin, J. After a survey of the main NFIL issues and diverse national experiences as regards validation, the book describes these issues in the context of European challenges and policies on education and training, drawing attention to common problems encountered in implementing NFIL validation frameworks and processes, as well as to specific instances of successful implementation programmes. Also broached are the issues of collective bargaining and tripartite dialogue on NFIL validation. Detailed national surveys on the challenges and initiatives of NFIL validation cover a total of ten European countries: Denmark, Finland, France, Germany, Italy, Poland, Portugal, Romania, Spain, and the United Kingdom. A concluding chapter proposes a set of specific actions designed to improve the visibility of, and access to, NFIL validation. D/2014/10.574/01 ISBN: 978-2-87452-305-2 Challenges, actors and practices of non-formal and informal learning and its validation in Europe Challenges, actors and practices of non-formal and informal learning and its validation in Europe — Renaud Damesin, Jacky Fayolle, Nicolas Fleury, Mathieu Malaquin and Nicolas Rode European Trade Union Institute (ETUI) Brussels, 2014 © Publisher: ETUI aisbl, Brussels All rights reserved Print: ETUI Printshop, Brussels D/2014/10.574/01 ISBN: 978-2-87452-305-2 The ETUI is financially supported by the European Union. The European Union is not responsible for any use made of the information contained in this publication. Table of contents Foreword ................................................................................................................................................................................................................................. 9 Introduction .................................................................................................................................................................................................................. 11 Part I Transversal issues Chapter 1 Main NFIL issues and the diversity of national experiences ......................................................... 15 1. Issues involved in the validation of NFIL ................................................................................................................... 17 2. Major criteria used to distinguish between three groups of countries ............................ 19 Chapter 2 NFIL issues in the context of European challenges and policies on education and training .................................................................................................................................................................................................... 27 1. European challenges and initiatives regarding education and training ......................... 28 2. The validation of prior learning in the face of national socio-economic issues ......... 34 3. The importance of NFIL validation for individual workers ................................................................ 44 Chapter 3 From NFIL validation frameworks and processes to concrete implementation programmes: common and specific problems .......................................................................................... 47 1. National validation frameworks and processes ................................................................................................ 47 2. Beyond regulatory tools: actual practices ................................................................................................................ 51 Chapter 4 From collective bargaining and tripartite dialogue on NFIL issues to the impact on the labour market .............................................................................................................................................. 57 1. The embryonic relationship between NFIL and social dialogue / collective bargaining ........................................................................................................................................................................................................... 57 2. The impact of NFIL validation on the labour market ............................................................................... 63 Challenges, actors and practices of non-formal and informal learning and its validation in Europe 5 Part II National realities and perspectives Chapter 1 – Denmark .................................................................................................................................................................................. 77 1. The need for a high level of qualifications and the adult training system ................. 77 2. The place of the NFIL recognition and validation framework and associated process in upskilling .............................................................................................................................................................................. 78 3. Social partners and the training system: a focus on the transport sector ................... 82 4. Limits and difficulties of the current system of recognising prior learning .............. 86 Chapter 2 – Finland ....................................................................................................................................................................................... 89 1. The CBQ system and its central role in validation and training ................................................ 90 2. Institutional architecture for NFIL validation and training, involvement of the social partners ............................................................................................................................................................................................... 92 3. Finnish experiences in NFIL validation and training ................................................................................. 94 4. Elements of assessment and perspectives for further developing the NFIL validation framework ........................................................................................................................................................................... 96 Chapter 3 – France ...................................................................................................................................................................................... 103 1. Recognition of prior learning in France .................................................................................................................. 104 2. VAE practices .............................................................................................................................................................................................. 107 3. VAE: lessons learned ......................................................................................................................................................................... 112 Chapter 4 – Germany ............................................................................................................................................................................... 119 1. A legal framework between stability and change .................................................................................... 120 2. The new Recognition Act: the can opener for the German labour market? ......... 122 3. A new challenge: the transferability of vocational knowledge to the German academic system .................................................................................................................................................................................... 124 4. A progressive commitment of the social partners to integrate NFIL into the VET system ..................................................................................................................................................................................................... 125 Chapter 5 – Italy ............................................................................................................................................................................................. 129 1. Italy: towards a national NFIL validation system ......................................................................................