European practice of professional qualifications validation on the basis of non-formal education (original) (raw)

Non-Formal Education System in Ukraine

2016

The significant social, economic and political changes, which are taking place in Ukraine, as well as the country’s integrating into the European and world educational space, caused the out-of-school activities to transform into the non-formal education as well as to confirm its new legal status as a compound of the educational system. The non-formal education in Ukraine is an integrated part of permanent education system, the task-oriented process and result of education, of teaching, development and socializing of a person during the leisure time in the out-of-school and other educational establishments.

Postgraduate professional education development in Ukraine

Prace Naukowe Politechniki Śląskiej. Elektryka, 2015

The paper analyzes the current state of modern lifelong education in Ukraine and the ways of its reformation. Current issues in adult education were considered and analyzed. Structured presentation and classification of varieties of lifelong professional education are given. Main paths for professional education upgrading are determined. An integrated approach for the modern educational service system implementation based on lifelong learning is proposed. The principles of cooperation between local authorities, State Employment Service, employers, training centers for providing educational services are explained. Ways of implementation of the information system for postgraduate education quality assessment and career adaptation providing are proposed. Personal and group assessment criteria of higher professional education efficiency on the basis of graduates career monitoring are given.

The Peculiarities of Professional Training at Higher and Vocational Education Institutions of the Eastern Part of Ukraine Within the Context of Internationalization Process (Donetsk Oblast Case)

Освітні обрії, 2019

The article presents the results of the case study of the process of providing educational services in the field of professional education in institutions of higher and vocational education of Donetsk region, eastern part of Ukraine, with the reference to the process of internationalization as one of the realia of higher / professional education of today. The process of internationalization is outlined as a process of cooperation with public authorities, heads of educational institutions, teaching staff and students to support the international component of the process of providing educational services. It is pointed out that the reform of the system of professional education in higher and vocational education institutions today influences not only the further prospects of development of educational sphere, but also the application of new strategies by institutions in the context of their positioning. The study provides a number of practical recommendations that can be considered as...

The validation of non-formal and informal learning in Poland. Implementation of the 2012 Council Recommendation

2019

This one-off report for the European Qualification Framework Advisory Group describes all the validation arrangements available in Poland, including those in the formal education system, as well as public activities promoting employment and supporting the labour market. However, it mainly focuses on the new opportunities provided by the Integrated Qualification System, as they directly relate to the instruments and mechanisms promoted as part of the European Union’s educational and labour market policies.

Validation of non-formal and informal learning in Europe: key developments and challenges

Quality in Higher Education, 2015

This article addresses the gradual introduction of arrangements for validation of nonformal and informal learning in Europe. While the debate on how to identify, assess and recognise learning achievements acquired outside formal education and training institutions has been going on for several decades, we can now observe that these approaches are becoming a practical reality in an increasing number of countries. The article pays particular attention to the characteristics of validation processes and how these can be compared to assessment and testing in the formal education and training system. The main part of the article addresses the actual developments in Europe. Three main groups of countries are identified; those were validation has been turned into a regular part of national qualifications systems; those countries where these practises are emerging, although still at a test and piloting stage; and those countries where validation is given low priority. The final part of the a...

Development of higher education in the European Union and Ukraine: trends educational policy

Osvitolohiya, 2015

The view and opinions expressed in this booklet are those of the authors and do not necessarily represent the views of UNESCO or IIEP. The designations employed and the presentation of material in no way imply the expression of any opinion whatsoever on the part of UNESCO or IIEP concerning the legal status of any country, territory, city, or area, or its authorities, or concerning its frontiers or boundaries. The publication costs of this study were covered by a grant-in-aid from UNESCO and by voluntary contributions from the UNESCO Member States listed at the end of the volume.

European Regulation of Professional Education

European Societies, 2008

National governing and regulation of professions is to some extent challenged by contemporary international regulation, and partly replaced by considerable international re-regulation Á firstly by the European Union, and secondly by globalization of the markets for capital, goods, services and labour. Issues regarding professions are being negotiated at the European level by European professional federations and EU public authorities. These new trends raise questions for the sociological analysis of professions regarding standards of professional education, forms of public regulation, strategies of market closure or autonomy. This paper is a summary of the policies for and the formal regulation of professional education in the European Union. Data are based on policy documents, directives and agreements with a particular focus on the cases of architects and psychologists. Psychology demonstrates most elements of a professional project, proactively emphasizing education, research and academic status and new tasks on an international market. Architecture demonstrates a more established occupation defending the market and emphasizing the social status and the ubiquitous and general role of architecture. There has been a shift from 'hard' regulation to more 'soft' regulation, allowing more room for professional actors to organise themselves and define their rules of mobility, as well as more initiatives from below and within national and supranational associations, making the policies more contextually determined compared to the external directions from above in the 1980s.

Inclusion of Non-formal "Certificates" in the Qualifications Framework in Hungary

2018

This article describes the findings of empirical research conducted in Hungary in 2017 for a Country Report under the EU Erasmus+ Project: NQF-IN developing organisational and financial models for including non-formal sector qualifications in national qualifications frameworks. The research involved interviews with non-formal training providers focused on the possibilities and obstacles of inclusion of ‘certifications’ issued by non-formal training providers into the Hungarian Qualifications Framework. According to the interviewees, current regulation requires a lot of administration thereby hindering the flexible organisation of training, limiting the tailoring of training to customers’ needs, and resulting in the loss of ownership of their own programmes through the licencing process. In addition, employers have little confidence in ‘paper’ qualifications: they are more confident in their own competence assessment methods. As a result, instead of creating transparency, the trainin...

European Education Standards and Vocational Education and Training

The Treaty of Lisbon set the framework for a common education policy and defined the developmental strategy of the European Union, setting the focus on the Technical and Vocational Education (VET) as a means of promoting development and employment by 2020. Furthermore, it spotlighted as development instruments i) the creation of a society of knowledge, ii) the use of innovation for growth, iii) social cohesion, facilitating the mobility of teachers and students alike in order to create a single European educational identity. This paper aims to present and assess the European Educational Standards that pertain to the VET and to expand the scientific discussion on future education policy issues, present initial results, which would be of interest to the Balkan education community.