What is the initiative and where is it implemented (city or country)?
The validation of non-formal and informal learning is a part of the national education and training system of Reconhecimento, validação e certificação de competências (Portuguese for recognition, validation and certification of competences (RVCC)) in Portugal. The goal of validation is to increase the levels of school and professional certification among the employed and unemployed adult population in Portugal. The policy aims to prepare human resources for economic development and to support the labour market. Centros Qualifica (Portuguese for local adult education centres) offer validation of non-formal and informal learning in the whole country and Madeira Island and increase access to recognition, validation and competence certification processes for adult learners
How was the initiative established? How was it implemented?
Portugal has a long-established system for RVA of learning outcomes. RVCC was first introduced in Portugal in 2001 and was overhauled in 2012 and 2013 to support a more lifelong learning-oriented identification of outcomes of formal, non-formal and informal learning. Because the RVCC system is linked to Portugal’s national qualifications framework (Quadro Nacional de Qualificações, QNQ), it has played a more effective role across different sectors and learning levels.
Since 2017, Centros Qualifica have been responsible for implementing RVA in Portugal. This network superseded the New Opportunities Initiative (NOI), which previously spearheaded the RVCC system. At Centros Qualifica, learners’ portfolios are evaluated by panels, resulting in qualifications equivalent to school certificates and professional credentials.
While Centros Qualifica ensure the validation of non-formal and informal learning, the Agência Nacional para a Qualificação e o Ensino Profissional (Portuguese for the National Agency for Qualification and VET) monitors the work of the Centros Qualifica.
Validation of non-formal and informal learning is based on standard competences. The validation processes are developed by Centros Qualifica, which are connected to sectoral training organizations as well as other significant stakeholder agencies in the field, including schools, VET centres, local municipalities and development associations.
The validation process consists of four stages – identification, documentation, assessment and certification – which are included in national validation arrangements.
Which stakeholders are involved in the design and/or implementation of the initiative? Which sectors do they represent?
There is a wide range of stakeholders involved in validation though RVCC - those who embrace the establishment of a Centro Qualifica but also those who join sectoral councils in charge of professional competence standards (in Portuguese Referenciais de Competências Profissionais) allowing professional certification.
Validation in RVCC awards certification within the National Qualifications Framework levels (Quadro Nacional de Qualificações - QNQ) in line with the European Qualification Framework.
What are the impacts of the initiative in terms of facilitating lifelong learning? Who does it benefit and how?
Learners who make use of the RVCC system may acquire basic certificates that correspond to the first four levels of the QNQ. These levels denote qualifications for three progressive cycles of basic education, with a fourth level equating to a basic education diploma. This has created opportunities for learners outside the formal system. Crucially, these qualifications are of equal worth to those acquired through formal education and training.
The main strength of the validation approach in Portugal is its inclusion in a national policy/strategy that covers all sectors and levels of learning. Learners can acquire basic or upper secondary level education certificates and vocational qualifications from levels 1 to 4 in the NQF that have the same value as those awarded in formal education and training. At higher education levels (levels 5 to 8 of the NQF/EQF), validation is generally linked to the credit system and module-based structure of courses and degrees. It is up to each institution to set specific validation procedures and these must be validated by the scientific boards of universities and polytechnics.
Students can obtain European credit transfer and accumulation system (ECTS) credits through validation that can be used for granting exemptions from part of a course in the first, second or third cycles of Bologna degrees. These credits are valid only in the programme of studies in which a student is enrolled.
Legislation from 2013 sets a limit for validation processes up to one third of the total number of ECTS credits relevant for a particular course. General rules for validation apply to all higher education institutions, complemented by specific validation procedures established by each institution.
While validation of non-formal and informal learning is widely considered as an alternative route to qualification, qualifications obtained through RVCC are less likely to lead to an increase in salary or a higher qualified job. The number of adult learners obtaining qualification through RVCC and applying for validation in higher education is relatively low compared to figures 10 years ago, but it has been increasing recently
References:
Cedefop. 2019. Portugal - European inventory on NQF 2018. [online] Available at: https://www.cedefop.europa.eu/files/portugal_-_european_inventory_on_nqf_2018.pdf [Accessed 9 September 2020].
Guimarães, P. 2019. European Inventory on Validation of Non-formal and Informal Learning - 2018 update: Portugal. [online] Available at: https://cumulus.cedefop.europa.eu/files/vetelib/2019/european_inventory_validation_2018_Portugal.pdf [Accessed 9 September 2020].