Unit 3
Recognition of Non-formal and Informal Learning
Unit 3
Index
Introduction and learning outcomes (slide 3 )
Chapter 1: Recognition and Formal Educational Structures
Chapter 2: The European Guidelines For Validation Non-Formal and Informal Learning
Assessment (slide 83)
Unit 2
Introduction and Learning Outcomes
There is little formal relationships between volunteer management infrastructure across Europe and formal educational structures of Europe, but the last decade has seen some developments.
The 2012 Council Recommendation on validation of non-formal and informal learning
recognises aims to promote a more systematic approach to ‘validation’, to increase the visibility and value of learning taking place outside formal education and training systems.
Click on the image to watch the video and learn some more about Validation of NFIL.
Duration: 4 minutes�
Unit 3
Introduction and Learning outcomes
After completing this Unit, you will be able to:
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Unit 3
CHAPTER 1. Recognition and Formal Educational Structures
Unit 3 - Chapter 1
Recognition of Prior Learning (RPL)
The Council Recommendation of 20 December 2012 on the validation of non-formal and informal learning, defines Recognition of Prior Learning as:
“The validation of learning outcomes, whether from formal education
or non-formal or informal learning, acquired before requesting validation.”
Unit 3 - Chapter 1
Recognition of Prior Learning (RPL)
As stated in the Council Recommendation (2012), RPL contributes to a lifelong policy for Europe and offers clear formal educational routes for people (e.g. vocational to higher education; prior learning/experience outside formal education/training)
“...successful policies for lifelong learning should include basic principles and
procedures for the recognition of prior learning on the basis of learning outcomes…
...called upon Member States to develop clear routes into higher education from
vocational and other types of education, as well as mechanisms for recognising
prior learning and experience gained outside formal education and training.”
Source: Council Recommendation (2012) on the validation of non-formal and informal learning
Unit 3 - Chapter 1
Recognition of Prior Learning (RPL)
Formal educational structures also observe RPL.
In the framework of Higher Education:
“ The process through which an institution certifies that the learning outcomes achieved and assessed in another context (non-formal or informal learning) satisfy (some or all) requirements of a particular programme, its components or qualification.”
Source: ECTS Users’ Guide
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Recognition of Prior Learning (RPL)
In the framework of Vocational Training And Education:
“ECVET facilitates the development of flexible and individualised pathways and also the recognition of those learning outcomes which are acquired through non-formal and informal learning.”
Source: ECVET Questions and Answers
Unit 3 - Chapter 1
Overview of Validation in Formal Educational Structures
The call from the Council Recommendation 2012 is that all EU Member States have by 2018:
“…arrangements to enable individuals to have their knowledge, skills and competences acquired via non-formal and informal learning validated, and to be able to obtain ’a full qualification, or, where applicable, part qualification on the basis of validated non-formal and informal learning experiences’.”
As for now, the degree of development of these arrangements differs from one country to another.
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Volunteering and Recognition
In the framework of the European Year of Volunteering 2011 (EYV 2011), the European Volunteer Centre (CEV) developed a Policy Agenda for Volunteering in Europe (P.A.V.E.), which provides policy recommendations for a more efficient and effective policy framework in Europe, where recognition of volunteering is referred as crucial for LLL.
“Recognition of volunteers’ individual and collective achievements are identified in P.A.V.E as essential to enabling volunteers to better apply the demonstrable skills and knowledge achieved through volunteering in other areas of their lives and therefore further increase the impact of volunteering. Improved mechanisms to recognise how volunteering contributes to Lifelong Learning processes are recommended as a solution.”
Source: CEV 2011- PAVE Report
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Volunteering and Recognition
“People develop a range of skills in non-formal and informal settings (such as volunteering, at work or in social settings). In order to give full visibility to these skills whether for further learning or employment, validation arrangements (identification, documentation, assessment, and certification) of non-formal and informal learning are currently being developed in countries and should be put in place by 2018.”
Source: “Showing and Using Skills”. Employment, Social Affairs and Inclusion (2016)
Unit 3 - Chapter 1
Overview of Validation in Formal Educational Structures
After the Council Recommendation, validation in Higher Education and in Vocational Training and Education follows a four stages process:
We’ll come back over these process
in depth later on this Unit
Unit 3 - Chapter 1
Overview of Validation in Formal Educational Structures
In Higher Education (ECTS), the process of validation covers the following aspects at each stage:
Unit 3 - Chapter 1
Overview of Validation in Formal Educational Structures
In Vocational Training and Education (ECVET), the process of validation covers the following aspects at each stage:
Unit 3 - Chapter 1
The Role of Stakeholders in Validation of NFIL
“Stakeholders should establish, in accordance with their rights, responsibilities and competences, systems and approaches for identifying and validating non-formal and informal learning. These should include appropriate quality assurance mechanisms. Stakeholders should provide guidance, counselling and information about these systems and approaches to individuals.”
Source: The learning continuity: European inventory on validating non-formal and informal learning. CEDEFOP (2005)
Unit 3 - Chapter 1
The Role of Stakeholders in Validation of NFIL
In the validation of NFIL, stakeholders can be individuals, organisations, companies, government agencies, community and voluntary groups and educational institutions. For the purpose of this Unit we’ll focus on the last two, and their roles in validation.
Unit 3 - Chapter 1
The Role of Stakeholders in Validation of NFIL
EDUCATION AND TRAINING INSTITUTIONS
WHO | | ACTIVITIES |
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Unit 3 - Chapter 1
The Role of Stakeholders in Validation of NFIL
VOLUNTEERING SECTOR
WHO | | ACTIVITIES |
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Unit 3
CHAPTER 2. The European Guidelines For Validation Non-Formal and Informal Learning
Unit 3 - Chapter 2
What are the Guidelines For Validation Non-Formal and Informal Learning?
In 2012, the Council Recommendation on Validation of Non-formal and Informal Learning (NFIL) invites Member States to put into practice, no later than 2018, arrangements for validating non-formal and informal learning. This Recommendation is the reference behind all recent developments on validation of NFIL across Europe.
Later on, in 2015, CEDEFOP publishes the European Guidelines For Validation Non-Formal and Informal Learning, with the purpose of assisting stakeholders involved in validation by shedding light on options and steps when establishing and operating validation arrangements in Europe.
Unit 3 - Chapter 2
What is Validation?
“Validation is, first, about making visible the diverse and rich learning of individuals.”
“The purpose of validation is to produce proof of learning, potentially to be exchanged into future learning and/or work. This requires identification, documentation and assessment of the learning in question to refer to an agreed and transparent reference point or standard.”
Source: The European Guidelines for Validating Non-formal and Informal Learning
Unit 3 - Chapter 2
The centrality of individual in the process of validation
“Validation aims at empowering the individual, and can serve as a tool for providing second chance opportunities to disadvantaged individuals.”
“Since validation has been found to influence positively individuals’ self-awareness and self-esteem, it should be about individual choice: arrangements must be designed to allow the individual to opt for the most cost-efficient solutions, possibly for limited documentation rather than full, formal certification.’’
Source: The European Guidelines for Validating Non-formal and Informal Learning
Unit 3 - Chapter 2
The centrality of individual in the process of validation
The 2012 Council Recommendation and the Guidelines put the individual at the core of the validation process. Therefore, it is the volunteer who...
Unit 3 - Chapter 2
The centrality of individual in the process of validation
The volunteer is entitled to receive thorough and clear information regarding:
“It is also necessary to inform individuals of the costs and benefits of validation, allowing them to make informed decisions on whether to proceed or not.”
Source: The European Guidelines for Validating Non-formal and Informal Learning
Unit 3 - Chapter 2
The centrality of individual in the process of validation
The volunteer is also entitled to...
Image by Gerd Altmann on Pixabay
Unit 3 - Chapter 2
The process of validation: Phases
As pointed in the Guidelines, validation must envisage four phases:
Source: The European Guidelines for Validating Non-formal and Informal Learning
Unit 3 - Chapter 2
The process of validation: Phases
Therefore, the validation process starts bringing out every learning the volunteer has gained, which will take some self-reflection on knowledge and skills they have acquired in different contexts and once the volunteer has a clearer idea of her/his learning, next step is to collect evidence that will prove before third parties the learning outcomes.
The process continues when those learning outcomes, that the volunteer has documented, are measured against a given standard. And, in the final stage, the results of that measurement will take to the provision of a qualification, or part of a qualification.
Photo by josemiguels on Pixabay
Unit 3 - Chapter 2
The process of validation: Phases
There is not a unique way to unfold a validation process, though all four should be present to some extent.
Unit 3 - Chapter 2
The process of validation: Phases
IDENTIFICATION
“Validation necessarily starts with the identification of knowledge, skills and competence acquired, and this is where the individual becomes increasingly aware of prior achievements.’’
Source: The European Guidelines for Validating Non-formal and Informal Learning
Unit 3 - Chapter 2
The process of validation: Phases
IDENTIFICATION
The relevance of this stage lies on the diversity and range of knowledge, skills and competences an individual can develop, especially when talking about NFIL.
Methods and tools to identify NFIL must be chosen carefully. Our approaches and methods need to be open and allow to raise all the range of learning we referred to above.
Photo by Gerd Altmann on Pixabay
Unit 3 - Chapter 2
The process of validation: Phases
DOCUMENTATION
“Documentation will normally follow the identification stage and involves provision of evidence of the learning outcomes acquired.”
Source: The European Guidelines for Validating Non-formal and Informal Learning
Unit 3 - Chapter 2
The process of validation: Phases
DOCUMENTATION
Since non-formal and informal learning can be so diverse, tools to gather and present the evidences of such learning will necessarily have to adopt many different forms. We’ll see all the range of tools, and when are they best used, more in depth later in this chapter.
The tools we use must be such that allow for appreciation of
the learning outcomes that volunteers have gained.
Image by manfredsteger on Pixabay
Unit 3 - Chapter 2
The process of validation: Phases
DOCUMENTATION
The use of a common language in the description of the learning outcomes of NFIL is a key element to make them transferable within the European context and we are to keep this in mind when documenting our learning for validation.
Image by Gerd Altmann on Pixabay
Unit 3 - Chapter 2
The process of validation: Phases
ASSESSMENT
“Assessment is normally referred to as the stage in which an
individual’s learning outcomes are compared against specific
reference points and/or standards.”
Source: The European Guidelines for Validating Non-formal and Informal Learning
Unit 3 - Chapter 2
The process of validation: Phases
ASSESSMENT
In this phase of the validation process, the evidences of the learning gained are contrasted against a series of criteria, in order to appraise how they meet such criteria.
Tools used in the assessment on NFIL should be the same or similar to those used in formal learning assessment, but at the same time, they must be able to capture the diversity and specificity of non-formal and informal learning.
The use of complementary tools can offer a broader view of what the volunteer has learned.
Image by Wokandapix on Pixabay
Unit 3 - Chapter 2
The process of validation: Phases
ASSESSMENT
Keep in mind that standards used in the assessment of non-formal and informal learning are, generally, less stringent than those in formal learning.
Using learning result-based standards reduce that distance, for
assessment is then based on what the person knows, understands
and can do, regardless of the context in which the learning was
acquired.
Free image on Pexels
Unit 3 - Chapter 2
The process of validation: Phases
CERTIFICATION
“Validation reaching the stage of certification requires a Summative assessment officially confirming the achievement of learning outcomes against a specified standard.”
Source: The European Guidelines for Validating Non-formal and Informal Learning
That is, to get certification, the individual must have reached the level of requirement set in the standard during the assessment phase.
Unit 3 - Chapter 2
The process of validation: Phases
CERTIFICATION
After identifying, documenting and assessing learning, certification is the final phase of the validation process.
Certification usually implies granting a formal qualification, or part of a qualification.
In some contexts, it can mean a licence to carry a
certain task out.
Photo by Paula May on Unsplash
Unit 3 - Chapter 2
Conditions for implementing validation
The Guidelines present the necessary conditions for the development and implementation
of validation. For the purpose of this course we’ll focus on the following:
Unit 3 - Chapter 2
The process of validation: Phases
INFORMATION, GUIDANCE AND COUNSELLING
“Individuals need to be informed on the costs and benefits of
validation, notably on how the process can influence progress
in learning and employment.”
Source: The European Guidelines for Validating Non-formal and Informal Learning
Unit 3 - Chapter 2
Conditions for implementing validation
INFORMATION, GUIDANCE AND COUNSELLING
Information and advice on:
Existing alternative validation forms available
Timelines for validation
Costs Procedure
Forms of evidence of learning outcomes
Presentation of evidence
Requirements for evidence
Standards to be applied
Assessment and how best to approach the process
Support available Appeal procedures
Results and outcomes of the validation process
Unit 3 - Chapter 2
Conditions for implementing validation
INFORMATION, GUIDANCE AND COUNSELLING
It is important to provide volunteers with information all along the validation process:
Unit 3 - Chapter 2
Conditions for implementing validation
INFORMATION, GUIDANCE AND COUNSELLING
Although information, guidance and counselling are important all through the validation process, they are particularly relevant during the initial phases; that is identification and documentation.
Counsellors and advisors are key in this stage, for it is in the first step of the validation process that the volunteer must learn what the process implies in terms of time and energy investment,
potential benefits and actual utility for them.
It is in these moments when the volunteer is more likely to make the decisions referred to previously.
Unit 3 - Chapter 2
Conditions for implementing validation
LINK TO NATIONAL QUALIFICATIONS SYSTEMS
“The concept of a national qualifications system is widely understood as
all aspects of a country’s activity that result in the recognition of learning.”
Unit 3 - Chapter 2
Conditions for implementing validation
LINK TO NATIONAL QUALIFICATIONS SYSTEMS
That means that national qualifications systems establish:
Source: European Qualifications Framework
Unit 3 - Chapter 2
Conditions for implementing validation
LINK TO NATIONAL QUALIFICATIONS SYSTEMS
According to the Recommendation (Council of EU, 2012), Member States are to create the conditions for non-formal and informal learning validation arrangements to be aligned with NQF and the EQF, in order to make the relations between non-formal, informal and formal learning systems more fluid.
This means that national qualification systems need to be open to recognise learning outcomes acquired in learning contexts others than formal educational institutions.
Photo by Alexa_Fotos on Pixabay
Unit 3 - Chapter 2
Conditions for implementing validation
STANDARDS AND LEARNING OUTCOMES
“Awarding a certificate on the basis of non-formal and informal learning requires an agreed reference point, for example in the form of an official qualifications standard, an occupational standard, or an approved education Programme or curriculum.”
The use of formal standards is a key element when validation aims at granting a qualification
Unit 3 - Chapter 2
Conditions for implementing validation
STANDARDS AND LEARNING OUTCOMES
“A learning-outcomes-based standard – expressing what a candidate is expected to know, and be able to do – usually provides better reference for validation, implicitly acknowledging that the same outcome can be reached in various ways.”
Unit 3 - Chapter 2
Conditions for implementing validation
STANDARDS AND LEARNING OUTCOMES
Two types of standards are commonly the point of reference when talking about validation and qualifications, reflecting different logics, priorities and purposes:
EDUCATIONAL STANDARDS
OCCUPATIONAL STANDARDS
Images by Clker-Free-Vector-Images on Pixabay
Unit 3 - Chapter 2
Conditions for implementing validation
“These standards focus on what people need to do, how they do it, and how well they do it in an occupational context.”
Source: Council Recommendation 2012
OCCUPATIONAL STANDARDS
While being different in different countries, they are often felt as a linkage between education and labour market and used to define educational standard.
Unit 3 - Chapter 2
Conditions for implementing validation
“These standards focus on what people need to learn, how they learn it, and how the quality and content of learning are assessed.”
Source: Council Recommendation 2012
Educational standards have traditionally been defined in terms of teaching inputs, though lately there is a tendency to formulate them in terms of learning outcomes, as they are more and more influenced by occupational standards.
EDUCATIONAL STANDARDS
Unit 3 - Chapter 2
Validation tools
One key element in the success of the validation process regards the tools we use in all the different phases.
The Council Recommendation (2012) points at the to select tools which are in line with the purpose of the assessment.
Unit 3 - Chapter 2
Validation tools
“aims to provide feedback to the
learning process or learning career, indicating strengths and weaknesses
and providing a basis for personal or organisational improvement. Formative
assessment fulfils a very important role in numerous settings ranging from
guidance and counselling to human resource management in enterprises.”
SUMMATIVE ASSESSMENT
FORMATIVE ASSESSMENT
“aims explicitly at formalising and certifying learning outcomes and are linked to, and integrated into, institutions and bodies authorised to award qualifications.’’
Unit 3 - Chapter 2
Validation tools
That is to say:
FORMATIVE ASSESSMENT provides the learner with information about how learning
is proceeding and delivers instructions for the expected learning outcomes to be reached.
SUMMATIVE ASSESSMENT is meant to confirm, in a formal way, that learning outcomes have been accomplished.
Unit 3 - Chapter 2
Validation tools
Regardless the type of assessment approach, tools must comply with a series of criteria:
“Validity: the tool must measure what it is intended to measure”
“Reliability: the extent to which identical results would be achieved every time a candidate is assessed under the same conditions”
Unit 3 - Chapter 2
Validation tools
“Fairness: the extent to which an assessment decision is free from bias (context dependency, culture and assessor bias)”
“Cognitive range: whether the tool enables assessors to judge the breadth and depth of candidate’s learning.’’
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Validation tools
“Fitness for purpose of the assessment: ensuring the purpose of the assessment tool matches the use for which it is intended.”
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Validation tools
Finally, it is necessary to determine what are we going to use the tools for:
Tools aiming at extracting evidence
Tools aiming at documenting and presenting evidence
Must be clear and accurate so as to reveal learning outcomes objectively
Must furnish the validation process with legitimacy and credibility
Nevertheless, the difference is not always precise, for some tools can be used for extracting and for documenting and presenting evidence.
Unit 3 - Chapter 2
Validation tools
TESTS AND EXAMINATIONS
Purpose: extracting evidence
Tests and examinations are written (or oral) means to demonstrate proficiency in a given subject or aptitude for a certain activity or position.
Photo by lecroigt on Pixabay
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Validation tools
TESTS AND EXAMINATIONS
PROs CONs
Tests and examinations are:
Tests and examinations:
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Validation tools
DIALOGUE OR CONVERSATION METHODS
Purpose: extracting evidence
Interviews can be a very powerful tool to extract evidence, and can also be used as a support to complete information obtained by other means.
Photo by josemiguels on Pixabay
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Validation tools
DIALOGUE OR CONVERSATION METHODS
PROs CONs
Conversational methods are:
Conversational methods are:
assessors personal bias
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Validation tools
DECLARATIVE METHODS
Purpose: extracting evidence
“Declarative methods are based on individuals’ independent identification and recording of competences (sometimes against given criteria and sometimes not).
However, the declaration is normally signed (verified) by a third party.”
Photo by FreE_Photos on Pixabay
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Validation tools
DECLARATIVE METHODS
PROs CONs
Declarative methods are:
Declarative methods:
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Validation tools
OBSERVATIONS
Purpose: extracting evidence
“Observation as a method means extracting evidence from candidates while they perform everyday tasks.”
This tool is hardly used in summative assessment, but can be very useful in formative assessment.
Image by Manfred Steger on Pixabay
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Validation tools
OBSERVATIONS
PROs CONs
Observations:
Observations:
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Validation tools
SIMULATIONS
Purpose: extracting evidence
“In simulation methodologies, individuals are placed in a situation close to real-life scenarios to have their competences assessed.”
Photo by Kristopher Allison on Unsplash
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Validation tools
SIMULATIONS
PROs CONs
Simulations are:
Simulations:
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Validation tools
EVIDENCE EXTRACTED FROM PRACTICE
Purpose: extracting evidence
Evidence extracted from work is a very commonly used tool in the validation of
professional competences.
It is the candidate to validation, and not the assessor that picks the evidence. Then,
the assessor bases his/her work on that evidence.
Photo by Greg Leaman on Unsplash
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Validation tools
EVIDENCE EXTRACTED FROM PRACTICE
CONs PROs
However, validity and reliability of evidence extracted by this tool can increase:
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Validation tools
CVs & INDIVIDUAL STATEMENTS
Purpose: presenting evidence
CVs are the most commonly used tool to document learning, both in the education and work field.
CVs can adopt different formats, depending on the use they are intended for and the sector it is meant for.
Image by Tumisu on Pixabay
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Validation tools
CVs & INDIVIDUAL STATEMENTS
In some cases, CVs just collect statements of the individual qualifications, together with the experience
In some other cases, CV include competences gained through education and experience, in a structured way.
Image by Oli Lynch on Pixabay
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Validation tools
THIRD PARTY REPORTS
Purpose: presenting evidence
Third party reports can adopt different forms:
Photo by Andrew Neel on Unsplash
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Validation tools
THIRD PARTY REPORTS
REFERENCE LETTERS are usually a written document, but can also be videos or audio
They can be delivered by employers, supervisors, or colleagues of the candidate
Reports from employers help understanding the actual performance and tasks carried out.
Photo by Green Chameleon on Unsplash
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Validation tools
THIRD PARTY REPORTS
PERFORMANCE APPRAISALS are delivered by the employer.
They are almost exclusively used in-company contexts.
However, they don’t always reveal the individual real range of tasks unfold, and depth and width of competence development.
Image by mohamed Hassan on Pixabay
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Validation tools
PORTFOLIOS
Purpose: presenting evidence
Portfolios are, not only one of the commonly used tools to document learning, but their relevance is growing everyday.
Some of the countries which have elaborated guidelines for validation, recommend that the validation process include a phase in which the content of a competences portfolio will be assessed by a third.
Image by Clker-Free-Vector-Images on Pixabay
Unit 3 - Chapter 2
Validation tools
PORTFOLIOS
Portfolios are a more complex tool than those presented up to now.
They combine diverse tools to extract evidence, which works in favour of objectivity.
Portfolios can include assessment by third parties, which help to increase their validity.
Image by LillyCantabile on Pixabay
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Validation tools
PORTFOLIOS
“The portfolio method tends to be process- orientated, with much evidence that the selection process included in portfolio building promotes self-assessment and focuses students’ attention on quality criteria.”
The elaboration of a portfolio generally demands great dedication from the candidate side, although this self-reflection process usually help them to better focus on their educational and professional goals.
Image by Gerd Altmann on Pixabay
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Validation tools
PORTFOLIOS
The participation of counsellors can be very important in providing support to candidates with difficulties to identify what to focus their reflection on.
Portfolios can be very useful in the employability of disadvantaged people, for their flexibility allows the collection of a broad range of particular skills and competences. Here, again, the involvement of counsellors is vital.
Image by Tumisu on Pixabay
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Validation tools
PORTFOLIOS
When using this method, we must consider:
Unit 3 - Chapter 2
Validation tools
Reflexion activity
Now that you have information about the validation process and the diversity of tools you can use, take some time to think about a few questions:
Unit 3
Assessment
Click here to go to the final assessment
Immediately after answering the questionnaire, you will receive by email the results of your assessment as well as a Certificate.
Unit 3
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