FCI Tool – Life Stories Compendium # Rainbow # Typography # Binding

Key Skills & Professional Insertion

In France, the demands of the current job market no longer allow people with difficulties in reading and writing the language of the host country to enter the mainstream labor market. Some of these people are illiterate, and some are FLE (French Foreign Languages) (see TABLEAU Definitions).

In order to enable them to work on fundamentals, attractive tools adapted to the adult public have been created. They rely on the creation of valuable personal writings.

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Validation of Competences – Portugal

Qualifica Program is a Portuguese adult qualification program that aims to improve the levels of adult education and training, contributing to improving the population’s qualification levels and improving the employability of individuals. 

Download the presentation to know more about the Program.

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Validation of non-formal and informal learning – Lazio Region, Italy

Lazio Region puts in place in a stable way to allow those who have gained adequate experience of study, work and personal life, to acquire a professional qualification  through:
■individualized participation in training courses (the recognition of training credits lead to a reduction in duration or access to training paths);

■certification of skills acquired during the course of an active life (without the obligation to participate in a training activity)

The system is an implementation tool for promoting lifelong learning as a right of the person, in order to ensure equal opportunities for all to recognize and enhance the skills acquired, in accordance with the attitudes and individual choices and in a personal, civic, social and employment perspective.

Download the file to know more about Validation of non-formal and informal learning in Lazio Region.

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Act concerning the Assessment of Equivalence of Professional Qualifications – Professional Qualifications Assessment Act (BQFG)

 This Act serves to improve the use of professional qualifications acquired abroad so that holders of such qualifications can find work commensurate with those qualifications on the German labour market. 

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2016 update to the European inventory on validation of non-formal and informal learning – Germany Country report

This country update was produced by Claudia Ball, as part of the 2016 update to the European inventory on validation.
The report has benefitted from feedback from the European qualifications framework advisory group (EQF AG) members for Germany as well as other national-level quality assurance (QA) contacts with expertise in validation.

Germany’s federal structure determines shared competences of the Bund (German federation) and the Länder (federal states) in education and training. The Grundgesetz (Basic Constitutional Law of the Federal Republic of Germany) stipulates that primary responsibility for legislation and administration in education rests with the Länder. The scope of the Federal Government’s responsibilities in the field of education is also defined in the Grundgesetz, according to which the Bund bears responsibility particularly for the regulations governing the following domains of education:

■ In-company vocational training and vocational further education

■ Admission to higher education institutions and higher education degrees (here the Länder may enact laws at variance with the legislation of the Federation)

■ Financial assistance for pupils and students

■ Legal protection of participants of correspondence courses

■ Regulations on entry to the legal profession

■ Regulations on entry to medical and paramedical professions

■ Employment promotion measures as well as occupational and labour market research

Due to Germany’s federal structure, a common legal framework and a standardised system for the validation of non-formal and informal learning at national level and across education sectors does not exist in the country. Validation of non-formal and informal learning is taking place in all education sectors. However, all education sectors have different, but tailor-made approaches to validation in place. Moreover, validation of non-formal and informal learning supports the transition from one education.

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