Tittel her

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The Competence Reform
Validation of non-formal, informal and formal
Competence in Norwegian Reykjavik 14.02.03
Bård Pettersen, Senior Adviser Norwegian
Ministry of Education and Research
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Real- kompetanse
The Competence Reform
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The commissionParliament, 19 January 1999
Real- kompetanse

• Parliament requests that the Government set up a
  system which gives adults the right to document
  their overall skills without having to go via
  traditional testing methods.

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Real- kompetanse
The main target

To set up a national system for the documentation
and validation of adults realkompetanse, with
legitimacy in both

• the workplace and
• the education system

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Realkompetanse
Real- kompetanse

• All knowledge, abilities, attitudes and insights
  people have. These may be acquired by means of
• education and organised learning
• self-education
• work
• participation in organisations, society and so
  on
• family life
• The current definition
• Non-formal, informal and formal competence

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Target group
Real- kompetanse

• All adults who would like their realkompetanse
  to be assessed in comparison with the education
  system, the workplace and organisations
• Adult immigrants who would like their skills to
  be documented, assessed and validatied through a
  employability-test, are a part of the target group

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The challenges
Real- kompetanse

• Documentation methods in the workplace and in the
  civil society/third sector

• Validation in respect of upper secondary and
  higher education (the education system)

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Documentation in the workplace
Real- kompetanse

• Valuable for both employers and employees
• Better, more correct work to be done
• When changing jobs, either in-house or externally
• When charting skills and in respect of further
  education,in-house and/or externally
• To enhance the competitiveness of the company
• To provide a foundation for admission to the
  education system upper secondary education and
  higher education
• To provide a foundation for shortened courses
  oflearning/study adapted to suit individuals

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Documentation in the civil society/third sector
(1)
Real- kompetanse

• Association for adult educationCourses and study
  activities are documented with proofs. In
  addition, a tool has been developed to identify
  knowledge, skills and experience
• Distance learning institutionsCourses are
  documented with proofs. In addition,
  supplementary skills are documented which
  individuals develop by using ICT tools during the
  course and as part of Internet-based learning.
  The confirmation is signed by the principal

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Documentation in the civil society/third sector
(2)
Real- kompetanse

• Folk high schoolsAn issuing report, signed by
  the principal, documented the learning that has
  taken place. The report includes the students
  own assessment of the learning that has taken
  place over the academic year
• Voluntary organisationsIt is proposed that the
  individuals themselves describe and confirm
  skills they have acquired by means of
  participation in activities. A certification
  method is recommended

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Validation of realkompetanse in comparison with
the education system
Real- kompetanse
Realkompetanse

• Workplace
• Self-education
• Organisations and society
• Family life
• Training and organised learning

Education system
Non-equivalent competence
Equivalent competence
Need for education
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Validations methods in upper secondary education
Real- kompetanse

• Dialogue-based methodBased on discussions
  between assessors/ specialists and adults. A
  computerised or a manual tool based on the
  curriculum is used
• Assessment of portfolioBased on written
  documentation, photos, etc together with
  certificates and reports
• Vocational testingA specialist interview is
  followed by a practical vocational test. Both
  theoretical and practical side of the trade are
  tested

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Validation in higher education
Real- kompetanse

• Universities and colleges are under obligation to
  assess adult applicants over the age of 25 on the
  basis of their realkompetanse
• Individual institutions have the power to assess
  what qualifications they consider to be necessary

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A national system
Real- kompetanse
Secretariat
Documentation methods
Validation
Workplace
Workplace
Assoc. foradult ed.
Distance learning
Education system
Folk high schools
Voluntaryorgs.
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Summing up
Real- kompetanse

• Principles and procedures have been created from
  experiences from 50 development projects
• The education system has opened its doors
• There is still some work to be done
• The national system of documentation and
  validation of realkompetanse involves and needs
  a close co-operation between the education
  system, the social-partners and the third sector
• The implementation and further development have
  started