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Portugal:Validation of Non-formal and Informal Learning

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Overview Portugal

Contents

Portugal:Political, Social and Economic Background and Trends

Portugal:Historical Development

Portugal:Main Executive and Legislative Bodies

Portugal:Population: Demographic Situation, Languages and Religions

Portugal:Political and Economic Situation

Portugal:Organisation and Governance

Portugal:Fundamental Principles and National Policies

Portugal:Lifelong Learning Strategy

Portugal:Organisation of the Education System and of its Structure

Portugal:Organisation of Private Education

Portugal:National Qualifications Framework

Portugal:Administration and Governance at Central and/or Regional Level

Portugal:Administration and Governance at Local and/or Institutional Level

Portugal:Statistics on Organisation and Governance

Portugal:Funding in Education

Portugal:Early Childhood and School Education Funding

Portugal:Higher Education Funding

Portugal:Adult Education and Training Funding

Portugal:Early Childhood Education and Care

Portugal:Organisation of Programmes for Children under 3 years

Portugal:Teaching and Learning in Programmes for Children under 3 years

Portugal:Assessment in Programmes for Children under 3 years

Portugal:Organisation of Programmes for Children over 3 years

Portugal:Teaching and Learning in Programmes for Children over 3 years

Portugal:Assessment in Programmes for Children over 3 years

Portugal:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Portugal:Single Structure Education (Integrated Primary and Lower Secondary Education)

Portugal:Organisation of Single Structure Education

Portugal:Teaching and Learning in Single Structure Education

Portugal:Assessment in Single Structure Education

Portugal:Organisational Variations and Alternative Structures in Single Structure Education

Portugal:Upper Secondary and Post-Secondary Non-Tertiary Education

Portugal:Organisation of General Upper Secondary Education

Portugal:Teaching and Learning in General Upper Secondary Education

Portugal:Assessment in General Upper Secondary Education

Portugal:Organisation of Vocational Upper Secondary Education

Portugal:Teaching and Learning in Vocational Upper Secondary Education

Portugal:Assessment in Vocational Upper Secondary Education

Portugal:Organisation of Post-Secondary Non-Tertiary Education

Portugal:Teaching and Learning in Post-Secondary Non-Tertiary Education

Portugal:Assessment in Post-Secondary Non-Tertiary Education

Portugal:Higher Education

Portugal:Types of Higher Education Institutions

Portugal:First Cycle Programmes

Portugal:Bachelor

Portugal:Short-Cycle Higher Education

Portugal:Second Cycle Programmes

Portugal:Programmes outside the Bachelor and Master Structure

Portugal:Third Cycle (PhD) Programmes

Portugal:Adult Education and Training

Portugal:Distribution of Responsibilities

Portugal:Developments and Current Policy Priorities

Portugal:Main Providers

Portugal:Main Types of Provision

Portugal:Validation of Non-formal and Informal Learning

Portugal:Teachers and Education Staff

Portugal:Initial Education for Teachers Working in Early Childhood and School Education

Portugal:Conditions of Service for Teachers Working in Early Childhood and School Education

Portugal:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Portugal:Initial Education for Academic Staff in Higher Education

Portugal:Conditions of Service for Academic Staff Working in Higher Education

Portugal:Continuing Professional Development for Academic Staff Working in Higher Education

Portugal:Initial Education for Teachers and Trainers Working in Adult Education and Training

Portugal:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Portugal:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Portugal:Management and Other Education Staff

Portugal:Management Staff for Early Childhood and School Education

Portugal:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Portugal:Education Staff Responsible for Guidance in Early Childhood and School Education

Portugal:Other Education Staff or Staff Working with Schools

Portugal:Management Staff for Higher Education

Portugal:Other Education Staff or Staff Working in Higher Education

Portugal:Management Staff Working in Adult Education and Training

Portugal:Other Education Staff or Staff Working in Adult Education and Training

Portugal:Quality Assurance

Portugal:Quality Assurance in Early Childhood and School Education

Portugal:Quality Assurance in Higher Education

Portugal:Quality Assurance in Adult Education and Training

Portugal:Educational Support and Guidance

Portugal:Special Education Needs Provision within Mainstream Education

Portugal:Separate Special Education Needs Provision in Early Childhood and School Education

Portugal:Support Measures for Learners in Early Childhood and School Education

Portugal:Guidance and Counselling in Early Childhood and School Education

Portugal:Support Measures for Learners in Higher Education

Portugal:Guidance and Counselling in Higher Education

Portugal:Support Measures for Learners in Adult Education and Training

Portugal:Guidance and Counselling in a Lifelong Learning Approach

Portugal:Mobility and Internationalisation

Portugal:Mobility in Early Childhood and School Education

Portugal:Mobility in Higher Education

Portugal:Mobility in Adult Education and Training

Portugal:Other Dimensions of Internationalisation in Early Childhood and School Education

Portugal:Other Dimensions of Internationalisation in Higher Education

Portugal:Other Dimensions of Internationalisation in Adult Education and Training

Portugal:Bilateral Agreements and Worldwide Cooperation

Portugal:Ongoing Reforms and Policy Developments

Portugal:National Reforms in Early Childhood Education and Care

Portugal:National Reforms in School Education

Portugal:National Reforms in Vocational Education and Training and Adult Learning

Portugal:National Reforms in Higher Education

Portugal:National Reforms related to Transversal Skills and Employability

Portugal:European Perspective

Portugal:Legislation

Portugal:Institutions

Portugal:Glossary


The Recognition, Validation and Certification of Competences Process (RVCC)

The RVCC process is part of the one of the SNQ and undertaken in the CQEP. This process is based on a set of methodological assumptions (competences audit, autobiographical approach) that allow the identification, recognition, validation and certification of previously acquired competences by adults throughout life in formal, informal and non-formal contexts, and consists of the application of a set of assessment tools and activities in order to build a portfolio (containing evidence and/or proof of competencies adult possess in relation to a particular framework).

The RVCC process is based on frameworks that are part of the CNQ (primary level Key Skills Framework, upper-secondary Key Skills Framework and the Vocational Skills Framework), with the school RVCC divided by areas of key skills and the vocational RVCC by competencies.

Admission Requirements

To gain access to the academic or vocational RVCC processes (primary level - B1, B2, or B3 and upper-secondary level), candidates must be aged 18 years or over possess sufficient knowledge (professional, social, personal, etc.) in relation to the respective frameworks (Key-Skills frameworks or Vocational Skills frameworks).

To access RVCC processes, candidates under 23 must also submit proof of a minimum of three years professional experience via a statement issued by the relevant social security office, taking into account the provisions outlined in article 19 Ordinance no. 135-A/2013.

Teaching Methods and Approaches

The duration of RVCC processes vary according to the competences demonstrated by the candidates and the proposed qualification level. They can begin at any time of the year and are not governed by the academic calendar. The timetable is adjustable and flexible, and is agreed between the adult and the CNO, in order to facilitate attendance by employed adults.

Information, guidance and referral for young people and adults is provided by guidance, recognition and validation of competencies professionals. The recognition and validation process is undertaken and a group of trainers qualified to teach specific recruitment groups, according to the key-competences areas that are part of the respective key-competences reference framework for adult education and training with the guidance, recognition and validation of competencies professional monitoring the adult during the process.

The candidate whose knowledge and competences profile, professional experiences and social and personal characteristics are appropriate for a RVCC process is asked to build a reflective competences portfolio, based on formal, non-formal and informal learning acquired throughout their life.

Learner Assessment/Progression

The school RVCC processes are divided into two stages: recognition, validation and certification of competences. Adults can undertake a school or vocational RVCC, as well as dual certification.

The recognition and validation stage involves the identification, appreciation and recognition of competences that the adult has, using the methodology of a skills audit and the history of adult life, as well as a specific set of assessment activities and tools (in the case of the professional RVCC, there are four different assessment tools: the portfolio analysis form, the technical interview guidelines, the performance in the workplace observation grid and exercises within the context of simulated practice) and a self-assessment: self-assessment grid. This stage involves recognition sessions (both individual and group), which are led either by guidance professionals or different trainers/teachers.

The validation of competencies includes the results of self-assessment and hetero-assessment undertaken by the Guidance, Recognition and Validation of Competencies professionals and trainers/teachers of the different areas, which involves producing a minuted validation session document.

Self-assessment and assessment by others is scored independently by key-skill area in the case of the school RVCC process or by skill unit in the case of the professional RVCC process on a scale of 0 to 200.

The adult obtains recognition and validation from each of the key-skill areas (in the school RVCC process) or in each skill unit (in the professional RVCC unit), when they obtain a score of 100 points or more.

In any RVCC process, the candidate can attend training (given by the trainers/teachers of the Qualification and Vocational Training Centre) up to a maximum of 50 hours of the different skills units that are part of the framework, providing that this training helps the candidate to achieve full certification.

Certification

Certification of competences implies that the adult’s skills test assessed by a panel. At this stage, the adult’s competences are demonstrated via a written, oral or practical test or a test involving a combination of the three, ideally organised by key-skill areas, in the case of the school RVCC process, or by professional skills, in the case of the professional RVCC

The panel and its chair are nominated by the Qualification and Vocational Training Centre body. For a certification session to occur, all those members with a right to vote must be present, which means a trainer/teacher from each of the key-skill areas (in the case of school certification) or three members with the right to vote, of whom two are representatives of business or employer associations and trade union associations (in the case of professional certification).

Certification is proven via the issue of a qualifications certificate and a diploma issued by the CQEP body via SIGO, in accordance with the models approved.

In the case of regulated professions and whenever the practice of a profession depends on fulfilling specific requirements, the RVCC processes depend on coordination with the respective authority responsible and the fulfilment of applicable legal regulations of Article 31 of Ordinance no. 135-A/2013, 28th March.

The conclusion of a Recognition, Validation and Certification of a School Competences process (with the validation of all the competences corresponding to a level of qualification) confers primary level certification (certificate of qualifications corresponding to the 1st, 2nd or 3rd cycle and a diploma, if concluding compulsory education - levels 1 and 2 of the NQF qualification) or the upper-secondary level (qualification certificate corresponding to the NQF level 3) is completed.

The Recognition, Validation and Certification of Vocational Competences process is concluded in one of the following situations:

  • if the candidate is able to certify all competence units deemed necessary to obtain a level 4 qualification (associated with dual certification), a Qualification Certificate with a record of all competences units certified, as well as a Diploma (fulfilling these two requirements, the certification of school and vocational certification, can be the result of the school and vocational RVCC process or the conclusion of the vocational element when the candidate already has the corresponding educational qualifications) are issued;
  • if the candidate is able to certify all competences units deemed necessary to obtain vocational  certification, but does not have the appropriate level of schooling only a Certificate of Qualifications (which identifies the units of competency certified) is issued.

If the Recognition, Validation and Certification of Academic and Vocational Competences does not lead to the issue of a certificate or diploma, (because not all the competences corresponding to a qualification level have been validated), a qualifications certificate is always issued, with the identification of competences units already validated and a Personal Qualification Plan is issued according to the vocational competences lacking, which is used to refer the candidate for a training path that is external to the CQEP:

It is worth remembering that the qualification certificates and diplomas issued by the CQEP without certification capacity have to be approved by the bodies with that responsibility.