Advancing Professional Growth: Integrating Non-formal Education, Micro-credentials, and Individual Learning Accounts into Career Development

2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts ADVANCING PROFESSIONAL GROWTH: INTEGRATING NON-FORMAL EDUCATION, MICRO-CREDENTIALS, AND INDIVIDUAL LEARNING ACCOUNTS INTO CAREER DEVELOPMENT Luis Carro, PhD University of Valladolid (Spain) luis.carr[email protected] 13 March 2024, Hyatt Regency Hotel, Sofia (Bulgaria) Roma Community and Inclusive Education: Challenges and Opportunities 13-14 March 2024 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts Advancing professional growth: integrating non-formal education, micro-credentials, and individual learning accounts into career development. Paper presented at the Conference Roma Community and Inclusive Education: Challenges and Opportunities. Organized by The Regional Centre for the Support of the Inclusive Education Process, Sofia, Bulgaria, 13-14 March 2024. © 2024 by Luis Carro is licensed under Attribution-Non Commercial-No Derivatives 4.0 International. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/4.0/ 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts Advancing professional growth: integrating non-formal education, micro-credentials, and individual learning accounts into career development Outline of presentation Non-formal & Informal Education Microcredentials Validation & Recognition of Competences as Career Development Individual Learning Accounts 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts Introduction to Professional Growth Embracing Non-Formal and Informal Education in Career Development Advancing Professional Growth The Role of MicroCredentials and Individual Learning Accounts 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts Advancing professional growth: integrating non-formal education, micro-credentials, and individual learning accounts into career development Non-formal & Informal Education Microcredentials Validation & Recognition of Competences as Career Development Individual Learning Accounts The context of non-formal and informal learning 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts Classification of learning activities based on the three broad categories: Formal, Non-Formal and Informal Learning Activities Learning activity Intention to learn Institutionalised Recognised programme* and minimun duration** Out of scope Informal Non-formal*** Formal * Recognition by relevant national authorities ** Minimun duration of one semester *** Non-formal programmes can sometimes lead to a formal qualification YES YES NO NO NO YES version 2016 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts Classification of learning activities based on the three broad categories: Formal, Non-Formal and Informal Learning Activities •1. Formal education •2. Non-formal education •2.1. Non-formal programmes •2.2. Courses •2.2.1. Courses conducted via classroom instruction (including lectures) •2.2.2. Combined theoretical-practical courses (including workshops) •2.2.3. Courses conducted through open and distance education •2.2.4. Private tuition (private lessons) •2.3. Guided-on-the-job training •2.4. Other not specified elsewhere •3. Informal learning •3.1. Taught learning •3.1.1. Coaching / informal tuition •3.1.2. Guided visits •3.2. Non-taught learning •3.2.1. Self-learning •3.2.2. Learning-group •3.2.3. Practice •3.2.4. Non-guided visits 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts Time to learning » 80% informal vs 20% formal 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts Seven and (other) Seven Principles of Learning Institute for Research on Learning at TechLearn (Palo Alto, California, 90’s) 1. Learning is fundamentally social. 2. Knowledge is integrated in the life of communities. 3. Learning is an act of participation. 4. Knowing depends on engagement in practice. 5. Engagement is inseparable from empowerment. 6. Failure to Learn is often the result of exclusion from participation. 7. We are all lifelong learners. Insightworks (Canadá, 2017) 1. Adults must want to learn. 2. Adults need to learn what they feel they need to learn. 3. Adults learn by doing. 4. Adult learning focuses on problems and the problems must be realistic. 5. Experience impacts adult learning. 6. Adults learn best in informal settings. 7. Adults require guidance. Henschel, P. (2001). The manager’s core work in the new economy. On the Horizon, 9(3), 1-5. https://www.insightworks.ca/post/7-principles-of-learning 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts Micro-credential: Optional elements Optional elements •May vary according to the institution or entity awarding the credential. •Completion of courses or programs, previous experience or minimum educational level may be included. Prerequirements needed to enrol in the learning activity •It can be one of three types: •unsupervised with no identity verification, •supervised with no identity verification, •supervised online, •or onsite with identity verification Supervision and identity verification •A qualification is obtained and reflected in the microcredential that has been taken. Grade achieved •Combines microcredentials and is facilitated by its modular design. •It creates personalised learning paths. Integration/stac kability options •Data can be added to complement the main information available. Further information Council Recommendation of 16 June 2022 on a European approach to micro-credentials for lifelong learning and employability 2022/C 243/02 (DO C 243 of 27.6.2022, pp. 10–25). 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts •Subject to internal and external quality assurance. •Fit for purpose and documented, accessible and responsive to needs and expectations. •Supplier evaluation •Compliance with standards Quality •With measurable, comparable and understandable criteria with information on learning outcomes (ECTS). •Reference to the EQF. •Clear and transparent information. Transparency •Differentiated and specific learning outcomes. •Updated content. •Collaboration with training organisations, employers, providers and users. Relevance •Learning outcomes assessed against transparent standards. Valid assessment •Designed to be cumulative and support flexible learning pathways. •Validation of non-formal and informal learning. Learning pathways •For academic or employment purposes on the basis of standardised recognition procedures. •Indicative value of learning outcomes for small modules. Recognition •They are the property of the credential holder. •They can be shared through secure digital wallets. Portable •Designed to meet the needs of learners. •Learners are involved in quality assurance processes. Learnercentred •It contains sufficient information to verify the identity, date and place of issue of the micro-credential. Authentic •They should be incorporated into lifelong learning guidance services and reach out to wider groups (inclusion). Information and Guidance European Principles for the design and issuance of micro-credentials European Principles Council Recommendation of 16 June 2022 on a European approach to micro-credentials for lifelong learning and employability 2022/C 243/02 (DO C 243 of 27.6.2022, pp. 10–25). 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts Advancing professional growth: integrating non-formal education, micro-credentials, and individual learning accounts into career development Council Recommendation of 16 June 2022 on individual learning accounts 2022/C 243/03 Non-formal & Informal Education Microcredentials Validation & Recognition of Competences as Career Development Individual Learning Accounts 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts Individual Learning Accounts European Centre for the Development of Vocational Training Council Recommendation of 16 June 2022 on a European approach to micro-credentials for lifelong learning and employability 2022/C 243/02 (DO C 243 of 27.6.2022). 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts Individual Learning Accounts in Europe: Roadmap The Copenhagen Declaration (2002) CEDEFOP Seminar (2008) Lisbon Conference (2010) Council recommendation of 20 December 2012 on the validation of nonformal and informal learning A NEW SKILLS AGENDA FOR EUROPE (10/06/2016) European Pillar of Social Rights (17/11/2017) European Skills Agenda for sustainable competitiveness, social equity and resilience (01/07/2020) Oporto Declaration (08/05/2021) 2023 European Year of Capabilities (12/10/2022) Deadline for comments (23/03 - 20/04/2021) Consultation period (23/04 - 16/07/2021) Oporto Declaration (08/05/2021) Consultative Committee on Vocational Training (16/08/2021) Proposal for a COUNCIL RECOMMENDATION on individual learning accounts (10/12/2021) COUNCIL RECOMMENDATION on individual learning accounts (16/06/2022) European Centre for the Development of Vocational Training 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts COUNCIL RECOMMENDATION OF 16 JUNE 2022 ON INDIVIDUAL LEARNING ACCOUNTS 2022/C 243/03 •Objectives •Scope of application •Definitions •Individual learning account •Facilitating framework •Communicationand awareness •Monitoringand continuous improvement •Funding •Union support •Reporting and evaluation 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts COUNCIL RECOMMENDATION of 16 June 2022 on individual learning accounts (2022/C 243/03) : 1-2 objetives 1. The Recommendation seeks to support working-age adults by facilitating their participation in training activities, regardless of their employment status, to increase participation rates and reduce skills gaps: a) Access to Training for All: •Provide support to all working-age adults to access training, including career transitions, regardless of their employment status. b) Increased Incentives and Motivation: •Increase incentives and motivation for individuals to seek training activities. 2. Focuses on providing support, increasing incentives and motivation, and recommends the establishment of individual learning accounts with a facilitating framework that includes guidance and validation of learning. Council Recommendation of 16 June 2022 on individual learning accounts 2022/C 243/03 (Official Journal of the European Union 243/03, 27 June 2022). 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts COUNCIL RECOMMENDATION of 16 June 2022 on individual learning accounts (2022/c 243/03) : 3 Scope 3. This Recommendation covers working-age adults legally residing in a Member State, independently of their level of education and current labour force or professional status. Member States are recommended to establish an individual learning account for each person belonging to this group, in accordance with their national needs and circumstances. It is recommended that frontier workers and self-employed persons who work in a Member State other than the Member State where they legally reside be covered in the Member State where they work. Council Recommendation of 16 June 2022 on individual learning accounts 2022/C 243/03 (Official Journal of the European Union 243/03, 27 June 2022). 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts «individual training entitlement» •means the right to access a personal budget at an individual’s disposal to cover the direct costs of labour-market-relevant training, guidance and counselling, skills assessment or validation that are eligible for funding; Council Recommendation of 16 June 2022 on individual learning accounts 2022/C 243/03 (Official Journal of the European Union 243/03, 27 June 2022). COUNCIL RECOMMENDATION of 16 June 2022 on individual learning accounts (2022/c 243/03) : 4 Definitions 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts «individual learning account» •is a delivery mode for individual training entitlements. •It is a personal account that allows individuals to accumulate and preserve their entitlements over time, for whichever eligible training, guidance or validation opportunity they deem most useful and whenever they want to, in line with national rules. •It grants the individual full ownership of the entitlements, irrespective of the funding source; Council Recommendation of 16 June 2022 on individual learning accounts 2022/C 243/03 (Official Journal of the European Union 243/03, 27 June 2022). COUNCIL RECOMMENDATION of 16 June 2022 on individual learning accounts (2022/c 243/03) : 4 Definitions 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts COUNCIL RECOMMENDATION of 16 June 2022 on individual learning accounts (2022/c 243/03) : 19-20 Enabling framework •Paid training leave 19. Member States are recommended to enter into dialogue with social partners on arrangements to allow employees to participate in training during working hours using their individual learning accounts. 20. Member States are recommended to introduce paid training leave or income replacement provisions or review the adequacy of existing provisions, considering: a) their coverage of all types of employment relationship, and the self-employed; b) financial and non-financial support for employers (in particular SMEs) whose employees make use of paid training leave; c) the need to ensure the effective implementation of such provisions.. Council Recommendation of 16 June 2022 on individual learning accounts 2022/C 243/03 (Official Journal of the European Union 243/03, 27 June 2022). 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts COUNCIL RECOMMENDATION of 16 June 2022 on individual learning accounts (2022/c 243/03) : 21 Outreach and awareness raising •Extensive Communication and Awareness Raising Activities: •States are recommended to carry out communication and awareness-raising activities and campaigns. •Participants: social partners, civil society, regional and local organizations, and other relevant actors. •Adaptation to the Needs of the Beneficiaries: •The importance of tailoring these activities to the needs of potential beneficiaries of the individual learning accounts system is emphasized. •Focus on People in Need of Upskilling and Reskilling •Special attention to persons most in need of upskilling and reskilling at the national level is emphasized. •Motivation and Information on Rights and Benefits: •The aim is to motivate people to participate in the system. •Informing about the rights and advantages offered by the individual learning accounts and the facilitating framework. •Focus on SME workers: •Awareness-raising activities should target, among others, workers in small and medium-sized enterprises (SMEs). Council Recommendation of 16 June 2022 on individual learning accounts 2022/C 243/03 (Official Journal of the European Union 243/03, 27 June 2022). 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts COUNCIL RECOMMENDATION of 16 June 2022 on individual learning accounts (2022/c 243/03) : 22 Monitoring and continuous improvement •National Monitoring and Evaluation: •Member States are encouraged to monitor and evaluate at the national level the performance of the individual learning accounts and the facilitating framework. •Adjustments for Efficiency and Meeting Objectives: •States should make adjustments necessary to achieve the Recommendation's objectives in an efficient manner. •Examples of adjustments include the amount of training entitlements and the definition of persons most in need of upgrading and retraining. •Consultation with Social Partners and Stakeholders: •In the monitoring and adjustment process, the importance of consulting with relevant social partners and stakeholders is emphasized. •Simplification of the Enabling Framework: •It is suggested to integrate the various elements of the enabling framework in a way that simplifies its use, seeking efficiency and ease of understanding. •Efficiency in the Use of Training Rights: •The need for efficiency in aspects such as the quantity of training rights to ensure effective use of the system is emphasized. 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts COUNCIL RECOMMENDATION of 16 June 2022 on individual learning accounts (2022/c 243/03) : Funding 23 Financing of Individual Accounts: •Recommend to States measures to ensure adequate and sustainable funding of individual learning accounts, considering national circumstances and existing measures, with special attention to SMEs. 24 Combination of Funding Sources: •Encourage combining public and private sources to contribute to individual training entitlements, including collective bargaining agreements. 25 Sustainable Funding for Enabling Framework: •Recommend securing sustainable funding for the enabling framework and communication and awareness raising activities. Recomendación del Consejo de 16 de junio de 2022 relativa a las cuentas de aprendizaje individuales (Diario Oficial de la Unión Europea 243/03, de 27 de junio de 2022). 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts COUNCIL RECOMMENDATION of 16 June 2022 on individual learning accounts (2022/c 243/03) : Funding 26 maximum and most efficient use of Union funds and instruments: •Invite to Member States to make efficient use of Union funds, such as the European Social Fund Plus and others, in order to: a) Establish national individual learning accounts and registers of recognized training. b) Accredit additional rights for people with specific needs. c) Offer professional orientation and validation of apprenticeships. d) Carry out communication and awareness-raising activities. Council Recommendation of 16 June 2022 on individual learning accounts 2022/C 243/03 (Official Journal of the European Union 243/03, 27 June 2022). Source: https://ruralnet.bg 7 April 2022 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts COUNCIL RECOMMENDATION of 16 June 2022 on individual learning accounts (2022/c 243/03) : Union support European Centre for the Development of Vocational Training 27 The Council welcomes the Commission’s intention, in line with the Commission’s competence and with due regard for subsidiarity, to support the implementation of this Recommendation, using the expertise of through the following means: 1. Facilitating mutual learning to implement the recommendation. 2. Expanding knowledge and creating guidance material on learning accounts. 3. Developing the Europass platform to ensure interoperability and visibility of educational and validation opportunities. Council Recommendation of 16 June 2022 on individual learning accounts 2022/C 243/03 (Official Journal of the European Union 243/03, 27 June 2022). 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts Adoption of Measures and Follow-up-Progress Evaluation and Assessment 29. The Commission should assess and evaluate progress in the implementation of this Recommendation, in cooperation with the Member States concerned and after consulting social partners and relevant stakeholders, and report to the Council by 17 June 2027. 28. Member States are urged to take action to achieve the objectives of the recommendation. Progress will be monitored in the context of the European Semester, minimizing the administrative burden. Council Recommendation of 16 June 2022 on individual learning accounts 2022/C 243/03 (Official Journal of the European Union 243/03, 27 June 2022). Council Recommendation of 16 June 2022 on individual learning accounts (2022/c 243/03) : 28-29 Reports and Evaluation 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts Advancing professional growth: integrating non-formal education, micro-credentials, and individual learning accounts into career development Non-formal & Informal Education Microcredentials Validation & Recognition of Competences as Career Development Individual Learning Accounts Validation & Recognition of Competences as Career Development 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts Validation of informal learning across the lifespan Informal Learning Lifelong Learning Recognition & Validation 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts Validation of Non-Formal and Informal Learning (VNFIL) in Europe The Copenhagen Declaration (2002) The Maastricht Communiqué (2004) The Helsinki Communiqué (2006) The Bordeaux Communiqué (2008) The Bruges Communiqué(2010) Council recommendation of 20 December 2012 on the validation of non-formal and informal learning Recognition and validation of non-formal and informal learning for VET teachers in the EU Member States (2007) Validation of non-formal and informal learning in Europe (2007) European guidelines for validating non-formal and informal learning (2009) Learning while working (2011) Use of validation by enterprises for human resource and career development purposes (2014) European guidelines for validating non-formal and informal learning (2015) 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts Certification phase •The final phase of validation is linked to the certification –and final valuing –of the learning identified, documented and assessed. This can take different forms but is commonly the award of a formal qualification (or part-qualification). •Whatever the case, validation reaching the stage of certification requires a summative assessment officially confirming the achievement of learning outcomes against a specified standard. •It is crucial that this process is managed by a credible authority or organization. •The value –or the currency –of a certificate or qualification acquired through validation largely depends on the legitimacy of the awarding body or authority. •The use of summative approaches for validating non-formal and informal learning needs to be strongly linked –preferably integrated –into national qualifications systems. 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts Conditions for developing and implementing validation Information, guidance and counselling Stakeholder coordination Links to national qualifications systems and frameworks Standards and learning outcomes Quality assurance Professional competences of practitioners 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts Validation contexts Validation in education and training •Validation and open education resources Validation in enterprises “Bilan de competences” and the labour market Validation in the voluntary sector 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts Validation tools Tools for extracting evidence •Tests and examinations •Dialogue or conversational methods •Declarative methods •Observations •Simulations •Evidence extracted from work or other practice Tools for presenting evidence •CVs and individual statement of competences •Third party reports • Portfolios 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts "A competency is the set of behaviour patterns that the incumbent needs to bring to a position in order to perform its tasks and functions with competence. “ (Woodruffe, 1993) 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts Behaviour Performance Knowledge Skills Values, norms, attitudes Motivation, ambition, dedication, assiduity Personal traits Inteligence(s) Fuente: Modelo Iceberg de las Competencias (adaptado de Spencer & Spencer, 1993)  «Competences are much more than what is seen» 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts Marr, B. (2022). Future Skills: The 20 Skills and Competencies Everyone Needs to Succeed in a Digital World. Wiley 1. Digital Literacy 2. Data Literacy 3. Technical Skills 4. Digital Threat Awareness 5. Critical Thinking 6. Judgment and Complex DecisionMaking 7. Emotional Intelligence and Empathy 8. Creativity 9. Collaboration and Working in Teams 10. Interpersonal Communication 11. Working in Gigs 12. Adaptability and Flexibility 13. Cultural Intelligence and Diversity Consciousness 14. Ethical Awareness 15. Leadership Skills 16. Brand of “You” and Networking 17. Time Management 18. Curiosity and Continual Learning 19. Embracing and Celebrating Change 20. Looking After Yourself 12 September 2022 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts Transversal Competencies Frameworks ILO (2014) OECD (2014) UNESCO (2017) WEF (2021) ESCO (2022) O*NET (2022) 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts European Transversal Competences Frameworks Council of the European Union Competences for democratic culture 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts Transversal Competencies Reccomendations UN (2022) WorldSkills (2022) ICCGLOBAL (2022) CASEL (2022) LLLP (2022) McKinsey (2022) 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts Conclusion Non-formal & Informal Education Microcredentials Validation & Recognition of Competences as Career Development Personal Learning Accounts 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts INFORMAL LEARNING MICROCREDENTIALS INDIVIDUAL LEARNING ACCOUNTS Recognition VALIDATION Accreditation career development 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts European Learning Model (ELM) » EUROPASS 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts European Learning Model (ELM) » EUROPASS europass 2024 Dr. Luis Carro «[email protected]». Roma Community and Inclusive Education: Challenges and Opportunities. Sofia, Bulgaria. Non-formal & Informal Education Mi cro-credentials Validation & Recognition of Competences as Career Dev elopment Indiv idual Learning Accounts ADVANCING PROFESSIONAL GROWTH: INTEGRATING NON-FORMAL EDUCATION, MICRO-CREDENTIALS, AND INDIVIDUAL LEARNING ACCOUNTS INTO CAREER DEVELOPMENT Luis Carro, PhD University of Valladolid (Spain) luis.carr[email protected] 13 March 2024, Hyatt Regency Hotel, Sofia (Bulgaria) Roma Community and Inclusive Education: Challenges and Opportunities 13-14 March 2024