The importance of recognising and enhancing competences acquired in non-formal contexts contributes to improving people's performance and maximum adaptability and increases the chances of prolonging working life in an autonomous way. However, the procedures for the recognition, validation and certification of competences (RVCC) are very different for the diverse competences and are not harmonised in the different countries, where institutions are struggling to find a valid and common framework. In this sense, SKILLS REC aimed to contribute to the development of a comprehensive model for the Recognition, Validation and Certification of Competences previously acquired by adults throughout their lives and in non-formal contexts. Through the development of specific resources, this project aimed to make it easier for adult educators to make these competences visible and valued, even if they were not certified. The project also aimed to promote the acquisition of soft competences in adults, focusing in particular on the recognition of specific key competences identified by the Council of the European Union in its Recommendation of 20/05/2018 on non-formal key competences for lifelong learning. In order to achieve its objectives, the project has developed the following resources: - A Brochure including user needs studies and a SOTA on the Recognition, Validation and Certification of Competences (RVCC); - An innovative Manual proposing a model for the recognition, validation and certification of non-formal competences in adults; - An online platform that collects all the learning resources of the project and allows e-learning through the above-mentioned resources. In addition, a Learning, Teaching and Training Activity (LTTA) was been organised with the participation of eight trainers from four countries, facilitated by the organisator, Sastamala Community College (Finland). Six multiplier events were held, involving 164 people from 5 countries and non-governmental organisations, local and regional educational institutions, trade unions, public employment services, and local and regional authorities. The project has produced the materials that were proposed in its formulation, it has also set itself up as an interlocutor with the organisations and has established contacts with other interest groups such as training institutions, employment services, organisations working with groups particularly affected by the restructuring of the labour market (adults, unemployed, migrants, women, young people, women's groups and women's organisations). The institutions were interested in the certification systems, especially in comparing the situation between the different participating countries. The project has come to an end when the European strategy on micro-credentials is starting to take shape, and we believe that our project is an interesting precedent and has contributed to the general debate on this new challenge, identifying key actors, cataloguing experiences and cases and determining specific needs in the target population.
SKILLS REC aims at proposing solutions to the above mentioned issues by elaborating a comprehensive model to allow the Recognition, Validation and Certification of Competencies of previously acquired competences by adults throughout life in non-formal contexts. Thanks to the development of specific resources, the project will allow adults’ educators to make such uncertified skills visible. The project will also promote the acquisition of adults’ soft skills, in particular focusing on the recognition of specific key skills identified by the Council of the European Union in its recommendation published on 20/05/2018 on key non-formal competences for lifelong learning.
The importance of acquiring and recognizing skills acquired in non-formal contexts is widely proven. The role of skills development is therefore considered as one of the key drivers of economic growth, it contributes to performance and competitiveness of individuals possess. However, the process of recognition, validation and certification of competencies (RVCC) is not harmonized yet in the European countries and many educational centers struggle to find a valid and common framework. On the other hand, we are progressively going towards the general ageing of the European population, meaning that the old-age dependency ratio (people aged 65 and above relative to those aged 15 to 64) in the EU will increase by 21.6 percentage points, from 29.6% in 2016 to 51.2% in 2070. These percentages call for action to promote the inclusion of older people in the world of work and, therefore, the acquisition of soft skills in this population in order to increase their chances of achieving or prolonging an active and autonomous life and to value knowledge and competences beyond working life.