The aim of this project is to examine if and how non-formal qualifications are placed on the National Qualifications Frameworks (NQF) in the Nordic countries as well as a few Central European countries. Non-formal education produces a substantial amount of competences crucial from the viewpoint of the labor market. However, according to the European Inventory 2018, it appears that there is little development in Europe of placing non-formal qualifications to NQFs, validation procedures designed for non-formal learning and development of learning outcome -based non qualifications. The main questions addressed by the NOVA -project: • How and by who are non-formal qualifications developed and how are they included in the NQFs? • How are learning outcomes designed and used for qualification development as well as validation arrangements? • How are NQFs and validation arrangements linked? This project is based on specific needs derived from the non-formal sector in the partner countries (branch organisations in Sweden; Lifelong Learning Centers and working life in Iceland; Community College network in Finland). National developments are occurring in the Nordic countries, but support and competence development is needed. During the current COVID-19 crisis, it has become evident that all economies need to develop their learning systems in an ever more flexible direction. Millions of jobs are lost, and fiscal and monetary policies are shattered. For proper revival of European economies, flexible labour markets are required, which in turn means development and implementation of high-quality competence development and validation procedures that aid in mobility both within economies as well as across borders. Against this background, the project will develop a methodology, including indicators, on how to canvass the EQF/NQF policy approaches in different countries as well as good practices in terms of how non-formal qualifications are placed on NQF levels. Based on the canvassing, the project will produce a comparative report of the policy approaches including policy recommendations as well as a set of minimum 14 best practices from different countries. The ultimate output is a set of digital tools, which aim at helping policymakers as well as developers to produce high-quality learning outcome-based qualifications and link or refer the developed non-formal qualifications to NQF-levels. • IO 1. Framework and methodology for comparing National Qualifications Framework - A comparative methodology with indicators that can be used to benchmark different countries level of implementation of NQFs, including the procedures for including non-formal qualifications in the frameworks and links with validation arrangements including indicators for identifying good practices. • IO 2. Comparative report and policy recommendations - A comparative study/report on the NQFs, their status of implementation and inclusion of non-formal qualifications as well as how NQFs are linked with validation arrangements. The results of the study will be used to formulate policy recommendations for future developments. • IO 3. Mapping non-formal learning to NQFs - Identified best practices on procedures for developing and levelling non-formal qualifications and their links with validation arrangements. • IO 4. Digital support for procedures and tools for developing non-formal qualifications and learning outcomes suitable for validation. As a result of this project, both policy makers as well as non-formal education and training providers will get practical examples of different approaches. Policy makers draw inspiration from the policy recommendations and the good practice examples on how to further open the NQF framework and how it can be better utilized in terms of Lifelong Learning. The learning providers will have access to tools that steer the process of describing qualifications in terms of learning outcomes and how the validation procedures can be carried out within the non-formal learning framework. NOVA provides capacity building for all target groups. As the project partnership has wide national, Nordic and European networks dealing with validation, qualifications development, EQF/NQF development as well as other Lifelong Learning issues, and as all the partners are engaged with the same issues in their daily work, the long term impacts are easily detectable and further development of the tools designed in this project is foreseen. In all partner countries, there are national development projects emerging which aim at validation of non-formal learning, NQFs as well as a learning outcome-based approach within the sector. This project will enhance and support the national developments as well as overall European aspirations to strengthen the role of non-formal learning, validation and their link to NQFs.
In today's dynamic labour markets, the need for people to develop needed skills is ever-growing. Non-formal qualifications play a key role in addressing this demand by offering learning tailored to labour market needs. Non-formal qualifications and validation of prior learning facilitate re/upskilling, efficient transitions and skills provision, and lifelong learning. The project produced four intellectual outputs that are interconnected. The aim of the outputs is to provide support and tools for the development of robust non-formal qualifications, harmonizing the NQF levelling and referencing procedures and strengthening the validation procedures that meet the highest standards of quality and relevance for policy makers as well as learning providers. The comparative framework forms the basis for the other 3 outputs. IO 2 dwells on comparative analysis of policies and practices pertaining to NQFs, validation, and non-formal qualifications. IO 3 focuses on identifying and promoting good practices in the same domain. IO 4 aims to provide practical tools for organisations engaged in developing qualifications and facilitating validation processes. Additionally, core policy messages were developed to streamline the future development.
The NOVA-Nordic project aimed at enhancing and supporting national developments as well as overall European aspirations to strengthen the role of non-formal learning, validation, and their link to NQFs. The NOVA-Nordic project was based on specific needs derived from the non-formal sector in the partner countries, as in all countries are in different stages of opening their NQFs to non-formal qualifications and further enhancing the role of validation of prior learning in the processes. However, support and capacity building are still needed. During the COVID-19 crisis, it became evident that all economies need to develop their learning systems in an ever more flexible direction. For proper revival of European economies, flexible labour markets are required, which in turn means development and implementation of high-quality skills provision and validation procedures that aid in mobility both within economies as well as across borders. The NOVA-Nordic project was created to promote skills supply systems, where skills are recognised and valued, irrespective of where they were developed. This, in turn, strengthens labour market mobility and contributes to a more agile and resilient workforce.