Page 52 - Learning-while-working-Success-stories-on-workplace-learning-in-Europe

Learning while working
46 Success stories on workplace learning in Europe

structural adjustment through recognising the competences of displaced
workers so they can be applied in other companies and even sectors.
Even when they do not lead to certification, validation processes can
improve self-assurance and be a stimulus to take on various forms of learning:
for young people who have disengaged from education and training, older
workers who did not enjoy opportunities for formal learning. and experienced
workers who do not have a formal qualification despite possessing the skills
and knowledge required for their post. Validating prior learning may provide
credits to undertake formal learning but, more important, it increases self-
esteem and motivation for learning, and planning further learning having
identified strengths and skills (Cedefop, 2009c, p. 50-52). However,, validation
processes may sometimes appear heavy, complex and even inaccessible to
low-skilled adults, those most in need of having the competences acquired
through work and life experiences validated. Flexible and cost-efficient ways
of validating and valuing learning, which do not necessarily imply certification,
like portfolios of achievements, are being piloted through European, national,
and sectoral projects. While validation processes may be time- and resources-
consuming, the OECD highlights two additional outcomes to the social
benefits of making knowledge and skills tangible:
• by helping adults learn about their competences, be aware of their capacities
and full potential, and plan their education, training and work paths within
a lifelong learning perspective, validation brings educational and training
benefits. Validation processes make people aware of having learned in
various ways and contexts in the workplace, in different transition points
of their lives, even if the process does not lead to certification;
• validation of learning may bring economic benefits in the long run by
reducing the costs that are associated with formal learning, by shortening
the time required to acquire qualifications and helping access jobs that
better match real competences (OECD, 2006).
Validation of learning has been integrated into strategic programmes that
intend to upgrade the skills of the population through workplace learning.

The Work-based learning (WBL) project launched by Fachhochschule Aachen, Germany, was
awarded the BIBB’s Continuing education innovation prize in 2005 because it offers workers
who previously had no access to higher education a chance to do so, through recognising skills
and competences acquired at work. The institution of higher education drew up individual
learning projects with employees and their employers, which stipulated the learning targets, the
curriculum and the credits to be earned. The training focused on the specific learning-oriented
work in the company itself (Cedefop, 2010f).