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Section 2: Work Package reports

2.2 Work Package 2 (Widening Access) practitioners needed to support individuals in

this process.
Participating countries: AT, CY, CZ, DE, EE, ES, FI, • The theme of the second visit in Copenhagen,
FR, IS, LV, NL, NO, SK, TR, UK Denmark, was the use of ICT in both targeted
Lead countries: FR, IS approaches and integrated services for all ages:
Consultant: Professor Fusun Akkök the main focus was on widening access to infor-
mation, guidance and counselling services for
all citizens, particularly for young people at risk
2.2.1 Activities of early school-leaving, for adults (employed,
unemployed and in transition), and for active
The activities of Work Package 2 (WP2) in 2011–12 ageing.
built on its previous 2009–10 outcomes and went • The synthesis meeting in Warsaw reviewed the
more deeply into some topics: for example, the role Resource Kit and Progress Report, and pro-
of guidance in validation of non-formal and infor- vided feedback on the Glossary and ELGPN’s
mal learning, and how to reach various target groups future work programme. Austria, Germany and
WP2
using ICT tools. The goals for 2011–12 were to work Poland made presentations on new initiatives
on: for different target-groups, including at-risk stu-
dents, those over 50 and/or in transition to
• Widening access to information, guidance and retirement, and adults in general.
counselling services for all citizens, particularly
for young people at risk of early school-leaving, 2.2.2 Key conclusions
for adults at work and for active ageing.
• Access to higher education: in particular, transi- • The importance of validation of non-formal
tions between VET and higher education, infor- and informal learning is now widely recog-
mation for students and counselling services nised, but the level of implementation varies.
within universities. Similarly, although the need for guidance ser-
• Providing access to adequate guidance and vices within these processes is well understood,
counselling services in the validation processes the guidance support in most cases still needs
for non-formal and informal learning. to be developed, and at best is in progress. As
• The competences of practitioners, teachers, and stated in the relevant ELGPN policy briefing ,
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other stakeholders. ‘the Commission identifies the lack of informa-
• The use of ICT in the context of both sectoral tion, support and guidance: even in countries
approaches and integrated services for all ages. where more systematic procedures have been
established, empowerment of individuals often
Three meetings were held: remains low, partly due to ignorance and dif-
ficulties in using and understanding the pro-
• The theme of the first peer-learning event in cedures’.
Utrecht, The Netherlands, was the role of guid- • Guidance practitioners are one of the key prac-
ance in the process of validation of informal/ titioners in the validation process. Their role
non-formal learning, providing access to ade-
quate guidance and counselling services in the
validation of non-formal and informal learn- 5 Divisia, F. (2011). Policy briefing related to the role of guidance within
the process of validation of informal and non-formal learning from an
ing, and the qualifications and competences of EU perspective.

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