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Section 3: EU Policy Developments

dation on this issue will call member-states • Involve all stakeholders – e.g. policy-makers,
to develop comprehensive and co-ordinated training providers, social partners, employers –
arrangements for validation by 2015, linked to in this process.
the National Qualifications Framework, qual- • Encourage Public Employment Services to use
ity-assurance mechanisms, portability of vali- new methodologies in order to make individu-
dation outcomes, and guidance support. als more active in their own development: the
requirements in terms of practitioners’ compe-
3.5.2 Involvement of ELGPN tences and training are crucial in this respect.
• Propose content and methods of CMS training
ELGPN has been consulted by the relevant Presi- for adults, adapted to their needs, in particular
dency about the Recommendation on A Renewed in the workplace.
European Agenda for Adult Learning and indicated • Promote portfolios as an assessment tool for
some important points which it considered to be CMS, as a basis for EUROPASS and the trans-
missing in the document: parency of qualifications, and thus as a tool for
supporting worker mobility in Europe.
• In the first priority, the Resolution focuses on
guidance systems in order to increase the partic- Access and quality constitute matters for collective
ipation of adults in lifelong learning: it would responsibility:
be more relevant to underline the necessity of
lifelong guidance, in line with the Resolution of • Outreach and learning opportunities are
21 November 2008 on Better Integrating Lifelong increasingly to be targeted at those with the
Guidance into Lifelong Learning Strategies. lowest levels of qualifications.
• Career management skills should be explic- • Evidence-based policy-making in the field of
itly mentioned in the first priority: ‘Promoting adult learning calls for comprehensive and
the development of career management skills comparable data on all key aspects of adult
for adults in order to help citizens to better learning, for effective monitoring systems and Policy
manage their training pathway.’ co-operation between the different agencies, as
• ‘Making lifelong learning and mobility a reality’ well as for high-quality research activities.
implies guidance throughout life.
Validation of informal/non-formal learning
3.5.3 Next steps
The role of guidance in validation of informal/non-
Further work should be focused on the role of guid- formal learning is recognised as a crucial key to suc-
ance in adult education, following the two-fold cess.
approach of individual involvement and collective A clear distinction should be made between guid-
responsibility. ance related to validation/assessment issues and the
Career management skills (CMS) are a key factor general process of guidance. Thus a specific Reference
in the involvement of individuals. Accordingly, ELGPN Point could be devoted to guidance related to valida-
should: tion/assessment issues. The results of ELGPN work
on these issues might be recorded in a Counselling
• Promote the development of career manage- Charter for Validation of Informal and Non-Formal
ment skills in adult learning at EU level (Work- Learning, annexed to the future EU Recommenda-
ing Group) and within national systems. tion. This could include:

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