Project Description

Visible Skills of Adults (VISKA) is an Erasmus+ Key Action 3 Project, filed under the call priority theme of "Employment and Skills: validation of informal and non-formal learning in Education and Training."

With this project, the seven partners in four countries want to address the European policy priority of diminishing skills mismatch by making knowledge, skills and competences of adults more visible through validation of informal and non-formal learning. In particular, VISKA addresses the need to make the skills of migrants, asylum seekers, refugees and low-skilled adults more visible, in order to shorten their time to employment, targeted education and training offers and active engagement in society. Along with unemployed in general, these target groups are currently at a disadvantage in European societies and could greatly benefit from improved access to validation services and from more holistic validation arrangements.

Planned Interventions for VISKA

Developing and extending regional/national networks and partnerships to include policy makers, social partners and practitioners working on the validation of prior learning (VPL).

Expected outcomes include:

  • improved collaboration and networking;
  • common vision and consensus of the value of the validation of prior learning in making skills and qualifications more visible and comparable.

Extending and/or adapting tools used in the validation of NFIL - includes digitisation as well as customisation for use with specific beneficiary groups and enhanced quality assurance of validation processes.

Expected outcomes include:

  • improved validation arrangement relying on enhanced tools (e.g. digitisation, criteria for assessing transversal skills) and more qualified practitioners;
  • improved access for specific adult learner audiences (e.g. through digital means);
  • more awareness among employers of the broad set of skills employees have.

Creating a common set of criteria for the documentation and assessment of transversal skills, able to be used with one or more adult learner groups

Expected outcomes include:

  • consensus between partner countries on what transversal skills comprise and how they might be documented and measured as part of the validation of prior learning;
  • transversal skills recognition embedded into existing practices and policies centered on the validation of prior learning;
  • improved validation arrangements enabling all learning experiences to be recognised, including those which are transversal and transferable (e.g. teamwork, creative thinking and problem solving).

Training and/or capacity-building for guidance counsellors and other frontline staff working on the validation of NFIL, including with specific adult beneficiary groups

Expected outcomes include:

  • improved capacity of guidance counsellors and other frontline staff working on the validation of prior learning.

Improving access to and awareness of validation services and support, including among specific adult beneficiary groups.

Expected outcomes include:

  • more awareness of validation services, and the benefits of validation, among primary beneficiary audiences – improved awareness of own skills and employment and education and training opportunities;
  • more take-up of validation services among targeted beneficiary groups in the partner countries.
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