The VISKA evaluation partner has written articles on the methodology used within VISKA and on the outcomes of the policy experimentation and how these outcomes can influence validation arrangements and future policies on validation. VISKA partners in charge of the developments of validation tools and trainings have written an article on how these tools can be integrated in future validation arrangements.
These articles, which are published in relevant magazines and policy platforms, are submitted here. To read the article, press the links given below.
This briefing paper aims at describing a common understanding within the VISKA project partnership regarding the definition of transversal skills and to develop a means for identifying and assessing these transversal skills in a validation process for low-qualified adults and migrants.
This paper is a basis for further development of assessment criteria that will be used during the field trials in some partner countries.
The EP is an initial mapping exercise to explore the ‘AS IS’ situation on VPL.
It contains also a needs and strengths analysis as well as phased input to tools development and field trials work phases.
In may 2018, the research partner of the VISKA project finished an overview of the current discourse surrounding the Validation of Prior Learning (VPL) at a European level, as a basis for the project interventions. Through this exercise, project partners have considered and reflected on the principles underpinning validation in their countries. The legislative landscapes and relevant literature in their own country and across Europe have been considered and interviews have been conducted.
This document reveals a preliminary insight into the policy impacts of the planned work under the VISKA project.
Document D3.1 presents how the partners will work in the field trials with their tools. The document gives an overview of these tools.
VISKA will contribute to encourage a transnational consensus on, and a common language for, the identification of transversal skills. The criteria will be applied in controlled settings in the planned field trials.
Guidance counsellors and other professional frontline staff are in need of updating their competences in order to better meet the needs of very diverse target audiences for VPL, including migrants, refugees and asylum seekers and improve service outcomes. Competences needed for guidance counsellors and other frontline staff involved in VPL will be defined through a thorough needs analysis. VISKA partners will develop training modules for these professionals and where needed specific training sessions will be held.
While 4-phased validation arrangements are in place in many European countries, holistic quality assurance measures, for measuring the outcomes of the services provided, are not as frequently in place. VISKA aims to create a set of quality assurance standards which can be applied universally (not context specific) to measure the quality of validation services.
Document 5.1 addresses the implementation of the field trials and the emerging data at this point in the project. The background to the project including the legislative, policy and practice landscape in each of the partner countries was detailed in D2.2 Literature Review and Country Needs Analysis.
The interim report provides a brief synopsis of the planned interventions in each country, the target group and the anticipated outcomes for adult learners. It summarises the data collected to date in alignment with the five project interventions and provides some interim findings.
Cross - country Evaluation report
The ‘Visible Skills of Adults’ Project (VISKA) was a collaboration between four partner countries: Belgium Flanders, Norway, Iceland and Ireland. Project VISKA addressed the European policy priority of diminishing skills mismatch, fostering employability, economic growth and job creations, and social inclusion – by making knowledge, skills and competences of adults more visible through validation of informal and non-formal learning. It centred on qualitative improvement in current validation policies and practices in the four partner countries. VISKA was a three- year project, running from March 2017 to February 2020 and was co-ordinated by Skills Norway. The research and evaluation partner of the VISKA project was Cork Institute of Technology, Ireland.
This report presents the synthesis of findings for the VISKA project based on national report from the field trials.
National Evaluation Reports
All full national reports can be found on our downloadpage, as well as country specific outputs.
This report gives an overview on quality assurance considerations within the VISKA project and various mechanisms in place within each country context and EU synergies. This will potentially allow further alignment of quality assurance to further support validation of prior learning, both at a national and European level.
The report describes quality assurance measures grounded in a national context, VISKA context and EU context, describing similarities and differences between the different quality assurance mechanisms that are underpinned by the European guidelines for validating non-formal and informal learning.