SLIC Sharing Paper 3

8/11/2019 SLIC Sharing Paper 3

1/23

slicproject.wordpress.comfacebook.com/SharingLearningInCommunities

Gateways to learning that

is Valued:

A Community

Development Contribution


2/23

1

PrefaceFor many people in communities the opportunity to study formally at university level is

only a dream, or something they do not feel is for them. Whilst they engage with informal

and non-formal ways of learning this learning is not always valued as it should. Despite the

Council of Europes recommendation from December 2012 for members to develop ways to

validate informal and non-formal learning this has not been implemented or promoted as itcould or indeed should be.

Contents

ReportPreface

The Process of Learning

Learning approaches in different national contests

a summative view

Life Long learning and national frameworks:The

challenges of dynamic and changing contexts

Experience and Practice Wisdom

Summary

AppendicesCyprus

Finland

Germany

Greece

Hungary

Italy

Poland

Slovenia

United Kingdom

1

2

2

3

3

4

5

6

7

9

12

14

16

18

20


3/23

2

Community Development learning has at its core the learning through reflection.This embraces peoples reflecting on their own practice and learning form critically

thinking about other peoples practice and activities.

The notion of critical and reflective learning from practice is important. Through this

process people learn best by considering what worked out well or was less effective

and through this exploring why this was the case.

Thus, learning through doing and from reflecting on this is fairly universally accepted

as one of the ways that people learn best. People often learn more from other people

in communities than they do from the so-called experts.

Whilst this is the case, in some situations, not least in some traditional institutions the

rhetoric outmatches the reality. So, advancing the case for critical reflection remains a

task for progressive educators and learning enablers.

The Process of Learning:

Learning approaches in different

national contests a summative view:

In this paper we set out to find out what was happening in the different countries

involved in the SLIC Project. Particularly in relation to community development

learning and learning from community activity and active citizen activity as unpaid

workers. It is interesting, as this brief review illustrates that the results are very diverse

and disparate.

It can be reported that In 3 countries (Poland, Hungary and UK) the organisations

have designed their own community development training programmes at different

levels, and have been developing their own standards for community development

practitioners. In these countries there tends to be good working relationships with

one or more universities, and in Poland and Hungary there has been a development of

higher-level training for community development practitioners.

However, in other countries the focus is more on general volunteering and the skills

people have gained from this. In Finland there is a system of liberal adult education

and legislation gives learners the right to validation of their learning against a

competency framework for vocational skills aimed at promoting employment.


4/23

3

In Greece and in some other partner countries work has been started at the municipal

level on Life Long Learning: this has been progressed through schools, adult educationand, in Greece, linked to the local economy. Through these mechanisms at regional and

local levels the practice is to give certificates for volunteering based on a set process.

For example, in Italy, gathering evidence of the persons competences. In others, such as

Slovenia there are attempts to adopt systems from other countries.

Research shows that only 3 countries attempt a national coverage; UK, Poland and

Hungary. In these context there seems to be the most developed associations for

promoting community development. In the UK community development has adapted to

the existing national systems and structures within the Qualification Frameworks.

Life Long learning and nationalframeworks:

Experience and Practice Wisdom

Several examples give credence to the use of peoples experience, skills and knowledgegained through voluntary and community work when attempting to gain employment;

some employers will accept these but it is not standard throughout any country.

The UK Recognition scheme tries to help participant learners to summarise their

transferable skills for prospective employers. In other countries , as noted above, some

voluntary organisations give certificates related to the voluntary work people have

undertaken (Germany, Slovenia, Cyprus, Italy).

Interestingly, in Slovenia a legal requirements has been introduced: where people

volunteering for more than 40 hours in year should be prepared and supported by a

mentor. But little evidence offered or guidance provided on what these are worth.In Germany people undertaking specific types of civic engagement, such as with

the national emergency services, or child protection agencies. In these situations

organisations can ask for a certificate or diploma from the agency. In Cyprus people can

put together their own folder of certificates of attending programmes, diplomas from

training workshops and reference letters but there is no standardisation and it does not

always fully reflect peoples skills and knowledge in community development.

In Italy voluntary associations can issue certificates about activities undertaken and the

skills acquired and these can be recognised by the mayor of the municipality. In some

instances certificates of attendance are given but these do not attempt to link to skills

and knowledge gained from the programme (Greece - training of trainers).

Another common use of peoples experience, skills and knowledge gained through

voluntary and community work is at HE level as people try to gain access to programmes


5/23

4

or to obtain remission from some modules; this seems to vary between university

and is very ad hoc. It is more often accepted as part of the entrance requirements

(APEL) than it is for any remission of work on the programme, although this seems

more possible in Finland. In Slovenia they have legislation to take account of informal

learning when enrolling people onto college and university programmes, but each

institution sets its own rules, and this was echoed by other countries experiences.

A general theme that emerges from these papers is the lack of value / validation given

to informal and non-formal learning in its own right; in Finland people engaging

with these kinds of learning have to use the same criteria as for formal learning in the

universities. In Hungary vocational training has to reach the same high standard as the

academic certificate.

In Poland there is also a system for certificating the quality of the local activity centres

who deliver community development to their local communities, and in the UK there

is a system for endorsing the quality of institutions offering all levels and kinds of

community development learning programmes.

It is noted that the impact of the economic crisis in Europe is encouraging some

countries to move towards the validation of informal and non-formal learning, and

learning from volunteering and community practice, as a way of helping people to

move into employment by showcasing their employability skills. The identification

of the challenges and problems within the existing systems, or lack of them, and the

increasing range of pilot projects suggest that this is an area for future development

that community development. educators and their supporting organisations may be

well placed to offer support, guidance and developmental consultancy.

Summary:


6/23

5

Appendices

CyprusIn Cyprus there is no scheme yet that helps people reflect on their knowledge and skills in community

development, and thus provide recognition for their experience in it. The only official body of

Recognition is the Cyprus Council for the Recognition of Higher Education Qualifications, which simply

provides recognition for academic qualifications. The CCRHEQ can give recognition to a degree earned in

Cyprus or abroad, according to specific standards the Council has set. But, although these standards are

high enough to ensure high education qualifications of graduates, recognition from CCRHEQ does not

necessarily reflect the skills and the experience a person possess. Generally, a person can demonstrate

his or her experience in community development through certificates of participation on communityprograms, diplomas earned from training workshops, and reference letters from employers. However,

since there is no standardization of such documents, often the actual knowledge and skills of a person in

community development are not represented adequately, or in a manner that can measure the persons

accumulated experience.

Nevertheless, efforts are being made by the Office of the Commissioner of Volunteer and NGOs to

provide recognition of the volunteers experience, who work for the various national and local voluntary

organizations and NGOs of the island. The office of the Commissioner of Volunteer and the Pan Cyprian

Volunteerism Coordinative Council (PCVCC) are the official bodies which coordinate all registered

voluntary organizations in Cyprus, providing them with guidance, technical support, and training

on CD issues. The current mission of the Commissioner is to create a scheme of recognition of non-formal and informal learning on the basis of the legal framework of volunteering, an act that will also

help in the fight against unemployment. The need to provide recognition for skills and accumulated

experience gained through years of working as volunteers in the community, has come forward due

to the high rates of unemployment seen today in Cyprus, as a result of the recent economic crisis to hit

the island. For instance, a person who has been working as a volunteer for a long period of time for a

charity organization and recently became unemployed, could use the skills (transferable skills) gained

as a volunteer to find a job relevant to his or her volunteering experience. Although this Recognition

venture may not solve the unemployment problem, it may prove a valuable employability tool in certain

occasions. But most importantly, it will certainly boost the morale of all those engaging in community

development and will reinforce the active involvement of others.


7/23

6

Finland

The system of recognition of prior learning in the Finnish context

In Finland, both formal and non-formal learning are under the system of recognition. Formal educationmeans learning which always leads to the award of a qualification (general education, vocational training

and higher education). For instance, the higher education follows the national qualifications framework,

which is a part of the European system of qualifications. Non-formal education may cover programs to

impart work skills, adult education and basic education for early school leavers. It produces qualifications

for degree programs, or qualifications for working life.

Informal education means learning from daily activities related to work, family or leisure; it is aimed to

fills personal learning aims. In Finnish context, there is a system of liberal adult education which covers

adult education centers (Finnish: kansalaisopisto). The centers offer training courses in languages,

handicrafts, arts, music, sport, information and communication, and history and culture. In each

municipality there is a lot of different kind of training courses available for its citizens. More than a millionpeople (of 5 million) participate in voluntary studies at liberal adult education institutes. The purpose of

liberal adult education is to support the development of individuals and the realization of democracy

and equality on the basis of the principle of lifelong learning.

In Finland, education laws make validation the learners subjective right in various fields of education

(including secondary education, vocational education and training and higher education). The

competence-based qualifications system came into force in 1994, and competence tests have been

arranged since then. The system has been developed in close cooperation between teachers and

representatives of working life. The system aims to maintain and enhance the vocational skills of the

adult population, to equip adults to engage in an occupation as self-employed people, to develop

working life, to promote employment and to support lifelong learning.

Validation of prior learning is part of student assessment. Studies in the qualification to be completed

can be substituted or accredited by validation of prior learning. Recognition of prior learning aims

to shorten the duration of education and to avoid overlaps in education. The modularity of the

qualifications, in turn, increases options; the qualifications consists of large modules, which students

may partially choose themselves and complete in the manner best suited to them. In higher education,

prior learning can be based on formal, non-formal and informal learning, if prior learning fits to the

qualifications of higher education.

Qualification Committees are responsible for arranging and supervising the competence tests. The

National Board of Education appoints the members of the Qualification Committees from among expertsin each sector. The certificates of competence-based qualifications are awarded by representatives of the

Qualification Committee and the body that arranges the competence tests. Students are awarded two

certificates: 1) a certificate of participation in training and 2) a qualification certificate. The certificate of

participation in training is given by the education provider. The qualification certificate is given by the

provider of education or, if the certificate is based on the competence-based system, by the Qualification

Committee.

All in all, non-formal and informal learning outcomes can be recognized in the Finnish context. However,

the crucial point is focused on the qualifications of formal education. Non-formal and informal learning

need to answer the qualifications of formal education. From this perspective, citizens learning from their

community development activities can be recognized in formal way, but it is (in my knowledge) possibleonly in the framework of formal education; and only if community development activities fit to the

qualifications of formal education.


8/23

7

Germany

If it comes to marriage, schooling or jobs a mutual recognition is an essential part of any

cohabitation within communities. Those communities subsist on active discussions, communicationand social participation. From the German point of view, a person is able to gain approval/

acknowledgement in his/her surrounding through two different ways:

On one hand gratitude and appreciation can be expressed for an outstanding level of commitment

and a high job performance. On the other hand social engagement and involvement within

communities are of special significance.

Yet there is no official German body or institution that provides services concerning the recognition

of qualifications or certificates. Nevertheless a person who is actively involved in the community

and intends to find approval regarding his/her qualifications has the opportunity to take part in

numerous volunteer programs that award the participant with optional a diploma or certificates ofthe organization.

(1) Professional Social Engagement:

federal volunteer service

volunteer social year

national emergency services

(2) Social Commitment Voluntary Work

Voluntary fire and rescue services

Voluntary organizations for child protection and development aid, etc

Non-profit organizations sustaining the economical growth, infrastructure and social

matters within communities

Unfortunately there is little willingness within the German population to invest time and energy

in voluntary social work. However a small number of non-profit organizations is well known and

can be found all over the country. In the following one example of voluntary work for community

development and learning in Germany shall be given by the Junior Chamber Zwickau in which

young entrepreneurs are working and dedicating as volunteers for the network for business attitude

and for public awareness.

Junior Chamber Zwickau is a membership-based nonprofit organization of more than 50 young

entrepreneurs and leaders. The local chapter is part of the worldwide Junior Chamber International

(JCI), the largest network of young entrepreneurs in the world (organized in Germany as the Junior

Chamber Germany). The networks mission is to provide development opportunities that empower

young people to create positive change. As responsible citizens in a globalized world, JCI members

take on the challenges around them through local development initiatives. With this principle at its

core, the JCI structure constantly offers leadership and internal training opportunities to its members

and marks a great gain for the local community. The Junior Chamber Zwickau consists of about 50

entrepreneurs and managers in the age between 18 and 40 from the working industry, commerce,

trade and service sector who would like to join the statements of entrepreneurship and transformthose into public awareness. All members are working and dedicating as volunteers for the network.

Company visits, thematically regulars tables, and events with issues for medium-sized businesses as


9/23

8

well as project work in different areas belong to their activities. The main aims of the Junior Chamber

Zwickau are:

to influence the economical and sociopolitical development in Saxony

to discuss sociopolitical issues and make them public

to learn together and from each other

to create a connection between family, work and voluntarism

The Junior Chamber combines activities especially those of entrepreneurs and freelancers with

voluntarism and develops new projections in important fields like education, renewable energies

or active citizenship. Vice versa as a give-take-basis the members could profit from the network and

contacts they get within the junior chamber to improve their own businesses while engaging for

society, young people, pupils, etc.

Junior Chamber Zwickau is active in different social projects. In one of those projects, - called City

Adventure play and live in the inner city, - the members of the Junior Chamber Zwickau adopted

the responsibility and sponsorship for 5 playgrounds in the inner city of Zwickau. Each year they

clean and reconstruct an additional playground by their own. All necessary building materials are

bought from sponsored money as well as from the revenues of tombola on the famous Business Ballin Zwickau.

The members of Junior Chamber Zwickau are committed to establish and strengthen collaborations

between local schools and companies, for instance within the so called Business Knowledge

Competition which is an annual business quiz for kids. The members of the Junior Chamber visits

the schools where kids have to answer a questionnaire with questions on apprenticeship, business

start-ups, communication/public relations, culture, environment/socials and internationals.

To answer the questions the kid needs a high standard general knowledge and basic business

understanding that they acquired from the members of the Junior Chamber. The winner of the quiz

received money sponsored by the Provident Bank of Zwickau. Beyond these activities members are

supporting schools in the following ways: organizing and implementing teachers and students tours to the companies of Junior

Chamber members

Guest lectures in civics classes in school with topics like building a business,

management, marketing, etc.

supporting different projects with schools, e.g. economical simulation game

Volunteer work and voluntary jobs are not well covered in the current portfolio in German

communities. Nevertheless tendencies show a rising awareness for learning processes in

communities as proven with the help of the example Junior Chamber Zwickau. Recognition and

appreciation of community members might not be certified, but this is also not seen as the purposeof social involvement and the motivation of learning processes. Nowadays patterns are shifting and

previous views are going to be reconsidered. Since the new German government has been formed

in December 2013, there is the hope that politicians will use their influence by strengthening the

national schemes regarding voluntary work.


10/23

9

Greece

In Greece we have the appropriate scheme for helping people to reflect upon our community. In the

following example the scheme used by Municipality of Kilkis is being presented.The Municipality drew up a plan in the frame of the local development plan, a local lifelong learning

program, based on the National Lifelong Learning Program under paragraph 3 of Article 4 and the

corresponding regional lifelong learning program referred in paragraph 1 of Article 7. The local lifelong

learning program includes, in particular, investments, projects, or individual activities in adult education

and general operations of its public policy of lifelong learning at local level, such as:

Activities that connect schools with society;

Activities related to adult education, particularly in the field of public health, culture, sport,

environment, social inclusion of immigrants and learning programs for the new generation and

the elder people, the creation of schools for parents; The promotion of entrepreneurship and innovation through the connection with the local

economy.

In lifelong learning program, in a separate chapter, can be integrated collective actions that are

supported financially, scientifically or administratively from the municipality.

The actions of local lifelong learning program can be funded from the regular budget and the public

investment program directly from the Ministry of Education, lifelong learning and religious affairs,

through the general secretariat for lifelong learning or through the respective prefecture, grants and

from municipalitys own resources.

1. Diagnosis of the educational needs from the municipality of KilkisFor the needs of methodical diagnosis of educational needs the working team was based on the use of

different methods sources, like:

Focused discussions with executives of municipality.

Free discussion (brainstorming) with representatives of the local community bodies and analysis of

evidence.

In the process of the study that was implemented at July September of 2011, the following were

accomplished:

Meeting - discussion with executives Municipality of Kilkis

Firstly, a discussion was made with the representatives of the city (mayor, alderman, scientific advisors).

The main subjects that emerged through the discussion related to the following: Primary sector (the

route of traditional products: from production to consumption, packaging, marketing, organic farming,

agritourism, alternate route of agriculture, connection with tourism and cultural development), School of

parents (problems inside the family, relationships in school), integration of unemployed women, lessons

for learning the Greek language for immigrants, learning of foreign languages, Personal Computers

lessons, volunteering, community service, career guidance / counseling.

Discussion with representatives of bodies of local society

Afterwards, the representatives of local bodies of Kilkis (Cultural, sports clubs, agricultural cooperatives,

businessmen, etc) were invited to an open meeting,. The discussion highlighted the need fortraining on issues such as agricultural production (processing, exploitation of the internet and new

technologies, organic agriculture, water management, new investments, saves recourses, alternative

ways of farming), need to link culture and tourism / tourism consciousness, improve quality of life


11/23

10

(environmental protection, awareness of cultural heritage), training of member bodies in specific

objects (e.g. environment, etc), volunteering / youth participation, integration of immigrants (language,

culture, history). Training new farmers, agrotourism, foreign languages, learning Personal Computers,

entrepreneurship, womens activities (arts, pottery, textiles, etc), which can lead to business operations,

environmental protection.

Analysis of evidence

The analysis of evidences based in previous educational programs that took place in Municipality of

Kilkis during the last five years (2005-2010). These programs concerned in subjects, like learning a foreign

language and Personal Computers.

Finally, it was concluded after investigation that there is an abundance of space that can and should- be

used for training purposes (school classrooms and laboratories).

2. Educational Courses

During the period between October January 2014, the Center for Lifelong Learning of Kilkis

implemented a total of 5 educational courses which took place in the city of Kilkis with an estimated

number of benefited people more than 80, with ages between 18 to 65 years old.

Specifically, in municipality of Kilkis operated: Three learning courses for Italian language, about tourism (75 hours)

Four learning courses for English language, about working place (100 hours)

Two learning courses for organic products production and certification (50 hours)

Two learning courses for rural entrepreneurship marketing of agricultural products (50 hours)

Two learning courses for health education first aid (50 hours)

During the period between January March, the Center for Lifelong Learning of Kilkis, expected to

implement a plurality of educational courses, which will take place in the city of Kilkis with an estimatednumber of benefited people more than 300, with ages between 18 to 65 years old.

Already had started learning courses for PCs and foreign languages as well as health and first aid courses

to Fire Department of Kilkis.

Also, the learning of history of the Pontian dialect subsumed in a local lifelong learning program and will

be supported from the municipality of Kilkis in economical, scientific and administrational sectors.

3. Training of trainers

From the beginning of the program, special attention has been given on training of trainers, who were

considered the key factor in the effectiveness and successful implementation of the program and

development of LLL in Kilkis. Before that, there was an open invitation to attract Volunteer Trainers fromthe municipality. The free of charge membership of candidate trainers in Trainers Training Program and

the awarding of a certificate of attendance acted as an incentive for a total of 15 candidates that step

forward to participate in that program. The candidates point system based on the criteria used by the

competent authority. After completing the process, eight trainers were selected to participate in the

educational program.

The training of trainers program was implemented under the responsibility of the Adult Education

Association and had a total duration of 40 hours.

Especially during the last day of the program, were made presentations of the work of four groups of

trainers (philologists, IT, Environmentalists, Economists) based on panning models for training modulesof 20 hours each.

During all work procedure was followed by commentary and feedback. The day ended with an open

discussion among all participants on general issues related to lifelong learning and adult education.


12/23

11

Evaluation

For the evaluation of assessments of trainees regarding to educational program, the people involved

filled questionnaires anonymously. A total of 40 trainees responded and answered a set of six questions

about their satisfaction level, regarding the following axles: their expectations for the program, the

subject of the program, the teaching materials, and the organization of the program, the trainers and the

exploitation of knowledge in the future.

Certification of attendance

After completion of the training programs the trainees receive a certificate of attendance.


13/23

12

Hungary

In Hungary only very few professionals make a living from community development. In their case we

cannot talk about a professional group, but, rather, about specialists who belong to different professions.For them community, civil society, participation and democracy are very important, and in shaping

the role of their professions they seek community based solutions in culture houses, youth centres,

leisure and community centres, information centres, schools, family support centres and also in civil

organisations involved in legal and interest representation, nature and environment protection and

recently in development projects.

The CCF, in close cooperation with the HACD believe we have a double task. On the one hand, we need

to develop the theoretical framework and the practical tools of the profession. On the other hand we

need to spread these as widely as possible in the country to help community work grow into community

movement and profession. We try to ensure that civil organisations and the members of local community

groups are provided with basic training, and professionals receive professional education and furthertraining.

1. Basic training, 120 hours

The training programme is elaborated and run by the HACD/CCF

The course is for community activists who would like to be more conscious and better prepared for

working with local people. This is an accredited course by the state. The precondition of the course is

existing activity/practice at a community, independently of the educational level. During the training

course participants introduce their communities in some different way, exchange experiences, solve joint

jobs, analyse their situation and plan the future. The course includes 24 hours practical work, led by an

advanced/paid professional (mentoring). Practical work can happen in one of their own communities, orin each participant locality. Participants summarize their experience write study, edit portfolio, make

film, etc. and perform an exam. They receive basic certificate on community development.

2. Acknowledged vocational certificate by the state

At the moment there are two possibilities for gaining this level going through vocational training.

in the framework of Community Education Professional Training, there are some possibility for

specialization and one of them is Community Development. The training programme was elaborated by

the HACD.

- Community and civil organizer. The independent training course is elaborated by an interprofessional

team by the representatives of different universities. The workshop was run by HACD/CCF.

Both programmes are registered at the National Training Register and takes about 1000 hours each.

Preconditions: high-school graduation, existing practical work. Outcome: vocational certificate.

3. Community and Civil Studies MA (accredited by the Hungarian Higher Education Accreditation

Committee)

This Master-Course was established by the University of Budapest Social Work and Social Policy

Department, in cooperation with the HACD. Precondition: BA degree.

The programme develops community and civil society development experts with democratic attitude,

commitment to the principles of open society, social solidarity and social integration. They will be

able to enhance the power of the local communities, achieve participatory local action, planning

and assessment, develop the advocacy skills of the excluded, create adequate community programs

replacing institutionalized care, enhance coordination and cooperation strategies, employ community


14/23

13

methods and techniques to influence decision making and manage conflicts.

The length of the MA programme is 4 semesters, ends with state examination and diploma on

Community and Civil Developer.

Tuition started in 2010 in Budapest, each year with new courses. From 2013/14, a countryside university

based in the city of Gyr, set going this MA course too.

Beside these, many CD courses are included programmes or projects, supported by a donor organization,

inside or outside Hungary. CCF is active in providing these training programmes (elaborating andtraining).

Note: as far as the professional standards are concerned, HACD has already started this work, organizing

national workshops for putting together the first versions of it (it happened in 2007 and 2010, in the

framework of Ministry of Social Affairss programmes, financed by the EU). The outcome is rather

convincing but until the time Hungary wont have a more extended paid professional group on CD, the

result wont base on wide ranging agreement.


15/23

14

Italy

1 - The legal reference is the following: COUNCIL RECOMMENDATION of 20 December 2012 on the

validation of non-formal and informal learning (2012/C 398/01)

The adopted Recommendation invites Member States to establish a national system of validation of

non-formal and informal learning outcomes by 2018. The system would provide the opportunity for

citizens to have their skills, knowledge and competences validated, and to obtain a full or a partial

qualification on the basis of these validated learning outcomes. The system should be connected to the

National Qualifications Frameworks and create synergies between the existing European frameworks for

recognition of non-formal and informal learning:

http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:398:0001:0005:EN:PDF http://

ec.europa.eu/eqf/compare/select_en.htm#comparison

In Italy still it doesnt exist a scheme at national level, as suggested by the COUNCIL RECOMMENDATION

of 20 dec 2012 mentioned above, but there are many local experiments and it is difficult to refer to the

situation at national level without citing regional actions, some of which are excellent as in Veneto,

Emilia-Romagna, Valle dAosta and Lombardia.

2 - These schemes foresee evaluations and recognitions not only referring to work experiences

compatible with the professions which people want to apply for, but also of non-formal and informal

learning acquired by experiences and activities carried out in favour of and inside local communities.

( animation, social and health care, management referred to human and material resources,

entrepreneurship, computer science skills, foreign languages competences)

3 - In Italy we have plenty of voluntary associations engaged in social services and involved in learningactivities addressed to children of social disadvantages families, of immigrants and of people in danger

of social marginalization. These voluntary associations constitute a cooperative learning in which

volunteers get skills and knowledge by personal experience of each member with older members as

mentors.

Management of these associations understood that recognitions are very important for volunteers and

they release certifications about the service done and the skills acquired. There is also the possibility

that these certifications can be recognized also by the mayor of the municipality in which the association

is located.

Certification of personal learning (knowledge, skills and competence) can have individual relevant valuefor people who this way become aware of their own knowledge, abilities and favourite learning style.

Moreover it can be possible for the learner, using the learning (knowledge, skills and competence)

acquired, to plan further vocation paths transferring them in different fields.

4 - In Italy, waiting for a national system, some regions have elaborated independent systems (Veneto,

Emilia Romagna, Toscana, Valle dAosta e Lombardia.

These systems/schemes are usually composed of three parts:

Repertory of professional profiles. Moreover, for each profile the main tasks are listed and for each one of

them knowledge and abilities required are described.

Standard analysis and validation of knowledge, abilities and tasks.

A series of rules that connect the previous points to educational and training systems.


16/23

15

Certification process uses:

Observation of the person on work place.

Simulations of tasks and working situations.

Case studies discussions.

Evidence of colleagues and supervisors.

Examination of documentations produced during work time. Examination of masterpieces or work products described in portfolio.

Interview based on how a person carries out assigned tasks.

That process happens with a direct involvement of a panel of experts.

A final certificate is released without legal value at national level, but it isrecognized by the regions

mentioned above.

At a National level the Ministry of Public Education and state Universities, according a National law,

recognize certifications bound to work and training experiences in the following cases:

Credits at university for those who worked in certain sectors and levels (internship).

Credits at university for those who passed ECDL exams with autonomous preparation

Credits at university for those who got foreign language certifications with autonomous

preparation.

Educational and school credits useful for the final score at the state exam at the end of the five-

year-course at the upper secondary school.

5 - These regional schemes have been developed and go on being developed to allow certain local

professions ( e.g. Sulphur miners in Sicily, shellfish breeders in Po Delta area in Veneto and Emilia

Romagna, glass-blowers in Murano in Veneto, etc.) to match duties of each profession to the possessedskills from individual applicants.


17/23

16

Poland

For last 15 years CAL Association provides training for animators, leaders, organizers of the local

community by a specially prepared education system. We are upgrading the competence and skillsof assistance institutions through the creation of new working standards, which are based on the

experiences of our organization in the implementation of the educational programs.

Using a variety of traditions, practical and methodical experience and knowledge on work on the

local community academic backgrounds, we were able to develop a educational platform for social

animators, educators, community organizers. We work not only on the quality of education but also on

the methodology of work with the local community (certificate CAL, Community Development model)

Milestones in quality of education and methods of work with the local community development .

1 milestone:

School of Social Animators (SAS) implemented in the framework of the Grundtvig project 2002-2005.

30 people received a high school diploma they became a future social animators. During the project

12 modular educational package were developed. Our targeted groups were: trainers, participants and

specialists with professional profile( social animator).

Our experience in the field of education Local Community Animators were transferred to partners from

Ukraine, the result of this action was that Ukraine established a nationwide network of Social Animators.

2 milestone:

Postgraduate studies in a field of Supervision of Animation Process and Local Cooperation implemented

at the Institute of Education (on Gdansk University) was another milestone on developing educational

path, which was initiated by SAS. The project results were used as a base for realization of the further

education idea for specialists in community development. A post-graduate diplomas of supervisors

received by another group of experts - 30 people with practical experience in the field of animation work

-educators who were prepared to work in the local communities.

At the same time cooperation with other universities started, among others, Warsaw University and

Collegium Civitas .

3 milestone:

The project Creating and developing standards of welfare and social integration implementedbetween 2009 and 2014. The main objective of the project is to increase the professionalism and

effectiveness of institutions and social assistance in social exclusion through the development, testing

and implementation of working standards and support services in the field of social inclusion. Within

the project the Model for Organizing Local Community was developed. On the basis of which the

system of changes for social assistance in Poland (in working standards with the local community) will be

implemented.

4 milestone:

CAL Association Network : Quality certification for model Local Activity Centre.

Network of the Local Activity Centres (CAL), which we build for years on the basis of public institutions(social welfare centers , cultural centers, schools, libraries) and NGOs - is a non-formal - A network of

institutions that combines community-issues approach to community development.


18/23

17

CAL Network was establish as a platform for the exchange of experiences, designed to be the inspiration

for the social animators and community organizers working in local public institutions and NGOs. CAL

Association gives a distinction for such a institutions in the form of The Quality Certificate for Local

Activity Centre. This institution must complete the application and demonstrate their activities in the

community.

The CAL Certificate is a confirmation of using develop educational strategies, methods and tools aimed

to explore the potential of the local community by building networks between institutions, organizations

, businesses and residents and mobilizing relevant to the values of tradition and contemporary culture,by the institution to which it is given.

What we developed within 15 years:

1. The educational standards for the CAL trainers and educators team. Elaborate standards which

are apply in the environment associated with CAL. Those are internally developed values , processes,

methods which are not the applicable standards on the national level. CAL also participated in creation

of an internal team of educators ( Radliska Education Institute ), who works on a social educational roles

such as : trainers or mentors .

2. The Quality Certificate Local Activity Centre (CAL ), which highline the activities of the organization /institution in the local community. Regardless of the organization specialization profile the certificate

indicates their willingness to accept the welfare mission involved in the formulation and implementation

of their program, which supposed to be based on direct experience and involvement of residents.

3. Solid relationships with universities was developed and as a one of outputs educational cooperation

3 faculties was created: Animation Supervision and Environmental Cooperation (Gdansk University),

Management of community development (Collegium Civitas ), Revitalization and social innovation

(Warsaw University).


19/23

18

Slovenia

Preliminary observation regarding the recognition of formal and informal learning in Slovenia must

unfortunately be that there is no systematic regulation of this subject matter. There are no nationalapplicable recognition schemes, however some institutions in Slovenia offer ways to informally recognize

such knowledge and experiences.

Question regarding such recognition is not new in Slovenia. We are aware of the Council

recommendation of 20 December 2012 on non-formal and informal learning according to which national

states must take proper steps to provide arrangements for the validation of non-formal and informal

learning by the year 2018. Therefore there were specific initiatives to start such recognition on national

levels.

Some improvements have been made prior to this recommendation with the Higher Education Act

from 2008, which provided for obligatory recognition of informal learning and experiences regardingthe enrollment to colleges and universities. This is not sufficient since every faculty enacts its own rules

on how to recognize such knowledge and which experiences to recognize. Such partial solution is not

satisfactory. Different problems derive from such solution, especially: how to prove different experiences,

which experiences should be recognized, how much effort needs a person to invest to gain experiences

and similar.

Further improvement in this field was offered with the Volunteering Act from 2011 which enacted a

certificate of gained experiences and knowledge. Such certificate must be provided by the Volunteering

organization to every volunteer who demands it and has worked for more than 40 hours in the last year.

Mentor assesses the skills and attitudes of the volunteers and writes them in the certificate which is a

formal document. There are however no indications on where to use such certificate and what is theadded value of it.

Because there are no formal recognizing schemes in Slovenia it is hard to speak about recognizing

community development practice and experiences. Currently the only proper way is to engage persons

in different volunteering activities which are very similar to community development efforts. Such work

is then recognized through the certificate of volunteering.

On the other hand Slovenia has National Vocational Qualifications which can be used to recognize

different experiences and to provide a formal certificate. Within the catalogue there is no mentioning

regarding the community development or learning whatsoever.

One of the ways to help people to look at their skills and knowledge and consider how they can be used

in other settings and in employment is Nefiks, which is based on a Finnish model.

Nefiks is a project that has been promoting the values of volunteering and non-formal education in

Slovenia for over 10 years. It has been doing so by motivating young people to educate in different fields

and persuading employers to consider non-formal education as a reference when getting a job.

Nefiks expands the possibility of young peoples employment and social inclusion, especially for those

left behind, with its supplement activities such as workshops, stakeholder meetings, system of peer

advising and public promotion.

Nefiks comes in two shapes: electronic portfolio and a booklet. It is a record book and an on - lineportfolio, recording knowledge, experience and skills of young people acquired through 6 different

fields:


20/23

19

active citizenship and responsible work on projects

work (summer work, student employment, other types of short term employment)

organized forms of education

camps and voluntary work

exchanges/visits of foreign countries

other ways of acquiring knowledge, skills and experiences

Most important characteristic in all fill in forms:

WHAT (type of activity)

WHEN, WHERE (& duration)

CONTACT PERSON (employer, organizer, etc.) with his/her contact details

DESCRIPTION of the activity (of the gained experience, knowledge, skills)

LIST OF COMPETENCES according to 8 key competences

EVALUATION of persons activity of mentor/leader/trainer/employer

SELF EVALUATION

SIGNATURE AND MARK or IP of computer (of the person responsible for the activity)


21/23

20

United Kingdom

The England Standards Board in England and now the Endorsement Forum in Wales both offer

Recognition of learning from practice. The ESB and EFW give certificates to people who can showthat they have reflected upon and learnt from their own community development practice and the

experiences of others.

The Recognition schemes are based on criteria developed from the National Occupational Standards

(NOS) for Community Development in the UK, and on the central notion that Community Development

is based upon reflective practice a skill that can be developed by practitioners. The CD NOS were

created by people involved in community development (educators, practitioners, employers etc) and

thus reflect the work that is undertaken by community development practitioners at any point in time.

Our CD NOS are updated very 5-6 years to ensure they remain relevant to the changing situation that

community development practitioners find themselves in, and thus reflect the reality of communities.The CD NOS are simply a list of skills and knowledge, needed to undertake Community Development.

They are level free which means they do not directly relate to the England Qualification Framework

which sets out 8 different levels where level 1 in entry level, level 6 is a full degree, level 8 is a PhD! The

framework sets out the kind of skills and application of knowledge expected at each level, and the

persons responsibility for their own learning. In order to translate the CD NOS into qualifications and

to be able to give certification for learning from practice a mapping has been made between skills and

knowledge in the NOS to these different levels within our education system. Levels are important in

the UK as whenever people talk about gaining a qualification they ask at what level, as this affects the

government money available for training, and the value of it in gaining employment or going onto

further or higher education. Thus we had to deal with this from the very start and we produced our ownCommunity Development Learning and Qualifications, see the last page. So someone who is helping out

with a group in a community maybe at level 1 or level 2; someone who is running a community centre

maybe at level 4 or 5, whereas someone taking a more neighbourhood based and strategy role may be at

level 6.

The Recognition process was developed to provide an opportunity for experienced people to show their

skills in practice and to demonstrate their understanding of the knowledge that influenced their practice.

Many people who have been and remain very active in their communities had nothing to show for all

their community activities, and were losing out to people with less experience but with CD qualifications

gained in university when it came to jobs or progression within employment. The increasing costs of

education in England made it impossible for most activists to contemplate going to university to gain aqualification. Equally many experienced people had undertaken many workshops and short courses and

did not need to attend further learning programmes.

The process of Recognition is straightforward some who wants to join gain Recognition for their

activities first fills in a snapshot document which clearly shows which aspects of the NOS they have been

involved with. This helps ensure they have enough CD experience to complete Recognition, and their

areas of interest which helps determine their level and who might be the best mentor for them.

They then attend an induction to Recognition and a workshop on what is Community Development,

and then they are allocated a mentor who listens to the work that the participant has done and helps

them to link their activities to the NOS checklists. Then they explore with the mentor what they havelearnt from reflecting on what happened and considering what they would do differently in future.

After standardisation# and portfolio building workshops they start to put together a portfolio of

their CD activity, their learning, and explain how it reflects the key purpose and values of community


22/23

21

development. They then prepare to present their portfolio to a small panel, supported by their mentor.

Guidance is given of what they need to do and who will be on the panel. After the panel the portfolio is

assessed to check which standards it has met and the panel agree on what levels to award certification.

There are different types of Recognition but they all work in the same way. We have Baseline

Recognition where a person tells their story about their community activities and the mentor helps

them to see what it might be worth so a participant can obtain a certificate which shows they achieved

different standards at different levels. There is a Project or Real-time Recognition whereby someone

with less experience but who wants to learn through doing can create a project and be mentored toplan and deliver it according to the process of CD, and gain a certificate for this work. Then there is Full

Recognition where a participant has to achieve a set number of standards which have been set for each

level 1- 6 (as set out in the England Qualification Framework) and then they gain a certificate that says

they have achieved level 2,or 3 or 4 or 5 or 6 as a CD practitioner. Community Development is quite a

complex way of working and so there is no level 1 certificate for community development; level 1 is

normally for people who are just beginning to get involved in a limited way in their community. Being a

good community development worker requires the skills and knowledge of level 2 or above.

Recognition schemes can be undertaken by individuals who pay for themselves, more normally they

are small groups of people in a particular community where funding has been offered, by a housing

association or regeneration agency for example, to enable these participants to undertake Recognition.

Different schemes build in different options some arrange visits between participants to their different

places of community development practice, others put on more workshops say on dealing with

conflict, or making inclusive communities, and these can be opened up to a wider group of people

involved in CD and not just those people on Recognition.

Community Development skills are inherently transferable. Therefore at the start of the process,

participants are encouraged to fill in a pre-employability check list of skills and attitudes that employers

tend to like, using self assessment. This is done alongside the snapshot document about the community

activity. The participant and mentor revisit these documents as the scheme progresses and by the

end they agree on an employability summary which is awarded along with the CD certificate and canbe shown to future employers whether in the community field or elsewhere. The kinds of skills and

knowledge can be about team working, taking responsibility, problem solving, using ICT, handling

conflict, organisational ability, research and communication skills.

Participants also fill in a footsteps diagram which shows where they started at the beginning

of Recognition, and where they are now, and which steps they plan to take in relation to future

employment, education and community development. This helps to form an action plan for each

participant as they decide their next steps and the mentors and scheme coordinator can help and advise

on this.


23/23

Levels relate to the National Qualification & Credit Framework for England, Northern Ireland and Wales

Community Development Work Learning and Qualifications

Framework

Conceptanddesignby

Mala

Partnership2010

www.malapartnership.co.uk

Informal Learning

WorkshopsVisits Mentoring/Shadowing

1/2 DayCourses

TastersShortCourses

2 3 4 5 6 7 8 Levels

Award PhD

Certificate

Diploma FoundationDegree,

Second

Year

Degree, HE

Diploma

Honours

Degree

Graduate

Diploma

Graduate

Certificate

Masters

DegreeAward Award

Certificate

Appren-

ticeship

1

Recognitionof Learning From Practice

ReflectivePractice

Knowledge

Units

Foundation

Degree,

Second

YearDegree, HE

Certificate

Knowledge

Units

Knowledge

Units

Appren-

ticeship

For more information

about Recognition visitwww.esbendorsement.org

Documents

SLIC Sharing Paper 3