Policy Recommendations
Embedded Files
The A-NFAE (Aligning Non-Formal Adult Education) project was developed to support greater visibility, understanding and recognition of learning achieved through non-formal adult education. The project explores how non-formal adult education courses can be described using the common language and key concepts associated with the European Credit Transfer and Accumulation System (ECTS), including learning outcomes, learner workload and assessment, together with reference to the European Qualifications Framework (EQF).
The A-NFAE approach does not seek to replace non-formal adult education with a more formalised system. Instead, it provides a practical framework for making course content and learning achievements more transparent to learners, educators, employers and formal education and training providers, with the aim of supporting clearer recognition and progression pathways.
Through the development and piloting of the A-NFAE 6-Step Methodology, project partners explored how these concepts could be applied in diverse non-formal adult education contexts. This experience highlighted both the potential of the approach and the wider conditions needed to strengthen transparency, recognition and validation of non-formal learning.
These Policy Recommendations draw on the lessons learned through that process. They are intended for European and national bodies, funding agencies and education providers, and identify practical actions to support professional development, stronger cooperation between non-formal and formal education and training, and clearer opportunities for learner progression.
The recommendations complement the A-NFAE Methodological Guide and other project resources, available at www.aligning-nfae.eu.
For European and National Bodies: Promoting flexible validation and recognition pathways
Our experience through the A-NFAE project shows that the realities of non-formal adult education do not always fit the structures of formal education and training. The non-formal adult education sector provides valuable access to learner-centred learning opportunities and support. Where this learning is to be better understood, recognised or used to support progression into formal education and training, courses may need to be designed and documented using a common language of learning, including level, learning outcomes, learner workload and assessment.
Existing frameworks, procedures, guidance and recommendations, including the European Qualifications Framework1, the Council Recommendation of 20 December 2012 on the validation of non-formal and informal learning2, the Cedefop European guidelines for validating non-formal and informal learning3, the ECTS Users’ Guide4 and the Council Recommendation on a European approach to micro-credentials5 provide important reference points for increasing the transparency, recognition and validation of learning achieved through non-formal adult education.
As indicated in these frameworks and guidelines, sufficient and transparent information about a course is needed to make an informed judgement about how prior non-formal learning relates to defined standards.
We recommend:
● Provide guidance and support to non-formal adult education providers seeking to understand ECTS and EQF concepts and use this common language to plan, design, describe, deliver and assess courses. Guidance should cover the level of learning, learning outcomes, learner workload and appropriate assessment methods, helping providers document learning transparently for learners, employers and formal education and training providers. Where appropriate, this can support a move from ad hoc provision to carefully planned, learner-centred course design and clearer progression pathways.
For Funding Agencies: Prioritising funding for educator and practitioner training
Aligning non-formal adult education courses using ECTS and EQF concepts is skilled work. A guide alone is not sufficient; providers also need investment in the professional development of educators who work directly with learners.
We recommend:
● Earmark a portion of adult education funding specifically for training and professional development in quality assurance, course design, learning outcomes, learner workload, assessment, ECTS and EQF concepts, and validation methodologies.
● Fund projects that focus on the co-creation of practical, user-friendly tools and resources, such as course descriptors, learning outcome templates, workload estimation tools, assessment resources and certification templates, developed in partnership with adult educators and other practitioners.
For Education Providers: Building stronger partnerships
Formal education and training providers are familiar with the information needed about a course to make an informed judgement about the learning achieved. Non-formal adult education providers have significant expertise in engaging learners who may experience barriers to participation in education and training. All providers can benefit greatly from sharing this expertise, while learners benefit from clearer progression pathways between non-formal and formal education.
We recommend:
● Establish formal partnership agreements between vocational education and training providers, universities, colleges and non-formal adult education providers to create clear and supportive progression pathways for learners.
● Develop more inclusive Recognition of Prior Learning (RPL) policies that can appropriately assess and value learning documented through course descriptions and certificates using ECTS and EQF terminology, while recognising that such alignment does not in itself mean that formally validated ECTS credits have been awarded.
Google Sites
Report abuse