Non-formal and informal learning validation has been increasing in importance over the past number of years. The EU has stated the importance of individual’s abilities and competences and their key role in the promotion of lifelong learning.
The European Observatory of Validation of non-formal and informal learning and the European Inventory Validation of non-formal and informal learning have been involved in research across a number of EU countries. Most of these studies have dealt with two issues: showing examples of national validation practices to stakeholders and discussing how common validation practice across the EU might be achieved.
Within this, it is apparent that current validation policies are not sensitive to the cultural distinctiveness of Roma and Traveller communities. Their perspectives however are vital to the success of these policies. The ROM-ACT project identifies the necessity for learning validation systems that can recognise and accommodate the kinds of skills and competences that have been built up by minority groups such as the Roma and Travellers.
NATIONAL and EUROPEAN REPORTS
In order to capture the current status of non-formal and informal learning validation systems in each participating country, show the state of the art of their inclusiveness and give recommendations to policy-makers on how to improve and better implement them, the consortium has analysed the validation systems in their countries, collected contributions from adult education providers and roma and Travellers women and drafted five national reports.
Based on the national reports produced by partners in the Czech Republic, Greece, Ireland, Romania and Spain on the accessibility for Roma and Traveller women of the systems of non-formal and informal learning validation covering, the ROM-ACT consortium has produced a European report with general findings on the actual situation of the validation systems and further recommendations for national and European policy-makers.
The ROM-ACT policy paper sets out a number of concrete recommendations for policy makers with regard to learning validation systems. These recommendations are based on ROM-ACT’s analysis of existing validation systems in partner countries, ground work with Roma women and consultations with diverse organisations active in the field of community and adult education. If implemented, the informal and non-formal learning validation systems will be more widely used by Roma women as well as others, and that this will bring effective and sustainable benefits for communities and the wider society.