The European Inventory is an ongoing project to periodically collect information on current practices in validation of informal and non-formal learning, with an emphasis on good practice, across Europe and to make this information available to a wide range of audiences. The European Inventory 2007 Update is the third Inventory report. For this version of the Inventory each country chapter has been revised to reflect developments in policies and practice for validation of informal and non-formal learning since 2005. Two additional countries, not previously included in the Inventory, have also been included: Croatia and Turkey ...

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The activities developed in the frame of ICONET project have in mind the Portuguese target group, i.e., the Immigrants. Essentially, the activities were directed to adapt the validation tool of the ICOVET approach. In the Portuguese case, the tool got the designation of Competence Self-Diagnosis Instrument. The Competence Self-Diagnosis Instrument has been applied to immigrants in order to help them to recognize and identify their non formal competences. That recognition will allow them to have a self-knowledge of what they are able to do and develop in the host country, which in this is Portugal.

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Cartoon Planet is part of Salford Young People’s University, which involves young learners in an exciting journey through theirs and their peers skills and help them realize of their own strengths and abilities in a rather relaxed and exiting way. The motto is to introduce pupils to the academic live by exposing them to a wide range of approaches. The aim is to motivate these young people to consider higher education and/or further education as a possible future learning path. It is also the purpose to convey the message that learning can be creative and fun, and that recognizing their skills can also be beneficial in the long run.

So above all, the purpose was to give students a good time while engaging in serious reflection. To achieve that we create a set of micro-activities (to better capture their focus) which we invite them to take part in – engaging them in group and peer work, and always providing support and devoting attention to the pupils needs and requests.

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Conditions: 1 The target group consists of adolescents and young adults with cognitive impairment, 2 the young people are engaged in vocational training activities over a longer period of time, 3 the complexity of the training process requires a tool that can easily be incorporated into everyday work.

Aims: 1 The aim is to provide a training for young people, which creates the conditions for continuous competency monitoring, starting with enrollment and lasting through the entire duration of the vocational training measures, 2 the competency monitoring is carried out through peer interviews, and self / external assessment, 3 following an intensive training of peer assessors ongoing survey of competency development shall be an integral part of all training operations.

Approach: The assessment tool was adapted according to these conditions and objectives. A training module of 10 units was developed, providing the participants with the necessary background information and skills to conduct competency monitoring.

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The Greek partner will implement the ICOVET instrument in order to make visible informal skills of long-term unemployed. The project takes place in Neo Ionia, an outer suburb of Athens. The district in the past has been the center of the Greek textile industry, but is currently experiencing a decline in the industry ie the closure and relocation of factories in low-wage countries. As a consequence, especially the unemployment of the migrant population has increased dramatically. Faced with this situation the Confederation of Industrial Trade Unions has set up a local unemployment initiative in Neo Ionia. The ICOVET method is specifically used to evaluate informal competencies with regard to job preparing and application. 

 

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The current work especially consists in questioning professionals working with underage offenders to build a project of intervention and to contribute to the self-understanding of the educational practice. The target groups are essentially social workers many of whom have difficulties offering true alternatives to accompany youngsters in difficulty.

Two axis of work will come out from these interviews: a training program and a guide which can give several keys to professionals to accompany underage offenders. Beyond the social workers, there are also other categories of professionals notably: The juvenile court judges, the staff of the institutions welcoming underage and adult youngsters in danger, the teachers of the institutions welcoming youngsters in difficulty, all the staff working with youngsters (mission locale, reception centre for young people, etc.) ...

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This report has been written by the research team of the Institute for Educational Sciences involved in the implementation of the Romanian ICONET project based on the piloting reports of specialists who work in penitentiaries and reeducation centers for minors. The piloting reports were drawn up after applying the ICONET tool in September-December 2008, on a number of 44 young men who were incarcerated or in reeducation centers.

The final report includes the main findings as the result of piloting the ICONET tool and is structured along the following dimensions: general information concerning the young men who were interviewed; the preparation and organization conditions for the interview; the benefits and limits of the ICONET tool in penitentiary context; the appropriateness of using the ICONET tool in penitentiaries and reeducation centers; proposals for the adaptation and use of the ICONET tool.

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We adapted the ICOVET procedure to suit the field of vocational preparation at school. Additionally we developed a teaching concept by means of which young people can reflect on their skills and abilities during vocational education. This concept is called 'Photo Story'. With the aid of a camera, the young people document their own learning process: the individual learning steps and their results.

The foundation year offers a course of vocational preparation at a vocational school. Over the course of a year young people acquire basic practical and theoretical knowledge in their chosen career area. We were able to integrate our ‘Photo Story' project into this context. We are accompanying the foundation year class over the course of one academic year, on the one hand testing the method, on the other implementing it over a sustained period.

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