6.8 Teaching and Learning in Post-Secondary Non-Tertiary Education

When an individual applies for a competence-based qualification, the organiser of the qualification  arranges the examination of the applicant’s previously acquired skills and other starting points, determine the most suitable qualification and assess the need for guidance and support measures, if any.

Competencies are assessed through various methods suited to the field in question. On the basis of the competence identified, the following is assessed:

• which parts of the competence already demonstrated by the individual on the basis of the documents presented can be proposed for recognition • whether, on the basis of skills already achieved, the individual can be guided towards the direct completion of a qualification (that is: to the competence test) suitable for him or her, or a unit or units of such a qualification, or • whether the individual should be advised to acquire the vocational skills required.

A representative of the VET provider and the candidate completing the qualification or unit jointly prepare a plan in writing for the candidate, describing how, when and where the candidate will demonstrate the competence required under the Qualification Requirements.

If the candidate has reliable accounts of previously demonstrated competencies, the assessors  determine how well these conform to the vocational skills requirements in the Qualification Requirements. The assessors submit this document to the VET provider for recognition, as part of the competence-based qualification. If a candidate has already demonstrated vocational skills under one of the qualification units, a previously completed qualification or qualification unit must be submitted for recognition as part of a qualification completed as a competence-based qualification.

If the skills and competences aquired earlier are not enough to complete the qualification, the VET provider directs the candidate to the acquisition of the required vocational skills. In the personalisation of the required vocational skills and the planning and implementation of learning, account must be taken of the individual’s situation in life, competencies, identified learning needs and possibilities for learning at the workplace. In addition, the personalisation process involves the examination of and joint agreement on the most suitable forms of education provision and learning environment which the education provider can offer, and of the most appropriate teaching and assessment methods and steering measures.

The training provider decide on the contents and provision of preparatory training for a competence-based qualification, in accordance with the Qualification Requirements. Regional cooperation with working life is the key to the planning of education and training.

With regard to candidates in need of special support, in the recognition of learning difficulties and of the need for other special support, and when taking account of any support required, guidance and special arrangements during preparatory training are essential to the sufficient preparation of the candidate for demonstrating his or her vocational skills when attaining a competence-based qualification.

Please see more in chapter 8.4.