training project (apud Bjornavold, 2001). Moreover, competence screening is a form of
(re)orientation frequently used in case of adults, and a complex approach involving
several methods for career counselling. Using it targets the labour market and enterprises.
The strength of competence screening is the formulation of a professional project.
This method gives high importance to the activity of the human subject and aims to
produce a reflection on one’s own potential as a way of support for project realization.
Competence screening allows any person to make an analysis, then a synthesis of
personal and professional experience, of resources included in a coherent project,
finalized and adapted to personal needs and requirements of the labour market.
Competence screening is included in acquisitions recognition practices (which are
different from the validation practices).
Acquisitions recognition designates all attempts of identification, with an influence on
certification (e.g. training certificates). A qualification acquired an enterprise may be
recognized outside of it in the same way as the initial qualifications.
Acquisitions validation represents the correspondence made between the knowledge and
competences acquired, by examinations and professional experience, with a view to
obtaining equivalence. This process plays an important role in the adult guidance to the
extent to which it supports clarification and realization of training pathways. In France,
any person employed for at least three years, who develops personal and
extraprofessional competence in relation to the content of the diploma, is entitled to a
vacation in order to put together the validation file and benefit from counselling on the
subject. The validation of the acquisitions acquired in non-formal and informal contexts
constitute an important step for encouraging lifelong learning.
Both recognition and validation of acquisitions include a personal component, and a
social one. In order to allow each person to alternatively benefit from learning and
vocational training, adequate recognition, evaluation and certification mechanisms are
required for the competences acquired through formal, non-formal, and informal learning.
Screening, recognition, and validation of competence require an adequate legislative
framework, institutions, and specialists trained for the purpose.
The Copenhagen Declaration (2002) set as a priority the creations of a European credit
transfer system for education and professional training (ECVET) that should allow
dialogue and exchange between the national systems. ECVET includes all processes of
education, training, and learning, whether formal, non-formal, or informal, in order to
stimulate lifelong learning, encourage geographical and professional mobility, as well as
the employability. As main objectives of ECVET, we mention:
- enhancing transparency and recognition of acquisitions of formal, non-formal,
and informal learning in order to allow each person to build their own learning
pathway; - developing the cooperation between beneficiaries, with a view to enhancing
the quality and attractiveness of training systems and careers education.