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Active ageing in Portugal: 

validation, guidance and the life course

Cristina Milagre

ANQEP, IP – National Agency for Qualification and  Vocational Education and Training – Portugal

Thessaloniki, 10 December 2012

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(Extended) Youth

Adult/Worker

Third Age

Fourth Age Proposed model

(Schuller and Watson 2009, quoted by S. McNair 2011)

25 years old

50 years old

75 years old

Youth

Adult/Worker

Third Age

20 years old

65 years old Current model

LIFE COURSE

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Validation of prior learning and guidance of adults in  Portugal

Validation of prior learning and guidance of adults in  Portugal

o Portugal ‐ Low‐skilled active population 

o Need strong education, training, and employment policies 

o The National Qualifications System (2007) ‐ structures, instruments and  quality mechanisms

o It aims at 

o Promoting diversified training provisions in the context of lifelong learning as the  source of qualifications that are grounded upon competences; 

o Developing the necessary skills to foster personal growth, social cohesion, and  informed citizenship;

o Reinforcing and consolidating the Recognition, Validation and Certification pathway

Adult/Worker

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o Recognition, Validation and Certification 

o Low qualifications do not imply a lack of competences

o Adults have acquired knowledge and skills in formal, non‐formal and  informal contexts, which can be validated and certified,

o Adults who are at least 23 years old

Adult/Worker

Validation of prior learning and guidance of adults in  Portugal

Validation of prior learning and guidance of adults in 

Portugal

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RVCC RVCC

Competences assessment

‐ Interpretation of the standards

‐ Generate evidences from  life experience (methodology  of “bilan de compétences”)

‐ Learning Reflexive Portfolio’s design

‐ Individual and group sessions 

RECOGNITION

Competences/portfolio validation

‐ Portfolio self‐assessment

‐ Portfolio hetero‐assessment by the RVC team

Competences certification

The adult is presented before a certification jury

VALIDATION

CERTIFICATION

Recognition, Validation and Certification of Competences

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RVCC RVCC

Local Centres

Other training or education  supplies

Certification Certification

Partial certification Enrolment in external  providers

Enrolment in external  providers

Attending and Enrolment Diagnosis 

Personal guidance

Recognition and validation of  competences

Certification

Personal 

Development Plan

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o From New Opportunities Centers (CNO to Centers for Qualification and  Vocational Education and Training (CQE) 

o Integrating the qualification process in an individual project ‐ career  management, qualification and participation in the community;

o Guidance towards both individual and labour market demands;

o RVC as certification, but also as a stage in a qualification pathway  o To highlight the strategic complementarity of guidance and 

recognition methods

Adult/Worker

Validation of prior learning and guidance of adults in  Portugal

Validation of prior learning and guidance of adults in 

Portugal

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Active  ageing Active  ageing

o Portugal is re‐defining active ageing policies ‐ 2012 European Year o European Strategy for Adult Education (2012‐2014)

o Active ageing as one of our national strategic priorities

Third Age

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o Validation of prior learning and valuing experience of ageing workers

o Enables recognition and certification of skills and competences acquired in (a long) life  experience

o Higher level of formal qualification

o Levels skills and competences with the national qualification standards and the demands of  the labour market.

o Reinforces basic competences, especially literacy skills (reading, writing, communication),  digital literacy and information technology skills, learning how to learn, and reflexive  competences (Valente et al. 2009);

o Bases adults’ decision (on training and employment options) upon  ones competences,  motivation and expectations

o Increases adults’ motivation to participate in lifelong learning activities, and to define  professional, qualification and life projects

o Reinforces social recognition, personal awareness, self‐confidence (Lopes et al. 2009) o Reinforces integration in new social networks, intergenerational communication, and 

prevents isolation

Third Age

Active  ageing

Active  ageing

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o Adult Guidance

o Adult Education and Training courses and Modular courses o Basic Competences Training Program

o Portuguese for Foreigners Program

Third Age

Active  ageing

Active  ageing

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Figure 1 – Enrolments in New Opportunities Centres since 2007 by age group (%)

Third Age

Active  ageing Active  ageing

2007 2008 2009 2010 2011 2012

 65 +  55 ‐ 64  45 ‐ 54  35 ‐ 44  25 ‐ 34  18 ‐ 24

Source: SIGO online database, provisional data updated on 30 April 2012

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Third Age

Active  ageing Active  ageing

2007 2008 2009 2010 2011 2012

 65 +  55 ‐ 64  45 ‐ 54  35 ‐ 44  25 ‐ 34  18 ‐ 24

Figure 2 – Enrolments in Adult Education and Training courses since 2007 by age group (%)

Source: SIGO online database, provisional data updated on 30 April 2012

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Third Age

Active  ageing Active  ageing

Figure 3 – Enrolments in Basic Competences Training Program since 2010 by age group (%)

2010 2011 2012

 65 +  55 ‐ 64  45 ‐ 54  35 ‐ 44  25 ‐ 34  18 ‐ 24

Source: SIGO online database, provisional data updated on 30 April 2012

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Third Age

Active  ageing Active  ageing

Figure 4 – Enrolments in Portuguese for Foreigners Program since 2010 by age group (%)

2010 2011 2012

 65 +  55 ‐ 64  45 ‐ 54  35 ‐ 44  25 ‐ 34  18 ‐ 24

Source: SIGO online database, provisional data updated on 30 April 2012

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Constraints and challenges Constraints and challenges

– Limited financial provision  

– Youth vocational training as the priority

– Age‐limit of 65 years for the beneficiaries of measures  cofinanced by European programmes

– National Qualification System offers a variety of qualification  structures, models and schemes that are fully adequate to  older workers

– National adult guidance system

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Thank you.

www.anqep.gov.pt

cristina.milagre@anqep.gov.pt

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References References

o ANQ, National Agency for Qualification (2011). Sistema Nacional de Orientação ao Longo da Vida. Referencial de Competências de Orientação. Documento de trabalho [policopiado].

o Eurostat (2010). Key figures on Europe (2010 edition). Luxembourg: Publications Office of the European Union (Eurostat pocketbooks).

o Ford, G. (2007). Introduction to the third age guidance pilots. In P. Clayton et al. (Ed.) Guidance for Life: Working and Learning in the Third Age. Milan: Franco Angeli.

o INE (2009). Aprendizagem ao longo da vida inquérito à educação e formação de adultos 2007 [Lifelong learning: adult education and training query]. Lisbon: Statistics Portugal.

o Lopes, H. et al. (2009). Estudo de percepção da qualidade de serviço e de satisfação [Evaluation of service quality perception and satisfaction]. Lisbon: ANQ, National Agency for Qualification.

o McNair, S. (2011). Learning, work and later life in the UK: guidance needs of an ageing workforce. In CEDEFOP (Ed.) Working and Ageing. Guidance and counseling for mature learners. Luxembourg: Publications Office of the European Union.

o Malloch, M. (2011) Policy, research and practice: supporting longer careers for baby-boomers. In CEDEFOP (Ed.) Working and Ageing. Guidance and counseling for mature learners. Luxembourg: Publications Office of the European Union.

o Silva, G. X. (2012). Pensar na educação de adultos de uma forma holística [Thinking in adult education in a holistic way]. In Industria – Revista de empresários e negócios, n.º 93, jul./ago./set. 2012, pp 56.

o Taveira, M. C. (2011). A (Re)Orientação Vocacional na Educação e Formação de Adultos. In. E. S. Gondomar (Ed.) A (re)orientação vocacional na educação e formação de adultos: princípios, intervenientes, instrumentos e constrangimentos.

Gondomar: Escola Secundária / ANQ, IP.

o Valente, A.C. et al. (2009). Estudos de caso de Centros Novas Oportunidades [New opportunities centres: study cases]. Lisbon:

ANQ, National Agency for Qualification.

References

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