1

Validation Methodology

VALIDATION METHODOLOGY

PROJECT 510853-LLP-1-2010-1-BG-GRUNDTVIG-GMP

ndex
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1.1
1.2
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2.1
2.2
2.3
3
3.1

4
4.1
4.2

4.3

FRAMEWORK
Objectives of the guide
Structure
TRANSFERABLE SKILLS
Skills
Transferability
Transferable skills
VALIDATION VS ASSESSMENT
Validation
3.1.1 Competent body
3.1.2 Validation standard
3.1.3 Certification
ADVALUE VALIDATION METHODOLOGY
Benchmark
Methodology features
4.2.1 Evidence based = Portfolio
4.2.2 Standard => Use as much existing European standards as possible
4.2.3 Certification
AdValue validation methodology
4.3.1 Standard/Descriptors
4.3.1.1 Descriptors
4.3.1.2 Standards
4.3.2 Portfolio
4.3.2.1 Format
4.3.2.2 Content
ADVALUE PORTFOLIO TEMPLATE

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1 ENQUADRAMENTO

PROJECT 510853-LLP-1-2010-1-BG-GRUNDTVIG-GMP

Framework
This document is a methodological guide for development of the validation methodology within the context of the
project AdValue Training and Validation of Adults Transferable Skills (Project 510853-LLP-1-2010-1-BGGRUNDTVIG-GMP).
Project Partners:
| Business Foundation Europe
| Re-Start Consulting
| Careers Europe
| E.Ri.FO
| INFODEF
| BEST

1.1

Objectives of the guide

This guide is a support document to all the AdValue Partners in general, and the two partners responsible for
designing the validation methodology for transferable skills (Portuguese and UK partners) in particular.
It should be used as reference material when taking relevant decisions concerning the design of the validation
methodology of transferable skills. These decisions must always be coherent with the guidelines provided in the
guide in order to guarantee credibility and reliability of the validation methodology.
The guide is an open and dynamic document co-produced by all partners of the AdValue project. Its updating
process is the responsibility of the Portuguese partner.

1.2

Structure

The guide is composed of three chapters concerning the following topics:

Transferable skills
Assessment Vs Validation
Validation Methodology for Transferable Skills

The document also includes a glossary of technical terms related with these three topics and some key-messages
summarizing the key methodological issues concerning the design of a validation methodology.

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Transferable skills
To fully understand what transferable skills are, we need convincing answers to the following questions:
What is a skill?
What do we mean by transferability of skills?
Which skills are transferable and which are not?

2.1

Skills

It is very important that all partners of the AdValue project understand, think and act according to a technical
definition of skills and not a simplistic or common sense assumption of what skills are. The debate in Europe
around this issue is not new and the European Union has now retained solid definitions of the terminology
concerning, competences, skills, knowledge, etc.
Within the context of the AdValue project, we will need to differentiate clearly the following terms:
Competence | Skill | Knowledge | Attitudes | Behaviour | Qualification
Table 2.1 (next page) compares relevant definitions between the European Commission and the project
Transferability of Skills across Economic Sectors: Role and Importance for Employment at European Level.
The European framework for key competences for lifelong learning adopts a much simpler definition of
competence:
[D1]A combination of knowledge, skills and attitudes appropriate to the context.

The key-competences are then identified as the following:

1) Communication in the mother tongue
2) Communication in foreign languages
3) Mathematical competence and basic competences in science and technology
4) Digital competence
5) Learning to learn
6) Social and civic competences
7) Sense of initiative and entrepreneurship
8) Cultural awareness and expression
This definition of competence is recognized as adequate within the context of the AdValue project.
Cedefops glossary of Quality in Training and Education provides a straightforward definition of skill:
[D2]Ability to perform tasks and solve problems

The AdValue project will also retain this definition of skill, although keeping always in mind that, when referring to
transferable skills, we might be considering competences as defined in D1.

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Table 2.1 Terminology

Terms

EQF

Transferability of Skills

Qualification

A formal outcome of an assessment and

validation process which is obtained when a
competent body determines that an individual
has achieved learning outcomes to given
standards

Competence

The proven ability to use knowledge, skills

and personal, social and/or methodological
abilities, in work or study situations and in
professional and personal development.

A set of inborn or acquired personal

characteristics, attitudes, knowledge and
skills leading to high-performance

The ability to apply knowledge and use knowhow to complete tasks and solve problems.
- Cognitive (involving the use of logical,
intuitive and creative thinking)
- Practical (involving manual dexterity and
the use of methods, materials, tools and
instruments).

The ability to act in accordance with wellmanaged models of behavior, which enables
the achievement of a certain purpose or aim

The outcome of the assimilation of

information through learning. Knowledge is
the body of facts, principles, theories and
practices that is related to a field of work or
study.

The set of information peculiar to an

individual, group of individuals or culture,
which can be acquired by learning or
experience.

Skill

Knowledge

Attitude

2.2

Declarative knowledge (knowing facts)

Procedural knowledge (knowing how to do
something) and
Knowledge of concrete persons, things
andplaces, which is derived from sensation.
A stable, long-lasting, learnt predisposition to
respond to certain things in a certain way,
and attitudes are formed on the basis of
beliefs (cognitive aspect), feelings (affective
aspect) and intentions

Transferability

The first AdValue Newsletter provided a direct and concrete answer to the question What is the meaning behind
those complicated words [transferable skills]? What are the transferable skills and how do we validate them? in
the words of Ms. Gergana Andreeva - the chairperson of Business Foundation for Education:
Lets start with the transferable skills - these are the skills that make us useful and competitive and which are
required by almost every job advertisement, regardless of the position We call these skills transferable, because
we can transfer them and apply them in many professional and everyday situations. This is, indeed, the meaning
that the AdValue project attributes to skills/competences transferability.
Theoretically, the most relevant aspect of this definition of transferability is its independence to the context in
which the competence/skill will be applied to. In other words, a skill/competence will be considered transferable if it
can be applied effectively in any (or almost any) professional/personal context without the need to be adapted/
improved.

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A more difficult issue concerning the concept of transferability is to determine if it is an absolute characteristic or if
it can be accepted that different degrees of transferability can exist between skills/competences. Assuming
transferability in absolute terms means that any given skill/competence is either transferable or non transferable. If
considered from a relative perspective, some skills/competences could be viewed as more transferable than
others.

2.3

Transferable skills

Lets now observe what are commonly considered as transferable skills and reflect on how coherent they are with
the definitions and theoretical assumptions presented in sections 2.1 and 2.2.
Still using the AdValue first Newsletter, Ms.Gergana Andreeva states that:
Such are the skills to communicate effectively, to work in a team, to work freely with a computer, foreign
languages, decision making and so on.
As we can see, these are very similar to the list of key-competences provided by the European framework for key
competences for lifelong learning (section 2.1). 1Key competences are those which all individuals need for personal
fulfillment and development, active citizenship, social inclusion and employment.
Thus, it appears to be fair to conclude that all key competences are transferable.
But, this is not the same as stating that only key competences are transferable. Actually, this is one of the main
assumptions of the AdValue project. Again in the words of Ms. Gergana Andreeva:
We organized focus-groups and conducted a survey of employers, citizens and teachers in order to choose the
10 most important transferable skills for them. The survey showed that communication skills, enthusiasm, work
commitment, literacy, mathematical skills and also team work and decision making are highly regarded by all of
the interviewed groups throughout the five countries.
The two underlined skills are not usually considered key-competences.
In conclusion, we will retain that transferable skills/competences are key-competences and all other
skills/competences that can be applied effectively in any (or almost any) professional/personal context without the
need to be adapted/improved.
TSkills = Key-competences + skills/competences effectively applicable in any context

(1)

Cedefops Glossary of Quality in Education and Training defines key-competences as the sum of skills (basic and new basic skills) needed to live in
a contemporary knowledge society. The

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Validation Vs Assessment
The distinction between validation and assessment/evaluation is key within the AdValue project. The two terms
have many features in common but are fundamentally distinct in their context of application and purposes.
Two of the major AdValue outputs are its training modules and the validation methodology of transferable skills. It
should be clear that the field of validation only applies in the second output, and that assessment/evaluation will
only take place as part of the learning methodology to be designed for the training modules.
Box 3.1 Validation Vs Assessment in the AdValue project

From the previous chapter, it should be clear that it is possible to assess and validate competencies/skills. What is
relevant to understand now is what and why should we assess/evaluate and what should be validated? Table 3.1
is a contribution to promote that knowledge.
Table 3.1 What and why to assessment or validate in the AdValue project

Training Modules

Assessment/Evaluation
No
What
Who
Formal
Training

learning
provider

Validation Methodology

AdValue Outputs

Yes

Validation
What

Yes

No

Skills/competencies
already developed

Who

Competent
body

As we can see, the context of application and the purposes are different. When designing the training modules, we
should not think at all about validation. What is key is to develop effective training paths to promote the
acquisition/development of knowledge and/or skills/competencies.
The evaluation process within those training paths can accommodate all the usual types of learning evaluation:
formative evaluation, summative evaluation, self-evaluation, peer-evaluation, etc. In coherence with the options
made, the training designers must define what kind of certification of the training completion will be utilized.
This paper is focused on the validation methodology to be used with the transferable skills identified in the
research part of the AdValue project. Thus, we will not develop any further what can/should be the
assessment/evaluation methodologies for the training modules.

3.1

Validation

Within the AdValue project, it is our conviction that the validation approach should be aligned with what has been
referred as validation of prior learning and more recently as validation of learning outcomes:
Confirmation by a competent body that learning outcomes (knowledge, skills and/or competences) acquired by an individual in
a formal, non-formal or informal setting have been assessed against predefined criteria and are compliant with the
requirements of a validation standard. Validation typically leads to certification.

This definition will be retained within the AdValue project as the standard in the development of our validation
methodology.

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3.1.1 Competent body

When dealing with validation, the intervention of a formal institution (in the majority of cases connected to the
educational system of a given country) is required to perform the validation process. In the context of the AdValue
project, it is crucial to differentiate between the roles of the training provider(s) and the validation institutions.
The partners engaged in the project will all perform the role of training providers, but none of them has legitimacy
to validate learning outcomes. The project will develop a validation methodology (presented in this paper) and then
will present and lobby it with the adequate institutions in each country so they can recognize it as useful and adopt
it as their standard for validation purposes.
3.1.2 Validation standard
AdValue will propose a full validation methodology for the 10 transferable skills tackled in the project, including
skills descriptors and proficiency levels.
3.1.3 Certification
Once again it is important to distinguish the training context from validation. Of course, every adult learner excepts
to receive a certification after the completion of a formal training course, irrespective of its duration, cost, content,
etc. This certificate, although necessary and legitimate, is different from the certificate obtained at the end of a
validation process.
As a simple example, lets consider the example of the access to the trainer profession in Portugal (which is similar
to the systems of many European countries). With exception of young higher education graduates from educational
areas, any adult willing to take part in public funded training must obtain a Professional Aptitude Certificate (PAC)
as a Trainer.
In order to obtain this certification, adults must attend and complete a training course of around 110 hours. If
completed successfully, adults receive their training certificates and can then apply for their PAC to the competent
body: IEFP Instituto do Emprego e FormaoProfissional (Institute of Employment and Vocational Training).
After reviewing each adults process (using its validation standard), IEFP issues the PAC and sends it to all those
who comply with the standard. In this case, the training certificate guarantees to all candidates obtaining their PAC,
since all training providers of this kind of training must be previously accredited by IEFP (Box 3.2 represents this
system).
Box 3.2 Portuguese example

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AdValue validation methodology

In the example described in the previous chapter, we observed one of the many possibilities that validation
standards can deploy to recognize prior learning. Namely, establishing a direct and automatic connection between
a training certificate and the validation of a certain skill/competence.
We could represent that mechanism in the following equation:
Formal Training Certificate[1] = Validation of the skills/competences needed to be a trainer
As long as the certificate comes from an accredited training provider.

[1]

(2)

Not all validation standards adopt this approach and even the same validation standard can use different criteria to
assess different skills/competences.
Any validation methodology should provide clear answers to the following questions?

What standard will be used? Which criteria will be included in the standard?
What kind of evidence will be demanded and accepted to validate skills/competences?

These theoretical questions are very important to define the framework of the validation methodology. It is our
conviction that the AdValue Validation Methodology should be built on the following assumptions:
(1) The methodology will be about validating prior learning and not about forcing adults into further formal
training;
(2) The methodology should be evidence-based and not tested-based;
(3) The methodology should be transparent to all stakeholders.

4.1

Benchmark

A good example of this approach is the Portuguese system for Recognition, Validation and Certification of
Competences, as we have previously discussed it within the AdValue project.
Box 4.1 Portuguese System

Box 4.1 is a representation of the main features of this Portuguese system.

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4.2

Methodology features

Translating theory into practice, the AdValue validation methodology would adopt the features described in Box
4.2.
Box 4.1 Validation methodology (1)

4.2.1 Evidence based = Portfolio

The Portfolio of Skills/Competences will be the main tool of the validation methodology. Each adult will present its
Portfolio, which will be then assessed according to the standard criteria. This portfolio will have to translate as
clearly and thoroughly as possible the life experience of each adult into skills/competences.
A template for this Portfolio has been provided by the AdValue project and is part of this Guide.
4.2.2 Standard => Use as much existing European standards as possible
It is crucial that the AdValue methodology holds as much dissemination potential as possible. In order to do so,
reinventing the wheel should be as far as possible from the projects approach. In this sense, the existing material
provided by the European Qualifications Framework for Lifelong Learning will be retained as standard.
This will be particularly relevant when defining descriptors and levels of proficiency for each skill/competence.
Boxes 4.2 and 4.3 (next pages) are presented as an example of already existing materials.
Also all the work previously done at European level concerning key-competences will be used as valuable input
into the AdValue validation methodology.
4.2.3 Certification
Most validation systems incorporate in their process the attribution of a certificate (or diploma) which acknowledges
the value of the skills displayed in the portfolio. This is the sole responsibility of the institution promoting each
validation system and is not within the scope of the AdValue project.

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Box 4.2 EQF Descriptors (1)

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Box 4.3 EQF Descriptors (2)

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4.3

AdValue validation methodology

The AdValue validation methodology will be presented according to the following features:
Standard/Descriptors;
Portfolio;
Process.

4.3.1 Standard/Descriptors
As we discussed previously, a validation exercise can not be performed without a solid and recognized standard
for skills/competences. In the case of the AdValue project, we are dealing with 10 transferable sub-skills generated
from the following skills:

Enthusiasm and commitment

Entrepreneurship
Team-working
Communication
Time management and personal presentation

The 10 Sub-skills are:

Enthusiasm and commitment:

Entrepreneurship:
Team-working:
Communication:
Time management and personal
presentation:

Self awareness
Spirit of initiative
Problem solving
Communication

| Self esteem
| Leadership
| Collaborative work
| Multicultural communication

Personal effectiveness | Personal presentation

4.3.1.1 Descriptors

Each AdValue partner was responsible for the definition of skills descriptors related to each of the 10 sub-skills
mentioned above. In order to maintain this exercise feasible, we felt the need to re-arrange the levels of
proficiency within the skills descriptors. Thus, the 8 levels proposed by EQF were reduced to 4 more sensitive
options, as described in the Table below.
Table 4.1 AdValue Descriptors

EQF Descriptors 2
Level 1: Basic Skills
Level 2: Solving routine problems and using
simple tools and rules
Level 3: Adapting own behaviour in solving
problems
Level 4: Generating solutions to specific problems
Level 5: Develop creative solutions to abstract
problems
Level 6: Solving complex problems
Level 7: Producing new knowledge or standards
Level 8: Solving critical problems and redefining
existing knowledge

Descriptors
Level 1: Basic
Level 2: Solid

Level 3: Advanced
Level: Expert/Specialist

We use both Skills and Competences references from Boxes 4.2. and 4.3 for reasons already explained in this paper.

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The four AdValue levels are consistent with the concept of proficiency commonly used to differentiate how any
individual masters a give skill.
A simple example is provided in Box 4.4 to fully understand the concept of proficiency.
Box 4.4 Proficiency levels

Skill: riding a bike

Level 0

Can not ride

the bike

Level 2
Solid

Level 3
Advanced

Rides the bike

without thinking
about it and
enjoying it

Complete autonomy
and creativity

Level 1 Basic
Rides the bike
without assistance

Level 4
Expert

proficiency

(Re)defining
standards

This is particularly useful for all AdValue partners so they can position correctly their training modules in terms of
their entry and exit proficiency levels. Formal training is one of many ways in which adults acquire/develop skills
and it must be part of each training programme to target adequate proficiency levels.
It is possible to observe this practice in a simple training advert from the Internet (Box 4.5 below)
Box 4.5 Proficiency levels in training advertisement

Target proficiency
levels

Lets assume that one of the AdValue partners will target the Training Module X to a Level 2 of proficiency in the
respective skill. Then, it is highly recommended/mandatory that some control mechanism is implemented to allow
the partner (as the training organizer) to ensure that all adult learners interested in enrolling in the course have
already developed that skill at a basic level.

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Despite not being part of the validation methodology in itself, this methodological aspect should be of great
concern from all AdValue partners.
Table 4.2 should provide a clear picture of the targeted exit proficiency levels for each of the 10 training modules.
Country

Box 4.6AdValue Proficiency levels

Partner

Skills

Proficiency level
(exit)

Personal effectiveness

Between Levels 1
and 2

Personal presentation

Between Levels 1
and 2

Self awareness

Between Levels 1
and 2

Self esteem
Spirit of initiative

2 Solid

Leadership

3 - Advanced

Problem solving

2 Solid

Collaborative work

1 - Basic

Communication

Between Levels 1
and 2

Multicultural
communication

Between Levels 1
and 2

4.3.1.2 Standards

The issue of standards is much more complex and requires a more in-depth analysis of what is already available in
Europe concerning the validation of skills/competences. Nonetheless, as we have already stated in this document,
standards are not the responsibility of the AdValue project, since we cannot act as the Competent Body in section
3.1.1.
In theory, AdValue should focus on defining solid descriptors for its training modules and proposing a robust
validation methodology which can be accepted by the majority of competent bodies at European level. That is,
exactly, the purpose of this document.
Nonetheless, the final version of this paper will present some information on existing standards and how they can
articulate with the AdValue outputs.

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4.3.2 Portfolio
The Portfolio of Competences will be the main tool of AdValues validation proposal. This option is the more adequate
to the context of adult learning and principles of validation of prior learning. It assumes that any adult in the labour market
should be able to translate all its life experience into solid evidences of competences acquired/developed at certain levels
of proficiency. It is also theoretically argued that no adult should be asked or obligated to undertake any kind of exams,
tests, etc. to demonstrate prior learning.
This means that the Portfolio holds an intrinsic value in itself that can should be questioned by any validation
system, in the sense that value is the memory of an individuals life experience which, of course, can be judge as
good or bad, better or worse than any other.
Having said that, an important issue rises immediately when reasoning in these terms: what happens when the
evidences in the portfolio are not sufficient for validation to occur?
Before answering these fundamental questions, lets list all the possibilities when comparing the Portfolio with the
standard:
Portfolio Standard
(2)
The evidences in the portfolio equal or surpass a particular or all levels of proficiency in the standard
Portfolio < Standard
(3)
The evidences in the portfolio are not enough to comply with any or a particular level of proficiency of the
standard
PORTFOLIO STANDARD

In this situation, for any given level of proficiency, the validation is automatic:
If (Portfolio Standard Level[x]) => Validation Level[x]

(4)

In the very unlikely event that the portfolio exceeds the top level of the standard, this might lead to the need to
redefine the standard. To give a simple example of this situation, this is what happened after the famous Romanian
gymnast Nadia Comaneci scored perfect 10s in major world level competitions. The Federation Internationale de
Gymnastique felt then the need to redefine its scoring standard in order to make it more challenging and difficult for
athletes to attain the top scores.
PORTFOLIO < STANDARD
If (Portfolio < Standard Level[x]) => No Validation Level[x]

(5)

Logically, if the evidences in the portfolio are not sufficient, validation can not occur (for any given proficiency
level). Nonetheless, this should rarely happen due to the following reasons:

Validation is the final step of a process (described in section 4.3.3), making it unreasonable and illogical to
apply for validation when insufficient evidences are available;

The concept of failure in a validation process within the context of adult learning is unacceptable. It would be
equivalent to state that someones life experience is not good enough and, obviously, the individual can not
do anything (at that moment) to change its past. In other words, if there were not sufficient evidences to apply
for validation at a certain level of proficiency, validation should not have been requested in the first place.

Self-validation is not possible. On the contrary, in most cases it is a mediated process, in which the adult
learners obtains support from a validation professional who guides him from start to finish of the process.
Even if no human mediation is provided to the adult learner, this means that the process relies entirely in
paper material.

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In what concerns the technical features of the Portfolio, the AdValue project will address the following:
Format;
Content;
Usage.
Some well has known jobs have used portfolios as a tool to promote their professionals: modelling, architecture, arts, etc.
One of the professions that have better integrated the Portfolio concept as we are arguing within the AdValue project is
photographer.
Box 4.7 presents an example of these portfolios.
Box 4.7PhotographerPortfolio

Content
name of the photographer

Skills

It is very important to notice that the front cover of this web based Portfolio highlights its key dimensions, namely the
different skills described (Urban and Architecture, Land and Sea, etc.) and the main content of the document (Profile,
Mail Me, Feedback, etc).
We will use this model of Portfolio as a benchmark to develop the AdValue Portfolio of Skills/Competences.

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4.3.2.1 Format

Of course, this is the less important feature of the Portfolio. It is expected that, even for low qualified adults, the Portfolio
will be in digital format, most likely on a pdf file. The template that will be provided in this document will be available in
open format (MS Word) with clear instructions that once completed; it should be used on pdf format.

4.3.2.2 Content

When structuring the content of the Portfolio, it is very important to keep in mind that this is not a curriculum vitae,
therefore its components must be designed to better fulfil its purpose, which is to translate life experience into evidences
of skills/competences acquired/developed.

We also believe that the structure of the Portfolio should be simple and user-friendly leading, preferably and in the
maximum of situations possible; to a scenario of autonomy by the adult learner in its construction and usage (we will
develop this aspect further in the next section).
Thus, it is our proposal that the Portfolio should be organized according to the following content topics:
About me
My lifelong learning experience
Evidences of skills/competences
Table 4.2 (next Page) explains these options using the photographer portfolio as benchmark.
We will now take a more detailed look at each of the proposed topics of the AdValue Portfolio(starting from Page 20).

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Table 4.2 Portfolios content

Photographer
Portfolio
Profile

Rationale/Comparison

Portfolio

This section will be less detailed than in the

phographer portfolio, since models dont use
curricula

About me

It should provide basic identification and contact

information on the Portfolios owner
Photos are the sole content of this topic in a
photographer portfolio
Photos can also be part of a skills/competences
portfolio
Other possible items:
Portfolio

Evidences

Formal education and training certificates

Video recordings of performing a given skill
Performance awards and prizes
Experts interviews/testimonies acknowledging
high proficiency levels in a given skill

All items must relate to tangible evidences of a given

skill/competence (irrespective of its level of
proficiency)
In the photographer portfolio, this section is
equivalent to the part where, in a normal curriculum
vitae, one lists his list current and previous current
employers.
Profile

My lifelong learning
experience

In the AdValue Portfolio, this part is more technical

and demanding task for its writer. Since we have
identified and evidenced skills/competences acquired
and developed in formal, non-formal and informal
contexts, this section must give room for a
description (more or less detailed) of that experience.
Its like writing a thematic autobiography in which the
theme is all the skills/competences you have learned
throughout your life.

The Collection
Feedback

Not necessary in the AdValue Portfolio since

professional endorsements are a traditional feature of
a curriculum vitae.
Endorsements and awards should only be part of the
AdValue Portoflio if they providence solid evidence of
skill.

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| About me | (1 Page)

Item #0
|
4
Orientation |

Photo 3
Recent facial picture in small format (4cm x 4cm, maximum).

Item #1
Guidance

|
|

Full name
In mother tongue and Latin alphabet for non Latin countries.

Item #2
Guidance

|
|

Nationality
In mother tongue and Latin alphabet for non Latin countries.

Item #3
Guidance

|
|

Date of birth and age

In mother tongue and Latin alphabet for non Latin countries.

Item #4
Guidance

|
|

Personal contact information

Mobile phone and email.

Technical analysis and comments

-

3
4

This section of the portfolio can be produced autonomously by any European adult.

Not needed if Picture was used on the front cover of the portfolio.
If needed.

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| My Lifelong Learning Experience |

Section 1

Childhood and Adolescence

Sub-Section 1.1

Early talents

Guidance

Any talent (sports, arts, etc.) exerted in the first years of life.

Section 1

Childhood and Adolescence

Sub-Section 1.2

From kindergarten to high school

Guidance

Relevant episodes of school history.

Section 1

Childhood and Adolescence

Sub-Section 1.3

Consistent talents

Guidance

Hobbies, sports, artistic activities developed until the end of adolescence.

Section 1

Childhood and Adolescence

Sub-Section 1.4

Work experience

Guidance

Work experience (paid or voluntary) until the end of adolescence.

Section 1
Sub-Section 1.5

|
|

Childhood and Adolescence

Formal learning outside school

Guidance

Any form of classes, training, etc.undertook until the end of adolescence.

Section 2
Sub-Section 2.1

|
|

Adulthood
Higher education

Guidance

Brief description.

Section 2

Adulthood

Sub-Section 2.2

Work experience

Guidance

Any work experience (paid or voluntary).

Section 2

Adulthood

Sub-Section 2.3

New talents

Guidance

Any talent (hobbies, sports, arts, etc.) discovered during adulthood.

Section 2

Adulthood

Sub-Section 2.4

Formal continuous learning

Guidance

Any form of classes, training, etc. you took during adulthood.

PROJECT 510853-LLP-1-2010-1-BG-GRUNDTVIG-GMP

Section 3

Adulthood +40

Sub-Section 3.1

Late talents

Guidance

Any talent (hobbies, sports, arts, etc.) discovered after 40 years of age.

PROJECT 510853-LLP-1-2010-1-BG-GRUNDTVIG-GMP

23

Validation Methodology

| Evidences |
List of Evidences
Section

Sub-section
1.1 Early talents

1. Childhood and
Adolescence

1.2 From kindergarten to

high school
1.3 Consistent talents
1.4 Work experience
1.5 Formal learning
outside school
2.1 Higher education

2. Adulthood

2.2 Work experience

2.3 New talents
2.4 Formal continuous
learning

3. Adulthood +40

3.1 Late talents

Add rows as necessary.

Evidence

School
certificate

Training
certificate

Award
certificate

Skill fulfilment
or its result

1
2
3
4
5
6
7
8
9
10

11
12
13
14
15
16
17
18

19
20

Type
Endorsement

Other

1|2|3
1|2|3
1|2|3
1|2|3
1|2|3
1|2|3
1|2|3
1|2|3
1|2|3
1|2|3

1|2|3
1|2|3
1|2|3
1|2|3
1|2|3
1|2|3
1|2|3
1|2|3
1|2|3
1|2|3

Description
Description
Description
Description
Description
Description
Description
Description
Description
Description

1|2|3
1|2|3
1|2|3
1|2|3
1|2|3
1|2|3
1|2|3
1|2|3

1|2|3
1|2|3
1|2|3
1|2|3
1|2|3
1|2|3
1|2|3
1|2|3

Description
Description
Description
Description
Description
Description
Description
Description

1|2|3
1|2|3

1|2|3
1|2|3

Description
Description

1- Paper | 2- Photo | 3- Vdeo

PROJECT 510853-LLP-1-2010-1-BG-GRUNDTVIG-GMP

24

Validation Methodology

AdValue Portfolio Template

According to what was presented in the previous chapter, we developed a template of the AdValue Portfolio in
Word format. This template and a Guide to help adults building their portfolio are available on two separate files.

PROJECT 510853-LLP-1-2010-1-BG-GRUNDTVIG-GMP