Non-formal Skills improvement and recognition for adult learners


Adults’ skills are acquired through learning and constitute an asset for employers, who value them and use them in the workplace. Formal education and training systems are not, however, the only way in which people develop skills, especially adults and older learners. Skills attained this way may not be recognised easily and individuals possessing such uncertified skills are at a disadvantage when trying to find a job. Therefore, the key question is: how to achieve a proper use of skills and reduce the risk of a mismatch between skills offered and skills demanded in the labour market.

The SKILLS REC project aims to address these issues by creating a comprehensive model that allows for the Recognition, Validation and Certification of Competencies acquired by adults in non-formal learning contexts. Thanks to the development of specific resources, the project will facilitate adult educators to make these uncertified skills visible and have them recognised formally. The project will also promote the acquisition of soft skills amongst adult learners, focusing on the recognition of specific key skills acquired through life experiences.

The project number is: 2020-1-ES01-KA204-082195


The SKILLS REC project will achieve its objectives by carrying out and developing the following training and learning resources:

SOTA and Users’ Needs Booklet

The SkillsRec Booklet includes a series of best practices, tools and examples on the topic of Recognition, Validation and Certification of Competencies collected by project partners reflecting the needs of both adult learners and educators.

Model for the recognition, validation and certification of adults’ non-formal skills

Develop a model for recognition, validation
and certification (RVCC) of non-formal competences, providing useful tools to ensure efficiency, effectiveness, exchange and transferability of a new methodological approach to mainstream education settings.

The Partners

SKILLS REC brings together 5 partners from 5 EU countries and adult education contexts; with each partner contributing its specific expertise to develop valid tools for adult educators to support them in the Recognition, Validation and Certification of Competencies amongst their adult learner groups.

Universidad de Málaga

Spain – Coordinating Partner

The University of Malaga (UMA) is one of Spain's premiere institutions of higher learning (world ranking: 736) [2016]. Since its foundation back in 1972, UMA has rapidly expanded its international presence and prestige. Currently, UMA has 2 campuses (1.797.247 m2), +35,000 students, +2,400 professors, 23 faculties and schools, 82 departments, 200 educational programmes. UMA stimulates educational innovation and research by boosting the quality of its professors and research groups through their participation in international research projects - managed by OTRI (Research Results Transference Office) - with the support and sponsorship of enterprises from local TechPark (PTA). The university has a dedicated career center which fosters the employability of students and young researchers by offering a wide services portfolio including academic/professional counselling, paid internships/fellowships, etc. UMA meets the following quality standards: EFQM 200, EFQM 300, ISO 9001, ISO 14001, etc.

Sastamalan OPISTO


Sastamalan Opisto (Sastamala Community College) is a non-profit Finnish open adult education centre. The college welcomes all learners, young and old and offers opportunities for a wide variety of recreational activities and study. Learning is largely self-motivated and, as a rule, not aimed at achieving a formal qualification. The college is owned by the City of Sastamala and funded by the state and city. Sastamalan Opisto delivers more than 1.000 courses for 4 600 learners each year, with about 23.500 teaching hours within the rural town of Sastamala, hiring about 220 hourly paid teachers each year.

Solution: Solidarité & Inclusion


Solution: Solidarité & Inclusion is a Paris- based NGO that develops innovative actions to promote social cohesion through non-formal education. The aim of the association is to stimulate the social inclusion of young adults by proposing several types of activities to foster mutual acceptance, to stimulate human interests by proposing transversal activities, to design educational programmes to open minds and to reinforce an equitable dynamic between generations.

Future in Perspective Limited


Future In Perspective is a private company based in the border region of Ireland specialising in the areas of education and e-learning, media production, strategic planning and business development and evaluation. Through our work on national and EU funded projects, we have engaged and supported local youth groups, migrant communities, older persons, and individuals who have been absent from education to re-engage with service providers and mainstream education and training offerings. We also have expertise in supporting businesses in niche markets such as the creative, cultural and green sectors to develop sustainable business models. In addition, we have collaborated with young people and adults to deliver a range of diverse programmes in the areas of media production and career management – supporting the next generation of creative individuals to build and sustain successful careers in the sector.

Università delle LiberEtà del Fvg


Università delle LiberEtà is a lifelong learning centre involved in adult education and training. It is based in Udine, in the North-East of Italy. It was established in 1993 and since then it has welcome more than 39000 members! Now it offers more than 500 courses per year in many different fields (from ICT to foreign languages, to physical wellbeing to handicrafts laboratories, and many more!) involving more than 100 teachers. It is a big cultural resource for the community, stimulating learners to be active citizens. It is also involved since 2003 in EU cooperation projects (Grundtvig Programme, LLP Programme, and Erasmus+ Programme).


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This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.