NAME OF THE PRACTICE:\u00a0\u00a0\u00a0\u00a0\u00a0 Accreditation of Vocational Training & Certification of Vocational Training Institute (IEK) Graduates<\/strong>[\/vc_column_text][\/dfd_modal_box][\/vc_column_inner][\/vc_row_inner][vc_row_inner][vc_column_inner width=”1\/4″][vc_empty_space height=”50px”][dfd_modal_box display_options=”on_click” button_text=”France” box_shadow=”box_shadow_enable:disable|shadow_horizontal:0|shadow_vertical:15|shadow_blur:50|shadow_spread:0|box_shadow_color:rgba(0%2C0%2C0%2C0.35)” hover_box_shadow=”box_shadow_enable:enable|shadow_horizontal:0|shadow_vertical:15|shadow_blur:50|shadow_spread:0|box_shadow_color:rgba(0%2C0%2C0%2C0.35)” modal_box_width=”900″][vc_empty_space][vc_column_text]<\/p>\nCOUNTRY \u2013 FRANCE<\/h3>\n
<\/p>\n
SHORT DESCRIPTION OF VNFIL SYSTEM IN THE COUNTRY<\/h3>\n
France has a long tradition in terms of validation of non-formal and informal learning (in the engineering sector, for example, subjects can acquire a Diploma through the validation of skills acquired in the field, since 1934) and the national qualifications system is strongly connected with the labor market. The evolution of the theme of validation of non-formal and informal learning has followed three basic steps:<\/p>\n
\u2022\u00a0\u00a0\u00a0 mid-1980s – orientation and support phase for training and qualification opportunities: creation of Centers Interistitutionnels de Bilan des Competences (CIBC) finalized to accompany and support individuals in the analysis of their skills and professional opportunities.<\/p>\n
\u2022\u00a0\u00a0\u00a0 1990s – adoption of the Validation des Acquis Professionnels (VAP) concept within the French legislation: people with five years of work experience can be evaluated in order to obtain ministerial certifications and qualifications related to secondary education and higher. To obtain the certification or the title, the subject must produce a portfolio containing the details of the activities performed and the skills exercised.<\/p>\n
\u2022\u00a0\u00a0\u00a0 2002 – adoption of the Social Loi de Modernization: the validation system of work experience is extended to all types of qualifications and certification through the concept of Validation des Acquis de l’Experience (VAE). The presence of a systematic and punctual regulation has determined the presence of application systems and functioning throughout the national territory. Access to the validation of experiences for the attainment of a formal qualification is currently a right for all individuals who have at least three years of work experience. The Commission Nationale de la Certification Professionnelle (CNCP), created in January 2002, has three main objectives: to activate and update the Repertoire national des certifications professionnelles, to monitor the adoption of the reform on the education and labor market system, to support the agencies and organizations involved in validation and qualification exams. The Commission is composed of ministerial representatives, social partners, experts and representatives of the Chambers of Commerce and regional institutions.<\/p>\n
The assessment standards (referentiels) are defined based on the type of qualification and subject to changes and updates. The decision to release or not the qualification is collegial and is based on the overall assessment of the abilities and experiences declared and possessed by the subject. The regions also play an important role in accompanying and defining methodologies and assessment tools functional to the VAE.<\/p>\n
In addition to VAE, other procedures linked to the assessment of informal learning and non-formal learning exist:<\/p>\n
\u2022\u00a0\u00a0\u00a0 In higher education, there is a mechanism for recognition of professional and personal experience to grant access to a programme through exemption of the normal requirements; this procedure known as Validation des acquis professionnels (“VAPP 85″)was introduced in 1982 and is still in place as of today;<\/p>\n
\u2022 The skill audits or bilan de competences aims at the identification of skills and competences of an individual but is not considered as a validation procedure in France (as it does not lead to the award of a qualification); other types of competence portfolios developed outside of validation procedures also exist.<\/p>\n
However, the VAE represents, by far, the most significant validation method in France. For this reason, it is the one chosen for the sake of this research.[\/vc_column_text][\/dfd_modal_box][\/vc_column_inner][vc_column_inner width=”1\/4″][vc_empty_space height=”50px”][dfd_modal_box display_options=”on_click” button_text=”Slovenia” modal_box_width=”900″ box_shadow=”box_shadow_enable:disable|shadow_horizontal:0|shadow_vertical:15|shadow_blur:50|shadow_spread:0|box_shadow_color:rgba(0%2C0%2C0%2C0.35)” hover_box_shadow=”box_shadow_enable:enable|shadow_horizontal:0|shadow_vertical:15|shadow_blur:50|shadow_spread:0|box_shadow_color:rgba(0%2C0%2C0%2C0.35)”][vc_empty_space][vc_column_text]<\/p>\n
COUNTRY \u2013 SLOVENIA<\/h3>\n
<\/p>\n
SHORT DESCRIPTION OF VNFIL SYSTEM IN THE COUNTRY<\/h3>\n
\u2022 Process of validation of informal and non-formal learning is a relatively new one in the Slovenian
\neducation system.
\n\u2022 In 2018, it was included in the Adult Education Law.
\n\u2022 It is a procedure of collecting documentation acquired during informal and non-formal learning.
\n\u2022 Validation of informal and non-formal learning applies to primary, secondary and higher level of Adult
\nEducation.
\n\u2022 The reason to enter the process may be personal, educational or professional one.
\n\u2022 In Slovenia there are three main purposes of validation (according to Expert guidelines for assessment
\nand recognition of non-formal and informal learning in adult education in Slovenia, SIAE, 2011):
\n– For entering or continuing formal education<\/strong><\/span>: continuing terminated education, changing educational programmes, continuing education at a higher level,
\n– For acquiring National Vocational Qualification (NVQ)<\/strong><\/span>,
\n– For documentation and assessment of individuals knowledge and experience (competences)<\/strong><\/span>, with the goals to provide a better flexibility on job market, for personal growth and for the development of key competences.<\/p>\n <\/p>\n
For entering or continuing formal education<\/h3>\n
Within the first validation purpose, we can find in Slovenia three main validation systems:<\/p>\n
– Validation of foreign education<\/span>: it is defined in the Validation and Recognition Act (2011) for two main purposes – purpose of work and purpose of further education. The main organization is ENIC\/NARIC centre, under the responsibility of the Ministry of Education, Science and Sport. In this validation process, the Ministry issues opinion on single educational elements. The opinion allows recognition and placement of foreign certificates of education. Validation means transfer of rights from country to country;
\n– Mutual recognition of professional qualifications<\/span>: enables citizens of EU and EEA Member States and Switzerland to obtain recognition of professional qualifications for performing regulated professions and activities in other EU states. The system is under the responsibility of the Ministry of Labour, Family, Social Affairs and Equal Opportunities;
\n– Inclusion of refugees without formal documents<\/span>: In 2017 a Decree on conditions and modalities for ensuring the rights of persons with international protection was adopted. This Regulation specifies the terms and conditions for ensuring the rights of refugees and persons granted subsidiary protection (hereinafter: persons with international protection), among other, namely to education. It enables integration of persons with international protection that formal education cannot prove with document into secondary, higher professional education and higher education programs. Enrolment in the first year of programs of lower and secondary vocational education, secondary vocational education and general education for persons with international protection that formal education cannot be proved by documents is possible on basis of a certificate of successful completion of the examination, issued by the Institute of Slovenian Education, and if the person fulfil the specific enrollment requirements set by the educational program. Enrollment in the first year of programs of higher professional education is possible on basis of a certificate of exam, issued by the National Examination Center (hereinafter RIC) and passing a test for special talents, skills and psychomotor performance, if it is determined by the educational program. Also they can enrol in the first year of higher education study programs on the basis of a certificate of satisfactory completion of examination issued by the RIC, and passing a test of special talents and mental and physical ability, if it is determined by the study program.<\/p>\n <\/p>\n
For acquiring National Vocational Qualification (NVQ)<\/h3>\n
NVQ is a system which enables candidates’ formal accreditation of non-formal and informal gained knowledge, skills and competencies. Umbrella organization is the Ministry of Labour, Family, Social Affairs and Equal Opportunities. In Slovenia, there are different providers within the NVQ system, such as schools, adult education providers, companies, chambers,… Within the validation procedure candidate can gain certificate on behalf of portfolio assessment (without exam). If portfolio evidence does not cover demanded competences, candidate is assessed within a practical exam. NVQ is available to anyone, no matter of age, status and nationality.<\/p>\n
<\/p>\n
For documentation and assessment of individuals knowledge and experience (competences)<\/h3>\n
Lately, the third purpose of validation is in progress, for documentation and assessment of individual’s knowledge and experience (competences), with the goals to provide a better flexibility on job market, for personal growth and for the development of key competences. Activities for the third validation purpose are still on the developmental project level.
\nAt the Slovenian Institute for Adult Education after the completion of the ESF funded project \u201cLiteracy Development and Identification and Recognition of Non-formal Learning\u201d that lasted from 2011 until 2014, the continuation project begun in 2016 and will last until 2022, also funded by ESF funds. The project is entitled “Expert support to informative advisory activities and validation of non-formally acquired knowledge”. Within the project, attention is given to the continuation of activities in the fields of providing information and counselling as well as validation and recognition of previously acquires knowledge in Adult Education providers. The target group is adult workers, in particular those with low level skills, educationally inactive and those over 45 years of age. The overall objective of the project is the development of professional materials, programs and new approaches for the implementation of informational consulting activities, cooperation with social partners and stakeholders implementation of expert advice. The new professional materials, programs and approaches will focus on the development of new advisory tools for validation of key competencies and other supporting documents with the purpose of validation of non-formal knowledge; preparation of new professional materials for adult educators who will provide counselling and conduct validation; development of ICT support tools. The social partners involved are counselling centers, adult education centers, trade unions, employers’ associations, etc. During the project, the procedures for validation of non-formal and informal knowledge will be carried out by counsellors at folk universities, school centres, and secondary schools organised in consortia selected by public tender. The validation will be carried out by 15 consortia, consisting of 41 partner organisations, under the guidance and with the expert support of the Slovenian Institute for Adult Education.
\nThe result of the validation procedure taken place within the project is a prepared portfolio for adult candidate and individual awarded an opinion, prepared by the counsellor and external expert (when it is needed) which describes non-formal knowledge acquired, experience and competences that have been evaluated, and the possibilities of using the results for further formal validation, for participation in further education or for the employment. This opinion does not have formal value but anyway fulfil the quality criteria of a good validation evidence (authentic, actuality, adequacy). Slovenian Institute for Adult Education is responsible for preparation expert guidelines to support the preparation of the opinion.<\/p>\n
<\/p>\n
\u2022 The validation process typically includes assembling a portfolio with evidence of prior learning and experience. This portfolio is then analysed by a validation practitioner or a validation committee who may request extra evidence from the applicant either in the form of an interview, a test, a performance or additional documentation.
\n\u2022 Guidance practitioners offer help and support during the process and most of them are active in Guidance Centres covering the entire Slovenian territory.
\n\u2022 Currently in Slovenia, there is a special focus on validation of key competences due to the ESF supported guidance project. Tools and special procedures are being developed for this purpose.
\n\u2022 The Institute of the Republic of Slovenia for Vocational Education is a key organisation in the VNFIL process as they are responsible for setting up the national NVQ system by coordinating standards of knowledge determined on a national level.
\n\u2022 Also a very important organisation is the Slovenian Institute of Adult Education as they are the organisation responsible for training guidance practitioners, preparing the theoretical starting points for validation and creating guidelines\/manuals on this issue.[\/vc_column_text][\/dfd_modal_box][\/vc_column_inner][vc_column_inner width=”1\/4″][vc_empty_space height=”50px”][dfd_modal_box display_options=”on_click” button_text=”The Netherlands” box_shadow=”box_shadow_enable:disable|shadow_horizontal:0|shadow_vertical:15|shadow_blur:50|shadow_spread:0|box_shadow_color:rgba(0%2C0%2C0%2C0.35)” hover_box_shadow=”box_shadow_enable:enable|shadow_horizontal:0|shadow_vertical:15|shadow_blur:50|shadow_spread:0|box_shadow_color:rgba(0%2C0%2C0%2C0.35)” modal_box_width=”900″ tutorials=””][vc_empty_space][vc_column_text]<\/p>\n
COUNTRY \u2013 NETHERLANDS<\/strong><\/h3>\n<\/h2>\nSHORT DESCRIPTION OF VNFIL SYSTEM IN THE COUNTRY<\/strong><\/h3>\nVNFIL in Netherlands started in 1995.\u00a0 In 2005 a national quality code was agreed between government, social partners and the educational sector. A national knowledge centre for VNFIL was established (research, training, advocacy, recognition of providers).<\/p>\n
<\/p>\n
Dutch VNFIL quality code<\/strong><\/h3>\n\n- The goal of VNFIL is to define, evaluate and accredit individual competencies.<\/li>\n
- The VNFIL process answers to the need of the individual.<\/li>\n
- Procedure and instruments are reliable and based on solid standards Trust is the key issue. Trust has to do with civil effect, properly defined standards, and clear information on the way in which assessments are conducted and the arguments on the basis of which conclusions are drawn.<\/li>\n
- Assessors and supervisors are competent, independent and impartial\u00a0\u00a0 Independence and impartiality are crucial factors in the evaluation and are rooted in the roles and responsibilities of the assessors involved in the process. It is of major importance to avoid unnecessary confusion of roles. Impartiality can be reinforced by training and the use of networks.<\/li>\n
- The quality of VNFIL procedures is guaranteed and is being improved on an on going basis<\/li>\n<\/ol>\n
Two types of VNFIL<\/strong><\/h3>\nErvaringscertificaat (Certificate of Experience) <\/u><\/p>\n\n- Validation against national standards in formal (VET, HE) and nonformal (standards defined by social partners and\/or sector).<\/li>\n
- comparing the competences of the candidate with a (non)formal standard (diploma or certificate).<\/li>\n
- Can lead to a diploma<\/li>\n<\/ul>\n
Ervaringsprofiel (Experience Profile) <\/u><\/p>\n\n- Recognition of all learning.<\/li>\n
- No formal validation, but on self-recognition of competences.<\/li>\n
- Describes all competences of candidates that are relevant for career and\/or personal development.<\/li>\n<\/ul>\n
VNFIL step by step<\/strong><\/h3>\n <\/p>\n
\n- Career guidance: define career goals, identify a standard, define the individual validation pathway<\/li>\n
- Collect information and evidences on prior learning (usually in a Portfolio)<\/li>\n
- Assessment of prior learning<\/li>\n
- Advise on further learning (if needed)<\/li>\n
- Outcome summarised in Certificate of Experience or Experience Profile<\/li>\n<\/ol>\n
Added value VNFIL (study 1000 candidates)<\/strong><\/h3>\n <\/p>\n
\n- Intake and exemptions formal education<\/li>\n
- Stimulates participation in learning activities (150% increase in academic studies employees)<\/li>\n
- perceived employability and career progress (i.c. with diploma).<\/li>\n
- more positive perception about employability (esp elder employees and employees that never moved to other jobs)<\/li>\n
- Stimulates career self management behaviour and career progression<\/li>\n
- 30% fall out in VNFIL, their scores are below normal!<\/li>\n
- Strong relation of added value VNFIL with employers stimulation<\/li>\n<\/ul>\n
[\/vc_column_text][\/dfd_modal_box][\/vc_column_inner][vc_column_inner width=”1\/4″][vc_empty_space height=”50px”][dfd_modal_box display_options=”on_click” button_text=”Denmark” modal_box_width=”900″ box_shadow=”box_shadow_enable:disable|shadow_horizontal:0|shadow_vertical:15|shadow_blur:50|shadow_spread:0|box_shadow_color:rgba(0%2C0%2C0%2C0.35)” hover_box_shadow=”box_shadow_enable:enable|shadow_horizontal:0|shadow_vertical:15|shadow_blur:50|shadow_spread:0|box_shadow_color:rgba(0%2C0%2C0%2C0.35)” tutorials=””][vc_empty_space][vc_column_text]<\/p>\n
Country \u2013 Denmark<\/h3>\n\u00a0SHORT DESCRIPTION OF VNFIL SYSTEM IN THE COUNTRY<\/h3>\n
Competence assessment and possible outcomes in terms of access, exemption and acquiring certificates varies between the different education and training sectors in Denmark,\u00a0 e.g. VET, HE and adult education and training.<\/p>\n
<\/p>\n
For almost all formal adult education and training legal framework for validation of prior learning based on common principles has been in place since 2007.<\/p>\n
Within this framework it is a right for individuals to request an assessment of their prior learning in relation to the standards of an education and training programme, no matter where and how competences have been required.<\/p>\n
<\/p>\n
This procedure is known in Danish as the (individual) \u2018assessment of real competences\u2019 realkompetencevurdering (RKV) or individuel kompetencevurdering (IKV).<\/p>\n
<\/p>\n
In 2010, the Ministry of Education made a national action plan on validation of prior learning with four initiatives crossing all relevant adult educational areas:<\/p>\n
\n- Mapping out the players in guidance and counseling,<\/li>\n
- Examining the possibilities of applying a broader perspective in the RPL- programmes validating in the adult educational system, including a vocational- and employment- perspective,<\/li>\n
- Quality assurance with a special focus on developing a code of conduct for validation of prior learning,<\/li>\n
- A strengthened information effort in order to support a broader implementation of validation of prior learning in all adult educational areas.<\/li>\n<\/ol>\n
<\/p>\n
In Denmark, it should be noted that procedures for the validation of prior learning can also be interpreted as a form of competence assessment or skills audit. A number of tools have been developed for the documentation of competences. They allow for a written, systematic mapping of competences divided into different categories.<\/p>\n
<\/p>\n
According to the evaluation prepared by the Danish Evaluation Institute (EVA) in 2010, the dialogue-based method is the most common assessment method all over the Danish training and education system. The declarative method is also very common. It means the individuals are also responsible for making the prior learned competences visible.<\/p>\n
<\/p>\n
The method can be a combination of the declarative method, written test, examination, and self-testing. It can be supported by the use of electronic or manual tools.<\/p>\n
It is common in Denmark to combine different methods in order to secure or strengthen the validation and the reliability of the assessment (triangulation).<\/p>\n
Oral assessment or dialogue-based methods involve a one-to -one discussion, dialogue or interview between the individual and assessor, according to the pursuers of the oral assessment or dialogue-based method. Sometimes it will take place in the beginning and will be the primer method. Sometimes it will take place after a test, written assignment or the self-assessment and will be a supplement to different methods. It can support the reflection and verification of individual competences.<\/p>\n
Interviews are often combined with tests and exams and practical assignments at\u00a0 VET. Practical assignments are mostly used at VET level in Denmark.<\/p>\n
Written assignments are often combined with interviews concerning general qualifications. Concerning the \u2018diploma\u2019 and higher education qualifications, interviews are often combined with a portfolio\/CV, self-assessments and written assignments.<\/p>\n
Practice-oriented methods (i. e. observation of problem solving in practice in the workplace, solving practical tasks and problems in a simulated workplace and solving real cases) have been to some extent applied for validation of prior learning in Denmark, although they may be difficult to apply. Such methods are therefore often combined with other methods, such as tests, interviews or written assignments which reflect on problem solving<\/p>\n
Accreditation\/Certification procedures:<\/strong><\/em><\/p>\n\n- Accreditation of Vocational Training & Certification of Vocational Training Institute (IEK) Graduates<\/strong><\/li>\n<\/ul>\n
The accreditation of vocational training and the certification\u00a0of the vocational training institutes (IEK) graduates embeds a national accreditation exam procedure conducted at national and regional level and based on the\u00a0vocational training exam regulation framework per speciality.<\/p>\n
EOPPEP organises at national level the accreditation examinations for IEK graduates of all specialities. Upon successful examination results, IEK graduates are awarded the Vocational Training Diploma<\/u> recognised both in Greece and in EU member states (for lower secondary education graduates) or the Certificate Level I (for upper secondary education graduates).<\/p>\n
<\/p>\n
\n- Certification of the teaching qualification of Trainers for Adults of non-formal education<\/strong><\/li>\n<\/ul>\n
Trainers for adults are required to possess a teaching qualification awarded upon accreditation in order to fulfill eligibility conditions for public funded non-formal education programmes, pursuant to Law 3879, article 19.3 (GOG 163\/A\/21.09.2010) on \u201cDevelopment of Lifelong Learning\u201d.<\/em><\/p>\nDeveloping and implementing a comprehensive and innovative accreditation system for the teaching qualification of \u201cTrainers for Adults of non-formal education\u201d, including the unification of registers in operation, responds to new social, economic and educational needs:<\/p>\n
\n- gearing the education system to learning outcomes,<\/li>\n
- linking education content to labour market & reinforcing social partners\u2019 role in human resources development,<\/li>\n
- expanding trainers\u2019 field of activity into initial & continuing vocational training as well as non-formal education, including adult education,<\/li>\n
- updating knowledge, skills and competencies of trainers for adults.<\/li>\n<\/ul>\n
<\/p>\n
\n- Certification of \u201cPrivate security personnel\u201d in cooperation with the Centre for Security Studies (KEMEA).<\/strong><\/li>\n<\/ul>\n
EOPPEP is in close cooperation with KEMEA for the certification of \u201cprivate security personnel\u201d.<\/p>\n
In this direction, the new speciality for \u201cPrivate security personnel\u201d has been legislated (Government Official Gazette 1715\/17-05-2012) and is addressed to compulsory education graduates (lower secondary education graduates) and entails a six-month vocational training programme attendance accompanied by the accreditation exam procedure for the certification award.<\/p>\n
Additionally, the regulatory framework pertaining to the certification of professionals who do not possess a recognised occupational title <\/u>has been enacted (Government Official Gazette 2160\/18-07-2012).<\/p>\n
<\/p>\n
\n- Accreditation of Awarding Bodies<\/strong><\/li>\n<\/ul>\n
EOPPEP currently accredits Awarding Bodies certifying computer skills upon legislated criteria and specifications. The accredited awarding bodies conduct the evaluation procedure in examination centres via an automated exam system and award the certificate for\u00a0computer skills.<\/p>\n
EOPPEP plans to develop a system for the accreditation of awarding bodies certifying knowledge & skills in\u00a0additional areas of expertise.<\/p>\n
NAME OF THE PRACTICE:\u00a0\u00a0\u00a0\u00a0\u00a0 Accreditation of Vocational Training & Certification of Vocational Training Institute (IEK) Graduates<\/strong>[\/vc_column_text][\/dfd_modal_box][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row][vc_column][dfd_spacer screen_wide_spacer_size=”80″ screen_normal_resolution=”1024″ screen_tablet_resolution=”800″ screen_mobile_resolution=”480″ screen_normal_spacer_size=”60″ screen_tablet_spacer_size=”60″ screen_mobile_spacer_size=”40″][vc_column_text]<\/p>\nCompendium<\/h2>\n
<\/p>\n
The Compendium is a unique and innovative package of existing effective practices and tools used for validation of non-formal and informal learning (VNFIL). Information compiled in the Compendium could be used of national VNFIL providers and policy makers, who are trying to identify innovative and supporting practices and tools to work more effectively or for those who are interested in the VNFIL process.<\/p>\n
Just choose by a country and by sector, and you will see what tools and practices were identified by project partners.<\/p>\n
This compendium should be considered as a snap shot of the current state of affairs, and will be updated regularly as more evidence emerges in this rapidly changing field.[\/vc_column_text][dfd_spacer screen_wide_spacer_size=”80″ screen_normal_resolution=”1024″ screen_tablet_resolution=”800″ screen_mobile_resolution=”480″ screen_normal_spacer_size=”60″ screen_tablet_spacer_size=”60″ screen_mobile_spacer_size=”40″][\/vc_column][\/vc_row]<\/p>\n","protected":false},"excerpt":{"rendered":"
[vc_row][vc_column][dfd_spacer screen_wide_spacer_size=”80″ screen_normal_resolution=”1024″ screen_tablet_resolution=”800″ screen_mobile_resolution=”480″ screen_normal_spacer_size=”60″ screen_tablet_spacer_size=”60″ screen_mobile_spacer_size=”40″][vc_column_text] VNFIL Systems [\/vc_column_text][dfd_spacer screen_wide_spacer_size=”80″ screen_normal_resolution=”1024″ screen_tablet_resolution=”800″ screen_mobile_resolution=”480″ screen_normal_spacer_size=”60″ screen_tablet_spacer_size=”60″ screen_mobile_spacer_size=”40″][vc_row_inner][vc_column_inner width=”1\/4″][dfd_modal_box display_options=”on_click” button_text=”Lithuania” box_shadow=”box_shadow_enable:disable|shadow_horizontal:0|shadow_vertical:15|shadow_blur:50|shadow_spread:0|box_shadow_color:rgba(0%2C0%2C0%2C0.35)” hover_box_shadow=”box_shadow_enable:enable|shadow_horizontal:0|shadow_vertical:15|shadow_blur:50|shadow_spread:0|box_shadow_color:rgba(0%2C0%2C0%2C0.35)” modal_box_width=”900″][vc_empty_space][vc_column_text] COUNTRY \u2013 LITHUANIA SHORT DESCRIPTION<\/p>\n","protected":false},"author":2,"featured_media":2571,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"tmp-portfolio.php","meta":[],"yoast_head":"\n
Compendium | VNFIL<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/profi-vnfil.eu\/pt-pt\/compendium\/\" \/>\n<meta property=\"og:locale\" content=\"pt_PT\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Compendium | VNFIL\" \/>\n<meta property=\"og:description\" content=\"[vc_row][vc_column][dfd_spacer screen_wide_spacer_size=”80″ screen_normal_resolution=”1024″ screen_tablet_resolution=”800″ screen_mobile_resolution=”480″ screen_normal_spacer_size=”60″ screen_tablet_spacer_size=”60″ screen_mobile_spacer_size=”40″][vc_column_text] VNFIL Systems [\/vc_column_text][dfd_spacer screen_wide_spacer_size=”80″ screen_normal_resolution=”1024″ screen_tablet_resolution=”800″ screen_mobile_resolution=”480″ screen_normal_spacer_size=”60″ screen_tablet_spacer_size=”60″ screen_mobile_spacer_size=”40″][vc_row_inner][vc_column_inner 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