1.About REVEAL Summary VIP and REVEAL 2.Background Validation of Informal and non-formal learning...
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Transcript of 1.About REVEAL Summary VIP and REVEAL 2.Background Validation of Informal and non-formal learning...
1. About REVEALSummaryVIP and REVEAL
2. BackgroundValidation of Informal and non-formal learningCurrent developments (EU, OECD)
3. LEVEL5
1. About REVEALSummaryVIP and REVEAL
2. BackgroundValidation of Informal and non-formal learningCurrent developments (EU, OECD)
3. LEVEL5
Keynote
About Research and Evaluation group for Validating, Evidencing andAssessing informal and non-formal Learning
Transnational community of European experts and practitioners working in 19 organisations from 16 European member states.
Assessing and evidencing with a uniquevalidation approach specifically designed for:
informally acquired competences personal and social skills and competences
piloted and applied in more than 50 learning projects and scientifically evaluated in the framework of two international PhD thesis.
to serve especially target groups that learn outside or beside formal education contexts and their learning facilitators:adult learning providers, care organisations, grass-root projects, mobility projects, youth organisations, schools….
Assessing and Evidencing theImpact of Informal Learning in the fields of …Assessing and Evidencing theImpact of Informal Learning in the fields of …
… Active Citizenship… Active Citizenship
… European Projects…
… in Mobility actions …… in Mobility actions …
Current Developments
„Together with• Qualifications Frameworks,• The concept of learning outcomes,• Credit Transfer Systems“
…the validation ofinformal learning and the
„recognition of non-formal and informal learning (RNFIL)“is a potential mechanism to promote Lifelong Learning
Therefore: new OECD activity (2007-2009)“
(Quote: Patrick Werquin, OECD; 2010)
European Qualifications framework (EQF 2008)
• Formal education• Promoting close links between the national
qualifications frameworks (NQF) and existing or future European systems
• for credit transfer and accumulation in higher education and vocational education and training,
• in order to improve citizens’ mobility and• facilitate the recognition of learning outcomes• EQF is still in an early stage of implementation
European qualifications framework (EQF)
The concept of learning outcomes
Learning outcomes are statements of what a learner knows, understands and is able to do on completion of a learning process (see the 2008 Recommendation on the European Qualifications Framework - EQF2).
ECVET
Facilitating the• compatibility, comparability and complementarity of
credit systems used in• VET (Vocational Training) and the• European credit transfer and accumulation
system (ECTS; in 1990-1995 in Higher Education)
• First workgroups in 2002
• Feasibility studies in 2007 (NA BIBB, DE)
European credit system forvocational education and training
ECVET – „State of the Art“
The ECVET Recommendation (European Parliament and European Council, 2009) suggests that, by 2012, countries will create conditions for progressive implementation of ECVET.
Meanwhile, countries and the Commission are invited to experiment with ECVET (through the lifelong learning programme).
Discussion on:European VET system diversityTransparency and mutual trustNo bureaucracy (->Europass interfaces to ECVET).
Recognising all learning, whatever the context(whether formal, non-formal or informal) Creating new routes to qualifications!
The Key Idea of RNFIL
Formal learningLearning that occurs in an organised and structured environment (e.g. inan education or training institution or on the job) and is explicitly designatedas learning (in terms of objectives, time or resources). Formal learning isintentional from the learner’s point of view. It typically leads to validationand certification.
Non‑formal learningLearning which is embedded in planned activities not always explicitlydesignated as learning (in terms of learning objectives, learning time orlearning support), but which contain an important learning element. Non‑formallearning is intentional from the learner’s point of view.
Informal learningresults from daily activities related to work, family life or leisure.It is not structured and usually does not lead to certification. In most cases, it is unintentional on the part of the learner.
„A More Qualified Labour Force!“
• Improves visibility of skills, knowledge and competences• Shows skills shortages (availability or… visibility)• Distribution of qualifications, occupational mobility• Regulated occupations, and labour markets• ISO processes (quality…), Public contracts• Job matching• It is cost effective• Training has a cost (RNFIL is cheaper)• It’s “flexible”: continuum of outputs, from self assessment
(portfolio) to full certification• Unqualified individuals/workers may have skills
Arguments:
(Quote: Patrick Werquin, OECD; 2010)
Validation of informal learning according to EQF-systems Accreditation and recognition of competences acquired
in informal contexts Priority is employability (-> qualification) Instruments: ECVET and EQF
Validation of Informal Learning – current stateValidation of Informal Learning – current state
Validation of informal learning according to the EQF Accreditation and recognition of competences acquired
in informal contexts Priority is employability (-> qualification) Instruments: ECVET and EQF
Validation of informal learning according to LEVEL5Validation of learning outcomes in informal learning contexts (Measuring, visualising, documenting)Recognition of competence development (procedural approach)Reflection on the improvement of the learning contexts
Validation of Informal Learning - ExtensionValidation of Informal Learning - Extension
3. LEVEL5
An Approach and Instrumentto Document and VisualiseCompetence Developments
Specifically:• Personal,• Social and• OrganisationalCompetences
The Europass CV enables you to makeyour skills and qualifications visible,
and other Europass documents can be attached to the CV.
There are systembuilt links to ECTS and ECVET
EUROPASSEUROPASS
EUROPASSEUROPASS
CV Personal data
ECTS
ECVET
Other formal certificates
Higher Education
VET
Languages
IT-skills
Social Skills & Comp.
Personal Skills & Comp.
Other formal certificates
Orga. Skills & Comp. ?
?
?
Sector/Section Cerification System Reference System
EQF/NQF
EQF/NQF
different
IT-Sys
Formal
Informal
Competence Definition
A competence is the ability to apply a synthesis of• Knowledge,• Skills and • Attitudesin a particular situation* and in a particular quality**.
* Context** LEVEL
A CUBE asModel to Visualise
Competence Developments
Perceiveing
Sellf-centred
Imitating, ApplyingDeciding/Selecting
Discovering Acting Indepedently
Know that
Know how
Distant understandingKnow why
Implicit understanding(know when)
Intuitive transfer
Perspective taking
Developing/Constructing
Empathatic com
cern
Self-Regulation
Regulatng Others
EQF-Recognition of Learning outcomes
EQF-Recognition of Learning outcomes
Visualisation of EQF and LEVEL5 conceptsVisualisation of EQF and LEVEL5 concepts
Informal learningActivity („project“)Informal learning
Activity („project“)
TimeTime
1. Description of Project• Context• Target Group• Objectives• …
1. Description of Project• Context• Target Group• Objectives• …
2. Selecting/determining Topics• Inventory• Topic sets• Refining content and
objectives
2. Selecting/determining Topics• Inventory• Topic sets• Refining content and
objectives
4. Assessing/Measuring• Selecting Assessment Methods• Measuring learning outcomes at
different evaluation times
4. Assessing/Measuring• Selecting Assessment Methods• Measuring learning outcomes at
different evaluation times
3. Creating a Reference System• Three Dimensions• Five specific competence levels
related to the learning project• Indicators
3. Creating a Reference System• Three Dimensions• Five specific competence levels
related to the learning project• Indicators
5. Presentation of Results• Rating learning outcomes at
different times• Describing different
competence levels• Evidencing learning and
project outcomes• Validation and certification
5. Presentation of Results• Rating learning outcomes at
different times• Describing different
competence levels• Evidencing learning and
project outcomes• Validation and certification
Evaluation instrument• Training providers, Adult Education• Social Organisations NGO’s…• Public Funding Bodies
Utilisation and Perspectives
• European partners who apply the approach• Validation/Accreditation by REVEAL• Counselling• Training• Collaborative Follow-up Projects
European Networking (Community)
The LEVEL5 Approach
www.vilma-eu.org
www.act-eu.org
www.reveal-eu.orgwww.vip-eu.org
Thank you!
1 2 4 5 6 7*
Grade General scaling Individual description/ explanatory statement
Rating1
Rating2
Remarks, explanations, reasons for your rating
5 Regulating with others
Your description for grade 5
4 Affective self-regulation
Your description for grade 4
3 Empathetic concern Your description for grade 3
Description of state 2: what has changed?
2 Perspective taking Your description for grade 2
1 Indifference Your description for grade 1
Description of state 1
Table: Exemplary grid for the affective competence dimension
The individual evaluation system-> describing the development of competences