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![Page 1: Quality issues in Validation in the Nordic countries and competence development of employees/staff involved in RPL Antra Carlsen Nordic Network for Adult.](https://reader036.fdocuments.net/reader036/viewer/2022062423/56649e4f5503460f94b47588/html5/thumbnails/1.jpg)
Quality issues in Validation in the Nordic countries and competence development of employees/staff
involved in RPL
Antra Carlsen
Nordic Network for Adult Learning (NVL)
www.nordvux.net
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Nordic Network for Adult Learning
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Networks – bring prioritized policy areas in focus
• NVL (11 thematic sub-networks) as a link between policy and practice, forum for dialogue and a development arena:
• Flexibility in education (3 networks);• Workplace as a learning arena (2 networks)• Validation; Guidance Counseling ( 1 + 1 networks)• Innovation in education (4 networks)
![Page 4: Quality issues in Validation in the Nordic countries and competence development of employees/staff involved in RPL Antra Carlsen Nordic Network for Adult.](https://reader036.fdocuments.net/reader036/viewer/2022062423/56649e4f5503460f94b47588/html5/thumbnails/4.jpg)
Why - formal learning – tip of the iceberg of learning
• Sustainable development – everyone’s competences are imortant
• Motivation for further studies• Mobility in the labour market (social, health
services)• Inclusion of special target groups / employability• Self-confidence leading to new tasks, more
responsibilities at work• Civic participation
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Nordic challenges• Recognition and validation of prior learning
mostly used for entering education; less for shortening and module exemption
• Used more in vocational education; less in further professional education and university level education
• Insufficient public awareness, resistance and suspicion in relation to the educational system - not fully used potential of RPL
• Lack of professional staff• Lack of economic stimulus for ed. institutions
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Professionalization – fair treatment, trust
• Which practitioners are involved?• Which national strategies for recruitment and
training of practitioners exist?• Which structures support professional
development?
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Denmark
• About 15 years experience: 1995 (labour market educations); 2000 (basic, primary level AE); 2007 (further education, college / univ. level)
• Phase 1 – mapping, identification of competences. The competence lies within the non-formal adult education sector (folkbildning)
• Phase 2 – documentation• Phase 3 – recognition is being done by the
formal education sector
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Finland
• Assessor training programme with a strong focus on system, less on the process
• New nitiative since 2011, a training program for APL; developed within an EU Social Fund project “Development of competencies in eastern Finland”; level 5 in the EQF, 6 ECTS credits
• Four compulsory modules: APL concept and EQF, quality of APL, APL in a national context, and one module according to the participants own choice
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Norway
• RPL carried out by specialists, no formal requirements for special education
• University College Akershus: a course within prior learning assessment at 30 ECTS credits (a part-time study over two terms) and is open to all
• Region of Nordland: competence development of employees through a network
• Special budget for meetings, courses and conferences; 1 – 2 yearly meetings
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Sweden
• Most of the staff working with APL are study and vocational guidance counselors
• Professionals working with the industry-specific validations
• APL would be implemented at its best if the subject became part of the teacher training programmes
• Competence development of the current active staff for better awareness on formal and informal learning
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Iceland
• Education and Training Service Centre (ETSC) is the developer of a national strategy for validation in Iceland
• ETSC is responsible for the quality assurance of the validation process as well as the training of assessors
• Advisable for the counsellor and assessor to receive training in operational procedures for validation; course (15 lessons) helps to meet increasing demand for validation
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Iceland: two internet-based studies
Responses:• “Great to get this opportunity to get started,
something you have dreamt about for so long.”• “Obviously a lot of things have changed since I
was in school. For example I didn’t know what a great work counselors do.”
• “I would never have gone back to school if there hadn’t been a group for me to join. It gave me a lot of strength to know that I wasn’t alone.”
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Did the validation process meet your expectations?
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How was the counseling during validation?
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Nordic Quality model
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Next steps• Efforts made for developing validation in
practice, further development could be expected also when it comes to research
• Results are still small in scope and rather scattered: improve formal educational level and employability, mobility and flexibility in private sector, e.g. banking, finance, and industry; in the public sector, e.g. among paramedics and mail staff
• Need to know more about the effects at personal, social and economic levels
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Networks as a resource
meeting and learning place
initiate development work
suggest new policyinitiatives
www.nordvux.net