Recognition of Prior Learning Non-Formal and Informal Learning Principles and practice in Europe
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Transcript of Recognition of Prior Learning Non-Formal and Informal Learning Principles and practice in Europe
Recognition of Prior Recognition of Prior LearningLearning
Non-Formal and Informal Non-Formal and Informal LearningLearning
Principles and practice in Principles and practice in EuropeEurope
Mireille Pouget ETF- CIS NQF workshop
Torino 27-28 November 2008
Prior learning
What has been learnedAt school/ college/UniversityAt work (Work Based learning or WBL)In a voluntary association/ leisure activity:
the “civil society”Personal life experience Lifelong Learning: TIMELifewide Learning: SCOPE
What kind of prior learning
Formal learning: certificated: school/ college/ university
Non-formal learning (NFL) : taught, organised learning, but not usually certificated i.e. short training courses at work
Informal learning (IFL) : not taught formally, or learned unintentionally
Recognition and validation of certificated learning
• Recognition of former qualifications by another institution
• For access into a programme• For equivalences• Usually in the form of credits• Credits linked to Learning Outcomes (LOs)= Credit Transfer i.e. ECTS European Credit
Transfer Scheme
Recognition & validation of non-formal and informal learning
No certificates / non recognised qualifications
knowledge, skills, competences acquired outside formal education
Different forms of knowledge Difficult to assess formallyDifficult to translate into credits/
certificatesBut “real” experiential learning
New representations of knowledge
New knowledge created at workCompetences in the workplaceCapacitiesKnowledge in action not just in schools/
universities Reflection on and in action:
= reflective practitioners
Work skills & Competences
Why the recognition of NF-IFL?
Redressing inequalities Value of the second chance for adults Knowledge and competences become
obsolete Need for new skills Knowledge economy in a globalised world Rapid changes in labour market Demographical changes/ ageing
population
Benefits
Individual benefits Career development Less waste of time
for the individual No need to re-learn
what is already known
Increase in self-confidence and self- esteem
Economic benefits &
Social benefits to communities / country
employability Faster route to a
qualified workforce Better integration
of migrants workers
European Guidelines for the European Guidelines for the Validation of Non-Formal Validation of Non-Formal and Informal Learningand Informal LearningNov 2008Nov 2008
Make visible untappedMake visible untapped
resources of resources of knowledgeknowledge
Common standards/ expected Learning Outcomes
Learning in a programme
of study
Assessment
Documentationof
evidence of LOs
Personal Activities
Living in a community
Work
Identificationof knowledge,
skills,competences
Validation of learning
Certificate for formal
qualificationis issued
Validation of LOs using systems
designed to be responsive
to individuals
self recognitionself evaluation
reflection
evaluation and assessment
Social Social recognitionrecognition
CertificationPartial /
complete
Guidance process
Validation or giving value
SupplementarySupplementary learning?learning?
advice
advice
advice
Difficulty of assessing and validating new forms of knowledge
Conflict of value between formal and “other” knowledge
Conflict with existing formal systems of assessments in education and training
Perception of: lack of rigour/ quality risk / threat to traditions and status
Fear of change Lack of training for professionals in tutoring/
counselling/ advising skills
In a nutshell: the validation versus
formal education
Experience & validationExperience & validation
• Defining experiential Defining experiential learning outcomeslearning outcomes
• representations of representations of complex experiential complex experiential learninglearning
• Student centredStudent centred• ””matching” experiential matching” experiential
learning to standardslearning to standards• Need for transparency Need for transparency
of assessmentof assessment Question of parityQuestion of parity
of esteem with formal educ.of esteem with formal educ.
Traditional educationTraditional education
Traditions of inputsTraditions of inputs
Focus on teaching not Focus on teaching not learninglearning
teacher centredteacher centred Prescribed curriculaPrescribed curricula Institution drivenInstitution driven Reliable and familiar Reliable and familiar
assessment methodsassessment methods Preoccupation with Preoccupation with
quality issuesquality issues
Learning versus teaching
shift from teaching to learning New role for “teachers”New role of validation / careers
guidance advisersShift from inputs to learning
outcomes (outputs) & competencesNeeds for “credits ” and modularised
programmes
Learning Outcomes (LOs)Learning Outcomes (LOs)
A statement of what you are A statement of what you are expected to do or understand or expected to do or understand or know after a learning experienceknow after a learning experience
LOs are associated with level LOs are associated with level descriptorsdescriptors
irrespective of how and where the irrespective of how and where the competence is acquired or competence is acquired or learning is achievedlearning is achieved
Writing your own LOWriting your own LO: : an examplean example
A written learning outcome comprises a A written learning outcome comprises a verbverb, , objectobject and and context context preceded by the phrase:preceded by the phrase:
““As a result of this prior and current learning, I As a result of this prior and current learning, I am able to show that I have…”am able to show that I have…”
Verb /action
Developed
gained
Object/what?
operational resources
More in-depth knowledge
Context/ condition/ about….
Relevant to budgeting…In the area of marketing a product…
Tools of validation
Portfolios: documented evidence• Extended CV• Work-based testing • Approach: reflective learning & writing • Analysis – example of problem solving • APEL–RPL modules• essential role of the (careers) guidance• adviser
The process: evidence drivenThe process: evidence driven
Draw out learners’ own Learning Outcomes Documentation of evidence of LOs derived
from jobs, projects, home, community Validation of LOs using systems designed to
be responsive to individuals Absolute need for an adviser
The process of Validation is:The process of Validation is:
NotNot the same as assessing ”normal” the same as assessing ”normal” studentsstudents
NotNot the same as an exam the same as an examNotNot just comparing experience with just comparing experience with
each module outcome each module outcome NotNot just about procedures just about proceduresNotNot just counting credits just counting credits
What is about
It is a process of reflection and dialogueIt is a process of reflection and dialogue I is assessing different knowledge/ I is assessing different knowledge/
competences competences It uses different tools of assessmentIt uses different tools of assessment It needs a different perspectiveIt needs a different perspectivePerspective of a professional / life plan Perspective of a professional / life plan It is a PEDAGOGICAL processIt is a PEDAGOGICAL process
France
Brief
example
VAE
The 2001 Social modernisation lawThe 2001 Social modernisation law
“Validation of Acquisitions from Experience” (VAE)
VAE part of employment and education legislation
2002 decree concerning Higher Education Covers ALL qualifications Defines employers’ duty - VAE 24 h leave A citizen’s right
VAE: all types of qualifications
• Qualifications awarded by accredited organisations
• Professional certificates/diplomas awarded by professional organisations
• By professional colleges, universities must be registered on a national list
(National Repertory) - State Commission whole experience of an individual 3 years min of paid or unpaid experience
relevant to the professional area
General proceduresGeneral procedures
Initial application form with the awarding Initial application form with the awarding institutioninstitution
Meeting with adviserMeeting with adviser funding source checked: unemployment agency, funding source checked: unemployment agency,
employer, part self fundingemployer, part self funding professional & personal ‘project’/ goals discussedprofessional & personal ‘project’/ goals discussed meeting with course director /subject expert meeting with course director /subject expert about 10 hours with adviser - construction of a about 10 hours with adviser - construction of a
portfolioportfolio Presentation in front of a juryPresentation in front of a jury
Essential role of adviserEssential role of adviser
Advice, GuidanceAdvice, GuidanceCounselling, support, coaching, Counselling, support, coaching,
mentoring, tutoringmentoring, tutoringCan be an advocate for the candidateCan be an advocate for the candidate Is in contact with the director Is in contact with the director
programme/ subject specialist during programme/ subject specialist during the processthe process
Sits on the jury Sits on the jury
The Jury andThe Jury and validation validation
Subject experts + 1 external employer/expert in the field + adviser (no decision-making role)
Chair: director of programme or equivalent Portfolio is studied by the jury beforehand Decision based on jury discussion &
presentation by candidate accreditation can be partial or complete In case of partial accreditation: jury’s role of
prescription – advising a ‘route’ The adviser and subjet expert get together to
apply jury’s decision
The view of the jury’s Chair
« We cannot evaluate the same things and in the same way …it is not the same as it would be for full-time ‘traditional’ students because, typically, if we were doing the same things as we do for ‘traditional’ students, I think there just would not be any validation. »
« I persist to say that one mustn’t compare with what ‘traditional’ students know, because there is a difference of several years, and one cannot ask someone who has worked in industry for 10 years to be as competent […] up-to-date in all areas [of his expertise] as a student …”
Some conclusions 1: strategic thinking
National plan & legislation (as in France)National plan & legislation (as in France) Ministerial responsibility – education? Must be Ministerial responsibility – education? Must be
joint thinking between ministriesjoint thinking between ministries Consensus with social partnersConsensus with social partners Devolved central funding Devolved central funding May be a need for an “operator” . See adult May be a need for an “operator” . See adult
education institute in Norway : VOXeducation institute in Norway : VOX Need for accessible/ local facilities (Learning Need for accessible/ local facilities (Learning
Centres in Sweden)Centres in Sweden) Need for Need for pilotspilots
Conclusions 2: capacity building
Central role of guidanceCentral role of guidanceTraining of advisersTraining of advisersCooperation & dialogue between main Cooperation & dialogue between main
actors: active partnershipsactors: active partnershipsNeed for creativity and individualisationNeed for creativity and individualisationStudent-centred approachStudent-centred approachBlended learning: one-to-one, interviews, Blended learning: one-to-one, interviews,
written work, group workshopswritten work, group workshopse-portfolios, vocational testinge-portfolios, vocational testing
Capacity building 2
Need to develop capacities of a wide range of personnel
for joint elaboration of vocational and professional standards/ learning outcomes
To find a “common language” To involve employers, vocational/ professional
educators, adult education, universities To train teachers to advise & facilitate learning
environment for adults as well as young people To enable a cultural change and a culture of
change