VNIL: theory, history and practice

Jon TalbotUniversity of Chester, England

Defining VNIL

Non-formal learning: structured, planned, often formally delivered education/ training outside the formal education systemInformal learning: unplanned, unstructured everyday learning (experiential) learning, specifically in the workplace Validation: converting the above for purposes of admission, part or whole completion of a formal qualification

Existing practices

Prior Learning Assessment and RecognitionRecognition of Prior Learning ValideringAccreditation of Prior Learning

Some history

US origins from the 1930s

Gradual global spread, led by academic tutors, often for reasons of social justice- for

excluded groups and adult learners

Developments in theories of learning and knowledge

Recent developments

UNESCO Institute for Lifelong Learning (2012), UNESCO guidelines for the Recognition, Validation and

Accreditation of the Outcomes of Non-formal and Informal Learning.

OECD (2010), Recognising Non-Formal and Informal Learning: Outcomes, Policies and Practices.

European Council (2012), Council Recommendation of 20 December 2012 on the validation of non-formal and

informal learning (2012/C 398/01).

Globalisation and the knowledge economy

Huge increase in global trade and foreign direct investmentRise of global multinationalsRise of global financial and commodity marketsGlobal mobility of capitalRapid technological advancesElimination of communication and transaction costsGlobal economic inter-connectedness

Global labour markets

Structural changes- from manufacturing to service, from agrarian to manufacturing

Development of new specialist roles

Shorter occupational life cycles

Global convergence- incomes, mobility

Impact in western nations (Reich)

Routine production workers

Person to person services

Government workers

Symbolic analysts

What has this to with education?

Sustaining economic growthMaintaining national economic advantage

Meeting the aspirations of citizens

All have led governments to invest in education especially higher education

Sustaining economic growth

Trade?Technology?

Human capital theory?The right social conditions?

Modern Endogenous growth theory: supplants ‘technology’ in favour of ‘knowledge’

The principal mechanism by which economies grow is the rate at which technology improves but this is not fixed; technological progress in turn depends upon a number of other factors

 In order to raise the rate of technical progress, there needs to be increased investment (especially private)in Research and Development 

Investment in R & D is stimulated by strong competition and effective protection of intellectual property rights by means of patenting etc

 Investment in human capital, by means of education and training, is an essential element in raising the rate of innovation

 Growth is further facilitated by ‘Knowledge spillovers’ where new commercially relevant knowledge is communicated from and between universities and research centres to companies and individuals and from and between individuals and companies.

Endogenous growth theory

Competitive advantage of nations

A globally competitive economy is based upon factor advantages

Eg Base advantages

Best of all are Advanced specialist factors, which in turn rely upon heavy and continuing investment in

education

Aspirations of citizens

Huge global demand for education- evidenced by rise of private providers

Increasing demand for postgraduate education

Demand for greater relevance of education linked to opportunities in the labour market- lifelong

learning

Can universities adapt?

The increasing importance of Mode 2 knowledge

Universities are organised on the principles of Mode 1 (universal, subject discipline knowledge)

The global drive for VNIL is a challenge for universities to adapt

Varieties of practice

Past learning- VNIL for admission, VNIL for credit- whole or part qualification

Procrustean or Trojan horse

VNIL for current learning

Assessment of VNIL: EQF

Learning outcomes say what has been learnedFocusses on learning not subject

Enables decisions about levelEnables quantification of learning, therefore

transparency and transferabilityCreates foundations for QA

Creates shorter Bachelor/Masters degrees and intermediate awards

Assessment: Credit exchange

Student provides evidence of learning

Decision about its value in terms of level and volume of credits

Usually involves assessment by committee

Assessment: Development model

Portfolio plus reflective learning

Assessment of the reflective learning

Involves new learning

Thank you!

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