Validation of non formal and informal learning the «Island Europe» 23-25/02/201125/02/2011

Transcription

1 Validation of non formal and informal learning the «Island Europe» National RPL Conference «Bridging and expanding existing islands of excellent practice» 23-25/02/201125/02/2011 Michel FEUTRIE EUCEN

2 Why Validation and not Recognition? A diversity of terms in use to present the process A choice done by the European Commission What it means?

3 1 The origin 2 The development 3 A state of play

4 First initiatives First experiments in France and UK around 85 Initiatives from Higher Education Validation for access Slow but progressive implementation Demonstration that it was possible

5 Validation at the heart of the EC policy The memorandum (2000) And the Communication of the Commission (2001) The different communiqués of Ministers responsible for vocational or higher education (every two years alternatively)

6 European initiatives Common principles (2004) European Guidelines for validation of non formal and informal learning (2009) The Adult Education Action Plan (2007) E&T 2020 (2010) Associated initiatives: EQF and NQFs, Reflections on learning outcomes, Credit systems, standards,

7 Adoption of common principles (2004)

8 The four Common Principles Individual entitlements: - Validation must be voluntary, - Arrangements should ensure transparency, fairness and privacy - The results must be the property of individuals Responsibilities of institutions and stakeholders - Provision a legal and practical basis enabling individuals to have their learning validated, - Ensure quality assurance of these arrangements, - Validation must be supported by information, guidance, and counselling services Transparency of procedures to guarantee confidence and trust Respect of candidates interests

9 The European Guidelines (2009)

10 A new stage Two main reasons for that: - Improving quality in validation processes - Reinforcing comparability and compatibility between validation systems Main objective: adopt a common reference and a checklist of key elements to elaborate validation systems and methods It is up to each Member state to decide if they decide or not to use them

11 The steps A working Group made of experts and representatives from Member states already experienced Two meetings: Brussels (01/07), Paris (07/07) Presentation of a working staff document in November 2007 Adoption of a final document published in spring 2008.

12 Adoption of a common scheme The results of the process of production of the Guidelines may be summarised by the following scheme However, this scheme is more directly linked to formal education and training system

13 Learning in a study programme Assessment Validation of learning outcomes using systems designed for whole cohorts of candidates Standards/reférentials, expected learning outcomes Certificate for formal qualification is issued Personal activities Living in a community Working Identification of knowledge, skills and competences Documentation, of evidence of learning outcomes Validation of learning outcomes using systems designed to be responsive to individual candidates Decision on further learning and further qualification Decision to reflect on learning motivation and guidance To make learning visible Produce a record of learning experience Decision to seek and/or accept Decision on need for any supplementary learning

14 A process made of 5 steps Information Decision on entry in an individual validation process Production of a dossier, portfolio, collection and organisation of evidences, simulation or test Assessment process Decision and further recommendations or solutions

15 A set of agreed tools for assessment Dossier Portfolio Observation Simulation Interviews Exams, viva,

16 But different types of decision Access to formal programmes Authorisation to have access to an exam Adapted formal programmes Exemptions Credits Qualifications or certificates

17 Information and counselling Validation is not the unique solution, it is not appropriate to all individuals, to all situations, to all demands. It is a tool among others. Validation requires motivation and capacity of involvement in a demanding process There are conditions to meet to start such a process (sometimes the access is regulated) So the counselling phase aims to help the candidates - to verify their motivation and their project, their vision of their future - to understand the requirements of the procedure - and to identify the qualification (s) (or way of recognition), the institutions the most appropriate to their personal and professional pathway

18 Adult Education Plan (2007)

19 The recognition and the validation of non formal and informal learning is one of the 5 key points of the Action Plan decided by the Commission Three steps for implementation: : identification of best practices in Member States, particularly concerning people of low qualified levels or without qualification : exchanges of best practices between countries and exchanges between professionals : presentation and discussion of the first results during a European seminar

20 E&T 2020 (2010)

21 The Council Conclusions E&T 2020, the first strategic objective «making lifelong learning and mobility a reality» states: «more flexible learning pathways including better transitions between the various education and training sectors, greater openness towards non formal and informal learning, and increased transparency and recognition of learning outcomes».

22 Where are we now? Three sources of information -The Inventories - Observal - The consultation of stakeholders

23 The European Inventories (2005, 2007 and 2010) 34 country reports 10 case studies 4 thematic reports

24 Cross country analysis A fast moving field implying all sectors A commitment to introducing, implementing or consolidating systems of validation Increasing importance of validation as a field of activity But few people having yet benefited from validation and/or small number of qualifications awarded

25 Observal The objective: to build a European Observatory of concrete practices in validation of non formal and informal learning in Member State To set up a network implying HE, VET and third sector A website: Providing: - Data on regulations, standards and references, methods and tools in use, statistics, - Debates at national level - Case studies on best practices - Annotated annual bibliography on most relevant publications

26 A multiplicity of «good practices» A strong commitment of «militants» Huge development of reflection on practices No leading role from States and ministries: - lack of coordination between sectors - few evaluation - no capitalisation and dissemination

27 The results of the consultation of stakeholders (2011) Clear consensus on the importance of making the skills gained through life & work experience visible More weight to be given to less formal forms of validation Need for an overall approach to validation Need for more quality in validation processes Need to more integrate validation into enterprises HR management practices

28 Challenges Lack of information to users 80% Lack of guidance and accompanying support for candidates 77% Lack of trust in validation processes and outcomes 74% Lack of suitable trained «professionals» 73% Lack of dialogue amongst stakeholders 72% Institutional resistance 71% Lack of effective assessment methodologies 69% Lack of infrastructure and capacity at regional/local level 68% Lack of appropriate tools to document learning outcomes 68% Lack of financial resources 66% Complex and time consuming procedures 64%

29 Possible policy priorities Raising the status and value of non formal and informal learning and validation Broadening access to validation opportunities Improving the visibility of the knowledge, skills and competences acquired outside of formal settings Building flexible pathways and encouraging transitions between non formal/informal and formal education and training

30 Current state of play

31 Level of development: 3 categories Countries with a high degree of development: established practices for validation, encompassing all or most sectors of learning and which show a high level of take-up» for instance: Finland, France, Norway and Portugal Countries with a medium degree of development: established validation systems in one or more sectors, but no amounting to an overall framework for all types of learning for instance Austria, Iceland and Sweden Countries with a low degree of development: in the process of developing or approving legislation or policy relating to validation for instance Bulgaria, Greece and Latvia

32 Convergences

33 Factors influencing the implementation of validation The LLL perspective A strong European policy The obligation to re-think HR management (notion of professional pathway) The recognition of the learning dimension of all our activities The acceptation of this learning as valuable and assessable

34 Divergences

35 At national level The impact of learning cultures The role of regulations The role of Qualifications Frameworks or standards The influence of social partners The level of resistance of educational institutions and teachers or trainers

36 At validation level The concrete results of validation: access to programmes, authorisation for an access exam, access to specific adaptation programmes, exemptions, awarding credits or units or qualifications The basis for assessment: knowledge ( prior learning ), skills, learning outcomes, transversal competences, The tools; portfolio as accumulation of evidences, structured dossier, observation or simulation, exams or traditional tests, The awarding bodies The possible effects: individual recognition, professional recognition,

37 At the end

38 Still a lot of questions, but new roles for institutions and actors Access to knowledge and qualifications is not linked to specific time and space It is a continuous process made of periods dedicated to formal, non formal and informal learning New roles for teachers and trainers Need for professionals for guidance and counselling Need for new administrative and financial organisations taking into account the LLL perspective

39 Validation in the next years Validation is important, but it is an instrument likely to contribute to individual development We have to find a new balance between the institutional dimension and the responsibility of the individual as lifelong learners We have to move from a one-shot decisions to recurrent access to «formalisation» for individuals

40 Thank you for your attention