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