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Validation of non formal and informal learning the case of Portugal Glasgow, 17 May 2012 Elsa Caramujo National Agency for Qualification and Vocational Education

Validation of non formal and informal learning – the case of Portugal

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Validation of non formal and informal learning – the case of Portugal. Glasgow, 17 May 2012 Elsa Caramujo National Agency for Qualification and Vocational Education. National context . Structural deficit of qualifications. 2005 Structural situation of low qualifications - PowerPoint PPT Presentation

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Page 1: Validation of non formal and informal learning  – the case of Portugal

Validation of non formal and informal learning – the case of Portugal

Glasgow, 17 May 2012

Elsa Caramujo National Agency for Qualification and Vocational

Education

Page 2: Validation of non formal and informal learning  – the case of Portugal

National context

2005Structural situation of low qualificationsAround 72% of labour force without the (upper)secondary education (3.5 million adults)Low Lifelong Learning rates – 4,6% (EU: 11%)Early school leavers – 38,6% (EU:15,2)Weak social valorization of educationSeparated and discontinuous interventions

RPL System launched in 2000 – adult basic educationCreation of National Centres for Recognition, Validation and Certification of Competences

Structural deficit of qualifications

Page 3: Validation of non formal and informal learning  – the case of Portugal

The New Opportunities Initiative (2005-2010)

•Governmental program launched jointly by the Ministry of Education and Ministry of Labour and Social Solidarity•Clear political commitment in institutional, instrumental, operational and financial•Aimed at increasing qualification levels of Portuguese population

•Adult education and training at the centre of educational policies•Massive and assertive adult education policy•To qualify 1 million adults up to 2010 (60% through RPL)

•Making upper secondary education (12 years of school) as the minimum qualification level•Increase young people attending VET courses at (upper) secondary level (50%)•Reducing early school leavers

ADULTSYOUNG PEOPLE

Page 4: Validation of non formal and informal learning  – the case of Portugal

VET Reform – building up National Qualification System (NQS) (2007)

To promote the access to qualifications paths (diversification in IVET and flexibility and modularization in AET) – increase participation in education and training

To increase the relevance and quality of national qualifications

National Agency for Qualification National Qualifications Framework (NQF) National Catalogue of Qualifications (NCQ) and Sector

Councils for Qualifications (SCQ) Recognition Validation and Certification of Competences

(RVCC)

NQF integration (NQF levels 1, 2,3 and 4)School based competences and Professional competencesBasic level and secondary levelCreation of a National network of New Opportunities Centres

AIM

SM

ain

Tool

s

Page 5: Validation of non formal and informal learning  – the case of Portugal

Portuguese Education and Training System

Page 6: Validation of non formal and informal learning  – the case of Portugal

New Opportunities Centres (NOC)

•Restructuring of the formers Recognition, Validation and Certification Centres•NOC as “entry doors” for a qualification pathway•Two main functions:• Guidance and Counselling - to give adults a chance to improve their

qualification, guide them to adjusted options in terms of qualification path (RPL or training)

• RPL providers - development of Recognition, Validation and Certification of Competences process (school based or professional)

•Promoted by public basic and secondary schools, vocational schools , vocational training centres, local association, private training provider, institution of social solidarity, municipalities, private companies…)•Target: adults who have acquired competences during their working lives but have not finished the 4th, 6th, 9th, 12th years of schooling or don’t have a vocational qualification• The NOC network is managed by National Agency for Qualifications

Page 7: Validation of non formal and informal learning  – the case of Portugal

New Opportunities Centres (NOC)

Source: National Agency for Qualification

453 NOC all over the country – “proximity services” approach

20002001

20022003

20042005

20062007

20082009

20100

50100150200250300350400450500

6 28 42 56 73 98 270269459455453

New Opportunities CentresRVCC Centres

Page 8: Validation of non formal and informal learning  – the case of Portugal

New Opportunities Centres (NOC)

A. Attending and Enrolment

B. Diagnosis

C. Personal Guidance

Educational and training path

(training providers)

Recognition and validation of competences

(NOC)

Partial certification

Certification awarded by

training provider

Personal development

planFull certification awarded by NOC

Intervention Stages

Source: Gomes & Simões, 2007

Page 9: Validation of non formal and informal learning  – the case of Portugal

Some results (2011)

More than 1 million adults enrolled since 2005

2006 2007 2008 2009 2010 20110

20,00040,00060,00080,000

100,000120,000140,000160,000180,000

Enrollments in New Oportunities Centres, by level of education

Source: National Agency for Qualification

Page 10: Validation of non formal and informal learning  – the case of Portugal

Some results (2011)

More than 400.000 full certifications since 2005Source: National Agency for Qualification

2001/05

2006 2007 2008 2009 2010 20110

10,00020,00030,00040,00050,00060,00070,00080,000

Certifications in New Oportunities Centres, by level of education

Page 11: Validation of non formal and informal learning  – the case of Portugal

Recognition, Validation and Certification of Competences

Methodological options

•Interview •Self diagnostic questionnaire•Competences balance•Portfolio analysis•Observation and practical exercises at workplace and simulation (RVCC professional)

PhasesDiagnosis and guidance

Validation

Certification

Recognition

Based on Key Competences Standard in Adult Education and Training and Professional Competence standard included in the National Catalogue of Qualifications

Assessment of competences (standards and assessment tools vs evidences)

Certification of competences(certification jury)

Identification of competences; conception/ organisation of the Portfolio

Page 12: Validation of non formal and informal learning  – the case of Portugal

Recognition, Validation and Certification of Competences

Key Competences standard in Adult Education and Training

Language and Communication

ICT

Mathematics for life

Citizenship and employability Culture,

Language and Communication

Society, Technology and ScienceCitizenship and

Professionalism

Basic Level(NQF Level 1 and 2)

Secondary Level(NQF Level 3 and 4)

Competence units

Evidence Criteria

Key competence area

Page 13: Validation of non formal and informal learning  – the case of Portugal

Recognition, Validation and Certification of Competences

Professional competence standard

Qualifications Standards

Occupational profile

Training standard

RVCC Standard

For each qualification of the National Catalogue of Qualifications

Training units

Competence unitsAssessment tools

Today, 115 Vocational Qualifications can be assessable trough RVCC Professional competences

Page 14: Validation of non formal and informal learning  – the case of Portugal

Recognition, Validation and Certification of Competences

Impacts at individual level - beyond the recognition and validation of prior learning *

•Improvements in Key competences: literacy (reading, writing and speaking) and e-skills (computer and Internet use)•Enhancement of self esteem and motivation to learn and to lifelong learning – changing status from non learner to learner•Improvement in soft skills (cultural participation initiative, autonomy, critical thinking, adaptability)

Impacts at local level•Creation of local networks for qualifications development•Increase participation of enterprises in the national qualification strategy – establishment of more then 100 protocols with private and public companies

*results from external assessment of the New Opportunities Initiative

Page 15: Validation of non formal and informal learning  – the case of Portugal

Key issues

Validation linked and aligned with the formal education and training system Legal framework of the establishment of the National Qualification

System and the National Qualification Framework (Decree Law nº396/2007, Order nº 782/2009)

Move from more local and individual validation practices to a more wide and massive strategy

Media campaigns – information and communication New Opportunities Centres providing a “proximity service” –

geographical proximity, flexibility in time schedules, flexibility of methodologies…)

The use of national qualification standards – the RVCC process can lead to a full certification (awarding a qualification from the NQF) or to a partial certification

Page 16: Validation of non formal and informal learning  – the case of Portugal

Key issues

The quality assurance mechanisms NOC quality chart (monitoring system based on quantity and quality

indicators) Self- assessment tools (CAF assessment model) Production of guiding documents Specific training on the RVCC process of the Pedagogical Team External independent assessment scheme (conducted by a national

and international experts group from a national University) The benefit from the financial support within the National Strategic

Reference Framework 2007-2013 - through the Human Potential Operational Programme, which manages the European Social Fund

Page 17: Validation of non formal and informal learning  – the case of Portugal

Challenges

Assure the articulation between RVCC processes and flexible training paths supplied by training providers

Create an integrated methodology assuring the recognition and validation of both school and professional competencies at the same time (rationalize the process)

Innovative strategies to motivate low skilled adults towards a qualification path

Improve social recognition of certificates and diplomas awarded at the end of the RVCC process

Sustainable funding mechanisms in a economic crisis context

Evolution/redesign the New Opportunity Centres and resized the network Extend the development of the professional RVCC to other operators Co-financing (individual, provider, state)

Planned for a near

future