Learning: Can ECVET Help to Put Validation Policies into Practice? - - PowerPoint PPT Presentation

WORKSHOP 3: The Validation of Non-formal and Informal Learning: Can ECVET Help to Put Validation Policies into Practice?

Workshop structure

Part A (70 minutes) – Presentations  Introduction and Welcome (5 minutes)  Brief overview of workshop theme (5 minutes)  Presentation 1 – A Scottish Approach to Recognition of NFIFL (20 minutes)  Q & A session (10 minutes)  Presentation 2 – Norwegian approach to the validation of NFIFL (20 minutes)  Q & A session (10 minutes) Tea/Coffee Break (10 minutes)

Workshop structure

Part B (70 minutes) - Round table discussions to address key questions  Group will be split into 3 small groups to discuss questions 1 – 3. ONE question per group (15 minutes)  Feedback from each group with key points identified (15 minutes)  The 3 groups will individually discuss questions 4 & 5 (20 minutes)  Feedback from each group with key points identified (20 minutes)

Key Questions 1. How can ECVET principles support the validation of non- formal and informal learning? 2. How are individual countries using ECVET principles to recognise and validate non-formal and informal learning both nationally and across borders in Europe? 3. Can ECVET principles be used in conjunction with other European tools and in what ways? 4. What are the obstacles to (further) use of ECVET principles in validation processes? 5. How can the obstacles be tackled and who needs to take action?

Introduction to workshop theme (1)

• European countries are increasingly emphasising the need to recognise the

full range of an individual’s knowledge, skills and competences – including those acquired outside the formal system.

• This requires new approaches to validate such learning experiences making

them usable for further studies or advancement in work.

• During the last decade validation of non-formal and informal learning has

been identified as a European priority notably in:  the Communication on Lifelong Learning (2001),  the Copenhagen process on increased cooperation in VET (Declarations 2002, 2004, 2006, 2008 and 2010)  the Recommendation on the European Qualifications Framework (2008)

Introduction to workshop theme (2)  the ministerial declarations of the Bologna process (2007 and 2009)  the ‘Common European Principles’ for the identification and validation of non-formal and informal learning adopted by the European Council in 2004  the European Guidelines on validation of non-formal and informal learning (1st edition 2009, second edition 2015)  the European inventory introduced in 2004 provides an updated overview of good practices in the area of validation practices (five updates; 2005, 2008, 2010, 2014, 2016).  the Recommendation on the Validation of Non-Formal and Informal Learning December 2012. This signals an enhanced political commitment, calling on all MSs to establish by 2018 arrangements for the validation of NFIFL

Introduction to workshop theme (3) The use of VNFIFL has gained importance across Europe as a tool to address:

• Un and underemployment
• A lack of skilled labour which means a pressing need for upskilling and

reskilling workers

• The integration of immigrants and refugees into national labour markets

The following workshop presentations demonstrate:

• the Scottish and Norwegian approaches to the validation of NFIFL in

addressing some of the above issues; and

• the extent to which the ECVET principles have influenced or supported these

approaches.

A Scottish Approach to Recognition of NFIL

Frances Thom, ECVET Expert and SCQFP Associate

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There are two sets of principles at the heart of ECVET The use of learning outcomes The use of agreed assessment, validation and recognition procedures, These principles assist with enabling learning to be recognised no matter where it was achieved .

ECVET Principles

Scottish Government committed to implementing ECVET as part of the UK’s original commitment BUT Scotland already has an established qualification and credit framework predating ECVET (SCQF) Units, Learning Outcomes and Credit already in use but not directly attributed to ECVET except within learner mobility projects.

Scottish position

Aims of the SCQF Partnership

The SCQF is Scotland’s national qualifications framework, designed to support lifelong learning by:

• Helping people of all ages and circumstances to access appropriate

education and training over their lifetime, so as to fulfil their personal, social and economic potential;

• Enabling employers, learners and the public in general to understand the

full range of Scottish qualifications, how they relate to each other and to qualifications in other countries and how the SCQF Level Descriptors can assist with qualification development and contribute to the development and utilisation of the skills of the workforce; and

• Providing a Framework which can support the aims of fair

work and social justice by ensuring that it provides tools and resources which can recognise prior learning (RPL), support progression and improve social inclusion.

RPL Development

• Scottish Government asked SCQFP to lead on

development related to RPL

• There is no legislation related to RPL – the same as

there is none related to the SCQF

• SCQFP worked with key partners including Universities

to develop a common definition of RPL and a suggested approach and process (the RPL Toolkit)

• More recent SCQFP approach is to focus support on

specific sectors eg NES (National Health Service Education for Scotland)

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RPL Definition

“RPL is the process for recognising learning that has come from experience and / or previous formal, non-formal and informal learning contexts.

This includes knowledge and skills gained within school, college and university and outside formal learning situations such as through life and work experiences” but also….

A process that involves a learner reflecting on experiences; identifying learning associated with the experiences and providing evidence of that learning to enable an institution to reach a decision on awarding credit or mapping to the levels on the SCQF

RPL Basics

• Based on assumption that people learn from informal and

non-formal settings as well as formal settings

• Allows recognition of learning based on life experiences
• Always includes use of SCQF Level Descriptors

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Key Features of RPL systems

• Map learning to the SCQF using Level Descriptors
• Identify learning pathways
• Give support for learners in transition from

informal to formal learning

• Have a monitoring process for RPL
• Integrate within the overall QA systems

Core principles

Recognition is given for the learning that has resulted from experience (i.e. not the experience itself); RPL processes should be: learner-focused; accessible to all; flexible; reliable, transparent and consistent

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Use of RPL within the context

• f the SCQF

RPL can be used for:

• Formative recognition
• Summative recognition

Note there are links between the two types

Formative Recognition of RPL

A process of recognising learning achieved

• utside formal education or training systems

within the context of further learning and development as part of a guidance process.

Summative Recognition

• f Prior Learning

A process of assessing learning achieved

• utside formal education or training that is

recognised, if appropriate, for academic or vocational training.

Types of RPL

Formative = based on informal process of benchmarking against SCQF level descriptors – no formal assessment, no certificate – designed to aid planning and progression Summative = based on process involving formal assessment of evidence and awarding of SCQF credit points – certificated achievement

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Credit transfer

• Term used in many institutions for actual credit given for summative

recognition in a specific programme or entry requirement

• Learner gains credit points for their learning which has been assessed and

quality assured

• Institution allows those credit points to count as full or part credit towards

a new qualification (i.e. credit is transferred between the qualification achieved already and the qualification yet to be gained) = only the amount of credit that an institution recognises and allows to be used towards a new qualification

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Specific credit

Who can use RPL? Who benefits?

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• People who have been out of the education system for a

long time/Adult returners

• Students in Further or Higher education or other learning

institutions

• People who have undertaken learning or training in the

workplace or in a CLD setting

• School students who have been involved in extra-curricular

activities

• People who have been involved in volunteering
• People wishing to re-train or change careers

RPL in individual

• rganisation/institutions:

Considerations on Policy & Procedure

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Establishing systems for RPL

• Base on existing policy and procedures
• Embed into existing systems where possible
• Design appropriate paperwork
• Ensure good communication between different

parts of system

• Build capacity through training

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SCQF RPL Toolkit

• Provides an explanation of what RPL is and its benefits
• Explains the role of the SCQFP for RPL
• Provides examples of how RPL can be used in a number of

contexts

• Explains the role of facilitators in supporting learners in

the RPL process

• Provides materials to help facilitators understand the

process and examples of learner handouts they can use including a Profiling Tool.

• Provides 8 activities that can be used by facilitators

Find Toolkit at www.scqf.org.uk

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SCQF Profiling Tool

Learner Identifies

• Relevant life experiences
• Learning and skills gained
• Application of learning to current or potential

work role

• Potential match between elements of target

qualification or learning programme

• Evidence to be used to demonstrate learning

Can be done as individual or group activity

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Case Study 1 University of West of Scotland

Claim for Recognition of Prior Learning (RPL) towards a BA French and Spanish

Janet left school at 16 and spent some periods of time living and working in France and Spain. However, a change of personal circumstances led to Janet returning to Scotland and deciding on a change of career

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Case Study 2 Viewpoint Housing Association

Using the SCQF Profiling Tool to Recognise PL transferable to work in the Care Sector

Angela now understands how her prior experiential learning can be transferred to the care workplace

Lessons learned from the case studies

• Learning must be up to date
• Credit is awarded for learning, not the experience itself
• Experiences can be formal, informal or non-formal
• Non-Scottish qualifications can be recognised
• Diversity of routes and progression pathways
• Where there is a will, there is a way !

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Summary 1

• RPL basics within Scotland predate ECVET but reflect ECVET

principles

• RPL depends on use of SCQF Level Descriptors
• There is no legislation to support RPL implementation

although there is Scottish Government support.

• RPL is currently being implemented by large organisation

such as NES (NHS Education for Scotland) and smaller

• rganisations such as Viewpoint.
• SCQFP are supporting development of RPL implementation

within other specific sectors.

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Summary 2

• There are two types of assessment of non formal or

informal learning (formative and summative)

• Credit transfer is a form of RPL involving summative

assessment used by some institutions and organisations with formal or occasionally NFIL.

• Formative assessment follows same RPL principles but is

not assessed and is often used as guidance tool

• Quality Assurance is an essential part of the process
• Facilitation of RPL is seen as essential
• It is up to the receiving organisation whether they will

accept the RPL and the amount of credit allowed.

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?

Any questions

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The val alidatio dation n of no non-for

• rmal

mal an and info nform rmal al lear arnin ning – Can an EC ECVE VET help p to put t val alidatio dation n policies icies int nto pract actice? ice?

Ba Backgroun

• und – The Norweg

egian ian VE VET – system em Upper per secon

• ndar

dary education cation

• About structure
• 2 years in school and 2 years
• f company-based training
• About content
• National curriculum
• About qualification
• Craft certificate = qualification
• Level 4 in EQF
• About assessment
• Continuous assessment -

assessment for learning

• final assessment after 2 years in

school – craft certificate practical exam after 2 years of company based training

Abo bout ut ad adults lts ri rights hts and nd oppo pportunities tunities

• A national framework for

validation of prior learning

• Adults competence can be

acquired through formal, informal and non-formal learning

• The result of the validation

process is assessed and documented

• Additional training will be

provided and individually customized

Adu Adult lt Educ ucation tion – The he Norwe wegia ian n Government’s Ambitio ition

• Develop necessary, flexible and

customized training that can lead to work

• Promote company-based training in

cooperation with local companies

• Provide training that can be combined

with work

• Special target groups are:

 Young adults who are neither in work nor in education  People with low education, weak basic skills and / or Norwegian language skills that are too weak to meet the requirements of working life

Two ma main me meas asures

Joint report from the Ministry of Education, Ministry of Labour and Social Affairs and the Ministry of Justice and Emergency Affairs initiated two main measures:

• Make it easier for adults to get

training while in work

• Make it easier for refugees to

receive better Norwegian education and a better

• pportunity to take education

while learning Norwegian language

Ch Challen allenges ges

• Flexibility in education

related to work and care

• bligations and various

interruptions

• Individual progression /

better opportunity for customised training

• Training that is useful in

existing jobs and to get a job

Us Using ng th the ECVET CVET pri princip nciples les

Provision of learning

• pportunities

How w do we we meet et the the cha halle lleng nge using ing EC ECVET ET pri rinc ncip iples les?

Develop

• p modules

es for r select cted ed subjects jects/tr /trad ades es and test modular ar educa cation tion for r adults. ts.

• 1. Define groups of learning outcomes within a qualification defined by

the national curricculum

• 2. The learning outcomes are assessed and documented
• 3. Adults can get their competence validated according to the «National

framework for validation of formal, informal and non-formal learning»

• 4. Adults can get additional training according to their life situation
• 5. Adults can get additional training according to the learning outcomes

they need to achieve

• 6. The learning outcomes can be achieved in different learning

contexts, national and international

• 7. Adults have the opportunity to transfer their group of learning
• utcomes validated in one context to another context

De Defini ning ng groups groups of f learn arning ing outcom tcomes

Mission from the Ministry of Education: Develop modules for selected trades and conduct experiments with modular structured education for adults at upper secondary level in cooperation with the social partners.

• We created curriculum groups

that analyzed curricula for 11 different subjects

• Every curricula was divided into

5-7 modules with learning

• utcome descriptions
• 8 of 19 counties will offer

modular structured education for adults

• The project will run until 2020

Chosen

• sen trades

ades.

• Production techniques
• Waste recovery
• Sales
• Fishing and Marine hunting
• Computer electronics
• Automation
• Activity therapy
• Logistiscs
• Institutional cleaning
• Institutional Cookery
• Cookery

Choosing

• sing a

a module ule - Validatio lidation of

• f prior

ior learning arning can make e it easier ier

• Phase 1. The supervisor in the county

guides the adult so it becomes clear what the purpose of the validation is.

• Phase 2. The superviser must clarify

which competence the adult has and obtain all relevant documentation linked to the adult's formal, non-formal and informal skills.

• Phase 3. Determines that the

competence the adult shows are equal to the competence described in the curriculum for the chosen trade.

• Phase 4. The county will document the

result of the assessment and prepare a certificate of competence indicating in what the adult has been approved.

• 1. Guidence
• 2. Mapping
• 3. Assessment

and validation 4. Documentation

Wha hat about valida idation tion of

• f inf

nforma mal and nd no non n formal l learni ning ng?

The e com

• mpetenc

ence e con

• ncept

Competence means being able to master challenges and solve tasks in various contexts, and comprises cognitive, practical, social and emotional learning and development, including attitudes, values and ethical assessments. Competence can be learnt and developed and is expressed through what a person does in different activities and situations.

The competence concept opens to acknowledge experience and exercise of tasks from working life, former education and from others arenas in society. In phase 2 and 3 the supervisor can:

• Facilitate participation in

conversations or interviews.

• Facilitate practical exercises and

demonstration.

• Give written assignment.
• Include the adults description of
• wn competence.
• 1. Guidence
• 2. Mapping
• 3. Assessment

and validation 4. Documentation

How

• w to as

asses ess s an and docume ument nt th the lear arnin ning outc tcom

• mes

es

• Courses in the different modules will be provided and customized
• The participants must have an assessment after training in each

module

• The counties are responsible for the assessment of a module
• The assessment of the modules take place locally on the basis of

the national regulation of continuous assessment

• The learning agreement will be a useful tool
• The continuous assessment forms the basis for whether the

module is approved or not approved

• The assessment will be documented on a certificate of

competence

Ar Are th the goverment’s am ambiti tion

• ns met?
• Once the adult has been approved in all modules leading to a

trade, he or she can register for a craft certificate practical exam

• The adult gets a flexible pathway to full qualification
• If the adult is included in the labour market after completing one
• r two modules we have reached one of the governments

ambitions

• The adult can adapt the pace depending on his or her life

situation

• The adults learning outcomes get documented successively
• Adults have the opportunity to transfer their group of learning
• utcomes validated in one context to another context

Ob Obst stacle acles s to rec ecog

• gnition

nition

Processes for development, assessment, validation and recognition of sets of learning outcomes must be transparent and underpinned by quality assurance

• The quality assurance must be trusted by social

partners

• There must be access to learning venues for

adults

• Social partners have different views on module-

based training for adults