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 8
There are two sets of principles at the heart of ECVET The use of learning outcomes ECVET Principles The use of agreed assessment, validation and recognition procedures, These principles assist with enabling learning to be recognised no matter where it was achieved.
Scottish position 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.
Aims of the SCQF Partnership The SCQF isscotland 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) 13
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 14
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 15
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 17
RPL can be used for: Use of RPL within the context of the SCQF Formative recognition Summative recognition Note there are links between the two types
Formative Recognition of RPL A process of recognising learning achieved outside formal education or training systems within the context of further learning and development as part of a guidance process.
Summative Recognition of Prior Learning A process of assessing learning achieved outside 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 21
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) 22 Specific credit = only the amount of credit that an institution recognises and allows to be used towards a new qualification
Who can use RPL? Who benefits? 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 23
RPL in individual organisation/institutions: Considerations on Policy & Procedure 24
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 25
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 26
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 27
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 28
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 29
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! 30
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 organisations such as Viewpoint. SCQFP are supporting development of RPL implementation within other specific sectors. 31
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. 32
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The validation of non-formal and informal learning Can ECVET help to put validation policies into practice?
Background The Norwegian VET system Upper secondary education About structure 2 years in school and 2 years of 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
About adults rights and opportunities 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
Adult Education The Norwegian Government s Ambition 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 main measures 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 opportunity to take education while learning Norwegian language
Challenges Flexibility in education related to work and care obligations and various interruptions Individual progression / better opportunity for customised training Training that is useful in existing jobs and to get a job
Provision of learning opportunities Using the ECVET principles
How do we meet the challenge using ECVET principles? Develop modules for selected subjects/trades and test modular education for adults. 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 outcomes validated in one context to another context
Defining groups of learning outcomes 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 outcome descriptions 8 of 19 counties will offer modular structured education for adults The project will run until 2020 Chosen trades. Production techniques Waste recovery Sales Fishing and Marine hunting Computer electronics Automation Activity therapy Logistiscs Institutional cleaning Institutional Cookery Cookery
Choosing a module - Validation of prior learning can make it easier 1. Guidence 2. Mapping 3. Assessment and validation 4. Documentation Phase 1. The supervisor in the county guides the adult so it becomes clear what the purpose of the validation is. Phase 3. Determines that the competence the adult shows are equal to the competence described in the curriculum for the chosen trade. 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 4. The county will document the result of the assessment and prepare a certificate of competence indicating in what the adult has been approved.
What about validation of informal and non formal learning? 1. Guidence 2. Mapping 3. Assessment and validation 4. Documentation The competence concept 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 own competence.
How to assess and document the learning outcomes 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
Are the goverment s ambitions 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 or 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 outcomes validated in one context to another context
Obstacles to recognition 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 modulebased training for adults