How recognition of prior learning practices is part of an international effort for a sustainable adult learning system UNESCO Institute for Lifelong Learning Madhu Singh 2010
Agenda 1. Background CONFINTEA VI 2. Global trends in adult learning 3. New UNESCO programme 4. Nature of Recognition of prior learning in adult learning 5. Applications 6. Structural and institutional reforms 7. Examples of sustainable adult learning systems 8. The lifelong learning perspective 9. Transferring learning across North-South country contexts 10. Summary
1.Background: UNESCO-CONFINTEA VI International conference on Adult learning and Education - 154 National reports - 5 regional conferences - Global Report on Adult learning and Education (Grale) - Bélem Framework for Action
Global Monitoring Report on Adult Education (GRALE) 1. Lack of data; 2. Low profile of South countries; 3. Basic adult education (South) versus continuing education (North) 4. Lack of inter-sectoral Ministerial co-operation, and funding 5. Unequal weight given to Education for All (EFA) vis-àvis MDGs 6. Neglect of Adult and continuing education
2. Global trends in adult learning Institutional plurality of adult learning providers Increase in workplace and employment-related education and training Plurality of financing modalities Decentralisation and Deregulation Importance given to Quality assurance and professionalisation Absolute increase in participation in South countries has not brought about the reduction of North-South divisions Adult basic education and literacy still needs to be made sustainable
Main conclusions the Belém Framework for Action - Right to education for adults - Adult literacy - Continuum of learning - Policies and Plans backed by legislation, with participation from all stakeholders - Recognise different forms of discrimination that undermine access - Monitor progress on adult education - Educational responses to migration
The Belém Framework (2009) affirmed the importance of lifelong learning and mandated the UIL to work on guidelines for developing and/or improving structures and mechanisms for the recognition of all forms of learning
3. Therefore: New UNESCO programme Recogniiton of non-formal and informal learning to promote adult learning. Create new routes to qualifications. Together with: - Qualifications frameworks - Credit transfer systems - Involvement of all stakeholders - Information and guidance - recognition of non-formal and informal learning is a potential mechanism to promote adult learning
Adult learning challenges society In general: Transition to a learning society Economical: employability (inter/intra-sectoral, job creation Social: Social inclusion, poverty-reduction, empowerment Personal: personalised learning and workingstrategies Educational: education is the formal part of learning, non-formal and informal learning settings fill the gap
Learning in a learning society is about.. 1. Raising awareness of the value of learning 2. Recognition of competences 3. Validation of competences 4. Development of competences 5. Embedding lifelong learning in all domains
4. Nature of RPL in adult learning 1. The Glass is always half filled 2. It is about social recognition: whether learning outcomes have value and are used in society 3. Recognition does not necessarily mean a high level of formalisation, but it needs some continuum of outcomes from self-assessment (port-folio) to full certification (important for quality assurance) 4. Two perspectives: Summative and formative 5. Learning partnerships: between the learner, the working context and the learning system
RVA summative Learning system (NQFs; academic and professional standards) RVA generic Adult learner RVA formative Organisation: Workplace; volunteer work; community; universities
5. Applications of Recognition programmes in adult and continuing education 1. Second chance school programmes: adult education referenced to school system; equivalency exam 2. Entry to higher education: universities working together; access to higher education courses; work-based learning; articulated credit programmes; 3. Exemptions from formal programmes: modular higher education, specific credits; 4. Labour competence certification: exceptional procedures to allow those with established procedures to gain access to exams towards qualifications 5. Vocational education and training redesign creation of qualifications that accomodation outcomes from non-formal and informal learning 6. Alternative certificates: language certificates, professional bodies.
Non-credit programmes 1. Literacy, workplace literacy, family literacy 2. Language training 3. Preparation for adult basic education and upper secondary 4. Bridge programmes 5. Career exploration and development 6. Workplace education 7. Life skills programmes
6. Embedding the Recognition of Prior Learning within structural and institutional reforms that make up a comprehensive adult learning system
Three pronged adult education system (UNESCO Faure et al. 1972) 1. Recognise adults educational and cultural needs; utilse formal education settings for the education of adults 2. Create special adult education institutions 3. Integrate out-of-school acitviites to assist adults to function better as citizens, producers, consumers and parents. Recognising the importance of linking formal, non-formal and informal level Adult education is relevant to all stages of the educational system Literacy is only one element the adult edcuation system
Adult education is equated with lifelong education Higher Education (university and technical college) General Education (final 2-3 years of schooling) Vocational Education Non-formal and informal adult education ) Basic Schooling (First 9-10 years of schooling) Preschool
Formal adult education and training Non-formal adult education and training Informal adult education Profile Credit programmes (general and vocational Continuing education, in-service training, retraining Non-credit programmes Non-vocational, sociocultural Alternative, noninstitutionalised adult learning Place of learning Workplace Public institution, voluntary education Working in community activities, learning by working Content Vocational/general Socio-cultural Learning experientially and through communication media
Tendencies Adult continuing education equated with lifelong education Countries have focused largely on organised learning through institutions of adult education Shift of emphasis from socio-cultural to vocational, certificated provision and courses Of late there is move to assessing competences from informal learning Standardised testing has not been articulated in the adult learning sector Successful transitions are still trusted as measurements of adult success; Nevertheless countries are trying to codify competences across institutions and for use in adult learning programmes.
7. Examples of sustainable adult learning systems Sweden Three specific opportunties in adult education 1. Municipal adult education consisting of special adult schools offering Adult Basic Education as well as Swedish for Immigrants. 2. Second a provision of advanced adult vocational education combining education in schools and training in firms. 3. Third, there is a large sector of liberal adult education including folk high schools and study association. Promotes economic development and development of democracy (Ministry of Education and Research 2008). Future role: foster international solidarity and sustainable development as well as gender equality, opportunity structures of immigrants and flexibility of educational system, in addition to vocational education. Obligation for all higher education institutions to assess prior and experiential learning of applicants who demand it.
Finland Well developed sectors of: Adult basic education: Vocational adult education, referenced against vocational qualifications framework Liberal adult education, the role of which is to enhance the integrity of society, equality and to strengthen active citizenship (Ibid: 6). Comprehensive adult education system has emerged as an alternative to the public school system that was not serving the aspirations of the farmers and working class people.
Canada Adult and continuing education is grouped into two major categories: Adult basic education, literacy and basic education. Workplace and employment education and training. Adult education is subsumed under post-secondary education and has a strong dependence on the school and post-secondary systems Workplace and employment education and training is more reliant on Non Governmental profit and non profit Organizations
Croatia Adult Education Act by the Parliament in 2007 integration of adult education into the national education system. Act introduces the concepts of vertical mobility, education leave, adult education financing and the principle to partnerships. According to the Act, adult education may be conducted as formal, non-formal, informal and/or self-guided learning.
Australia From Cornford 2009) Broader dimensions of lifelong learning ignored; Instrumentalist concerns, especially because of current skills shortages; The links between adult community education (ACE) and vocational education has diminished substantially, and ACE groups are being subject to funding cuts; School base is not performing a foundation for effective later learning; The lifelong learning account, it has been argued, focuses on the monetary/economic and resulting productivity rather than education (Cornford 2009).
Namibia Learning nation* benefiting al citizens. This holistic approach; adult learning, a term covering all NFE pathways for youth ad adults, as well as forms of open and distance learning (ODL). Equivalence programmes leading to certification are considered par of the education system. Thus parallel tracks for adults, early school leavers and out-of-school youth are created, enabling in principle all learners to reach tertiary education. National Literacy Programme, Government subsidized programmes aim at different categories of young people and adults. These include the San population, and the disabled and prisoners. Some programmes lead to upper primary equivalent, and into lower and upper secondary education (through ODL) Skills development, including Community Learning and Development Centres and Skills Development for Self-Employment. Within this frame, which is supervised by government and covered by a National Qualifications Framework, non-government providers and sponsors are urged to establish equivalent learning programmes so as to increase coverage. In the process, non-formal features of learning come to be incorporated in formal institutions, thus spreading through the system. (Ellis, J 2009).
Thailand, Vietnam and Cambodia Lifelong education and adult continuing education in these developing countries are connected to nonformal rather than formal education. Here learning is not only lifelong, it is life-wide.
Japan Japan has three different parts to its system of accreditation in adult learning. First part recognises achievements in the formal, schoolbased context This was established under the School Education Act The second type of recognition in the Japanese system is based around the social education sector- adults volunteering in libraries, museums and cultural activities. The third part of the Japanese system is concerned with the development of vocational capabilities. In addition, Japan has established a job card system
8. Adult learning system from a lifelong learning perspective Flexible transitions (vertical and horizontal pathways) - Understanding pathways: how adults move through the system; adult mobility, - Permeability and transparency in educational systems - Cross-sectoral cooperation between general, political cultural and vocational education - Cooperation between different policy domains - Cooperation among actors from education, work, communities and families - Adult learning does not mean only the formalisation of learning. There needs to be a balance between formal and informal learning
1. Empowering individuals as motivated and capable lifelong learners 2. Sustaining and transforming communities 3. Using technology to extend the learning environment and transform the way we learn; 4. Developing the workplace as a key learning environment to underpin economic objectives; 5. Extending and connecting networks to build countries as inclusive societies 6. Placing importance on foundational learning (learning to learn skills) as well as literacy and language training.
9. Transferring learning across North- South country contexts 1. Non-formal and informal adult education does not mean the same thing in all country contexts 2. The position of the individual versus collective activity than just overcoming individual resistance 3. Importance of levels of learning below upper secondary schooling 4. The focus of the discussion about informal learning is different in North and South countries 5. Despite UNESCO s three pronged strategy, there is an over emphasis on non-formal institutionalised learning. A lot of non-institutional informal learning still remains invisible.
10. Food for thought It is better to focus on: Recognition as opposed to just non-formal learning. It is easier because it is a visible process; Recognition and training should be complements It is not non-formal training that is important but it is the learning outcomes from non-formal and informal learning that matter. Recognition does not always mean formalisation Learning outcomes are clear links between Recognition and qualifications frameworks. Recognition creates new routes to qualifications for adults It is not about awarding undeserved qualifications to everyone Recognition does not create skills, knowledge and competences; but it is still a learning process and a pedagogical devise for promoting adult learning.