Lessons towards building a national RPL System Madhu Singh

Lessons towards building a national RPL System Madhu Singh National RPL conference: Bridging and Expanding Existing Islands of Excellent Practice Johannesburg, 23 to 25 February 2011

Context Specific mandate of the UNESCO Institute for Lifelong learning (UIL) Inter-agency Group of Experts The International Observatory (under construction); The Africa network International Survey Synthesis Report (2005) and Typology of countries (44 countries) New Programme on Linking recognition practices to national qualifications framework The Belém Framework mandated the UIL to work on Guidelines for developing structures and mechanisms for the recognition of all forms of learning (Belém Framework for Action 2009).

Recall :UNESCO- Statements 1972, 1996, 2009 If society involves all of one s life... And all of society, then we must go even further than the necessary overhaul of educational systems until we reach the stage of a learning society (UNESCO Learning to be, 1972) Learning throughout life is a continuous process for each human being of adding to and adapting his or her knowledge and skills, and his or her judgement and capacities for action (UNESCO Delors 1996). The Belém Framework mandated the UIL to work on Guidelines for developing structures and mechanisms for the recognition of all forms of learning (Belém Framework for Action 2009)

Lifelong learning challenges society: 1. Social: social inclusion, poverty-reduction, empowerment 2. Personal: personalised learning and working strategies 3. Education: learning in non-formal and informal settings fill the gap in formal education 4. Economic: employability and job creation 5. In general: Transition to the learning society

Learning in a learning society: Raising awareness of the value of learning Recognition of competences Validation of competences Development of competences Embedding lifelong learning in all domains

Rationale 1. Creating new routes to qualifications for adults 2. Visibility of skills, knowledge and competences 3. Tapping untapped talent 4. Not starting from scratch 5. Motivator for resuming formal studies 6. Crisis assessment is a good start before reskilling

The nature of RPL 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 of prior informal learning and equivalence of non-formal education and training 4. Two perspectives: Summative and formative 5. Learning partnerships: between the learner, the working context and the learning system

RPLsummative Learning system (NQFs; academic and professional standards) RPL generic Adult learner RPL formative Organisation: Workplace; volunteer work; community; universities

Enhancing human potential Competence= the ability to apply learning outcomes adequately in a defined context Learning outcomes= the set of knowledge, skills and/or competences an individual has acquired and/or is able to demonstrate after completion of learning programme

Goal of the UNESCO programme Learning from global diversity in learning strategies, across North-South; Establish a sustainable research network and several communities of practitioners; Research entails: International benchmarking of a small group of strategic topics/indicators for cross country comparisons on the practical implementation of recognition systems

What lessons can we draw towards building national RPL systems? 1. General policy developments: understanding the strategic value of RPL 2. building systems of recognition 3. Implementation of Recognition approaches, procedures and instruments 4. National reference points a threshold issue 5. Linking RPL into broader country objectives of education system reforms 6. Challenges

Countries divided into three groups Countries where recognition practices and a standardised learning outcome-based NQF or system is established. Here the emphasis is beyond upper-secondary and beyond Countries where recognition are not sufficiently linked to established standardised national qualifications system or frameworks with learning outcomes-based approaches; these are also countries where recognition practices focus on levels below up secondary education; Countries where recognition is operation according to frameworks that is well adapted to the large unorganised economy and nonformal education sectors. Standardised national qualifications systems or frameworks with learning outcomes-based approaches are not yet full-operational, or still under construction.

Countries divided into three groups Countries where recognition practices and a standardised learning outcome-based NQF or system is established. Here the emphasis is beyond upper-secondary and beyond Countries where recognition are not sufficiently linked to established standardised national qualifications system or frameworks with learning outcomes-based approaches; these are also countries where recognition practices focus on levels below up secondary education; Countries where recognition is operation according to frameworks that is well adapted to the large unorganised economy and nonformal education sectors. Standardised national qualifications systems or frameworks with learning outcomes-based approaches are not yet full-operational, or still under construction.

Nature of recognition systems varies on the basis of : Whether they are well established or not Whether they focus attention at the basic level or predominantly at further or higher education levels Whether they implement a competence-based system or one that works around already exiting education and training structures (Germany, Austria, Denmark adn Norway have pre-existing systems compatible with recognition) Competence based systems in outcomes-oriented forms. Whether they are top-down or bottom-up approaches

(1) Lessons: whether RPL is high on the political agenda Explicit part of lifelong learning policies (Norway, Germany, the Netherlands, Cyprus and Denmark) Clear agenda to increase RPL by developing links with reforms in formal education and training Important part of NQFs and credit accumulation and exchange (Australia, South Korea). An issue of relevance in human resource management (the Netherlands; Germany) Clarification of purposes and the identification of those promoting recognition (employability, qualifications, continuous training, empowerment) (Portugal); The move toward NQFs within a LLL context (developing countries)

(2) Lessons: building recognition systems Political determination to improve output and develop the economy by opting for qualified manpower (Australia, India) Establishment of rules and legal framework, taking into account the interests of all actors and facilitating interaction and coherence of these (Norway, France) Settling the question of human material and financial resources Organisation of economic players by industry and/or professional groups according to various occupations (South Africa) Political legitimacy and clear public policies at all levels to legitimise trainers, methods and certificates, as well as for setting up frameworks of references (France)

(3)Lessons: implementing recognition Lot of experience in terms of methodological and practical arrangements Competence-based qualifications and the use of learning outcomes has led to diverse ways of assessing/evaluating the learning of an individual; Portfolio of evidence, peer assessment and direct observation can be combined distance from written exam this has made RPL more attractive to learners; Credit arrangements help the process of recognition (South Korea, Canada,USA)

(3) Lessons: implementing of recognition: approaches, instruments and procedures the key features Transparency (information on processes is intelligible) (France) Innovation in institutional design (tools, and testing approaches more sensitive to learning outcomes from informal learning ( Reliability (certification reliable reflection of capacities and know.) Combining RPL with other instruments (interaction with other instruments) Stages of recognition (learners are able to identify a path) Stakeholder involvement (coordination at the level of real learning and working) Open assessment to wider inputs

(4) Lessons: the facilitating role of NQFs Introduce explicit, learning outcomes based levels Are comprehensive and cover all qualification in all sub-systems (and the relationship between them, Provide platforms for dialogue between all stakeholders involved in education and training and lifelong learning Transparency, integration, access, permeability and progression, regulation NQFs provide the basis for quality assurance, both for providers and external agencies, as well as recognition processes

(4)Typology of countries according to type of NQF reference points Countries wit unified NQFs Countries with national qualifications framework specifically for the vocational sector Countries still in the process of develop NQFs but with qualification and recognition systems which are closely related to exiting institution-based teaching and learning programmes. Countries with self-referential standards for recognition (core curricular frameworks for non-formal education or occupational registers for recognition in the unorganised sectors). The emphasis here is on the development of new frameworks to recognise competences

(5) Linking RPL into broader country objectives of education system reforms - Development and use of quality-assured, learning outcome and competence-based approaches; - Policies to improve mobility between education and training sectors, as well as other learning, - Recognising the critical nature of literacy and adult basic education in ensuring that recognition of non-formal and informal learning provides real articulation and educational mobility (South Africa, Mexico, Portugal). - Outcomes-based approaches backed up by solid legal foundations, institutonalisation and formalisation with regard to regulating input, bearing in mind regulations such as teacher quality, assessor capacity, and quality assurance (Germany).

Some examples of recognition systems Australia: - Government takes a lead role - Occurs within Standards laid down by the Australia Quality Training framework - Offered by Registered Training Organisation and State Training Authorities information and support Planning and development of processes Interpreting the units of competence Reliability of evidence Review and appeal Certifying

Some examples of recognition systems Austria: Vocational Training Act. Knowledge acquired through practical work put on par with theoretical exam RPL gives external students and adults access to exams leading to qualifications Exams can be taken in adult learning centres, vocational training colleges and vocational training schools for people in employment RPL can shorten the duration of apprenticeship training exam.

Some examples of recognition systems Germany: Distinction between: state qualifications; qualifications specific to continuing edcuation and trianing (IT, foreign languages); qualifications specific to specific organisations churches, trade union sector; RPL in the context of state qualifications takes place in the following way: examination for external students Further training is a pathway that is equivalent to vocational training system Retraining programmes offer access to and even some exemptions for prior non-formal and ifnormal learning (gatekeeping in the form of exams); RPL in the IT sector offers access to further training, tranfer of credits to courses at the MA and BA levels. Access to qualification in another trade.

Some examples of recognition systems Japan: RPL recognises achievements in the school based context; School Education Act utilises universities, specialised training colleges and vocational schols to run learning programmes for th young and old to re-enter learning; Social edcuation sector: utilise adult learning achievements for adult volunteer activities job card system which enables peope to use the certificates of completion of practical vocational training provided by companies and educational organisations important for building careers

Some examples of recognition systems Denmark: Emphasis on low-skilled adults Adult education reform aimed at placing adult education into a single coherent system. Adult education is offered at all levels Bridging or supplementary courses ad adult vocational trainign courses Recognises workplace learning Reference points are educational objectives of an education and training programme. Enterprise competence development Building capacities of its teaching and guidance staff of the country s educational institutions. In the voluntary sector, Denmark is particularly well equipped for recognition. (My competence folder)

Some examples of recognition systems UK: Different foci Higher education focus: APL a bottom up approach; overseen by the QAA Quality Assurance Agency Adult education focus: The Open College Networks (OCN) movement was created by networks of providers who collaborated in order to negotiate agreements on equivalences between qualifications, especially focusing on the outcomes of non-formal and informal education at local level. Access courses are validated by local authorised validating agencies approved by QAA. Such access courses place special emphasis on using learners life experience. Vocational sector focus: national Vocational Qualifications

Some examples of recognition systems United States of America Lead organisations are the Americal Council on Education and Community College Boards and the Council for Adult and Experiential learning. PLA targets adults returning to school, employed, unemployed and under-employed Training programmes are evaluated for comparability to academic credits in programmes offered by colleges and universitey. Many colleges accept credits from standardised testing Standardised testing is used extensively.credits are awarded for these tests. Developing Prior Learning assessment methodologies PLA services are the responsibility of individual institutions.

Some examples of recognition systems Canada Interface between economic policies and labour market 23 sector councils play and important role in training and bringing together different stakeholders; Sector councils funded by the Foreign Credential recogniton programme develop PLAR as a way of managing the human resource needs in their sectors; Adult education sector Public policy instrumental in reducing cost barriers for adults Community-based essential skills upgrading programme Recognition of voluntary non-profit sector as a critically important source of productive employment, learning and skills development for large numbers of adults.

Some examples of recognition systems Benin Recognition of competences in the unorganised sector Training programmes for informal sector craftsmens to acquire vocational qualifications in line with the Directory of Training and Professional Qualifications Transform traditional apprenticeship into a regulated dual training system (combining vocational skills certificate and occupational skills certificate) Master craftsmen are able to train their aprentices up to the Occupational Skills Certificate

(6) Questions that need to be be addressed Are learning-outcomes and competence-based approaches having an impact on the interest of individuals, voluntary organisations in the using recognition and validation procedures? Are more diverse assessment methods being used? How are NQFs impacting on RPL? How can credit arrangements help the process of RPL? To what extent is there trust in qualifications obtained through RPL?

(6) Challenges: North-South Divergences The notion of non-formal across the two The way that the individual is positioned in the recognition debate The role of RPL in basic education The understanding of informal learning, and the interpretation of lifelong learning Mainstreaming or remaining outside the ambit of common formulae

The way forward despite completely different contextual features, collaborative research is helpful in clarifying implementation processes within national learning systems

Research Strategy Overview of international best practice on recognition systems in different international settings: showing the many roads with their own critical success factors; Reflect UNESCO-Guidelines on RPL in National Stakeholder Consultations Upstream work with key decision makers in Member States Peer review meeting (New Delhi June 2011, to improve and finalise Guidelines) Communities of practice of/for developers, policymakers, staff/practitioners (incl. handbooks ) O k l d th d l d

UNESCO Guidelines on the recognition and validation of non-formal and informal learning focus on 1. The culture of lifelong learning 2. Guidelines are seen as a way this culture can be established and sustained 3. Purpose is to assist the different organisations making up the learning society in developing their specific role in the learning society.

Implementation Strategy after 2011 1. Annual conference 2. Yearly updating the Guidelines and the Handbook 3. UNESCO-training programme for capacity building 4. Website with open-source material (under construction) 5. Communities of practice

Thank You Madhu Singh m.singh@unesco.org