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 8

ECVET Principles 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 .

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 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) 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

Use of RPL within the context of 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 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) Specific = only the amount of credit that an institution credit recognises and allows to be used towards a new qualification 22

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