ground rules for the workshop

1

Ground rules for the workshop

1. We do not particularly distinguish between concepts e.g. APEL: accreditation of prior experiential learning

(Dutch ‘EVC’)

APL: accreditation of prior learning (Dutch ‘EVK’)

RPL: recognition of prior learning

2. Competences = competencies ( Learning outcomes) + no conceptual discussion

3. We avoid “national” or “sectoral” discussions on topics specific to 1 country or sector

4. We equally appreciate everybody’s contribution…

5. … starting with that of Julie and Frederik

2

The APEL-onion (1)

individual

ed.& tr. inst.

local society

global society

3

The APEL-onion (2)

ed.& tr. inst.

local society

global society

individual

4

Critical success factors

What are the critical success factors to enhance the impact of APEL on the level of:

1. the individual2. the education and training institutions3. local society and the professional workforce4. global society and international labour mobilityGroup 1: focus on 1 (+2) Group 1: focus on 3 (+4)

Group 2: focus on 2 (+3) Group 1: focus on 4 (+1)

5

Core=

link between APEL and credits (ECTS)in a lifelong learning perspective

Grundtvig-project: “ECTS in lifelong learning”

6

ECTS in lifelong learning

official title: “European methodology for accreditation of prior experiential learning in Lifelong Learning”

project with some 15 European partners Initiator: John Konrad (UK) – coordinated by

Pitest University (RO) 4 pilot sectors, including nursing transversal links (trade unions - women)

7

Envisaged outcomes

a developed methodology for the recognition of skills and

accreditation of prior experiential learning

a validated set of tools & procedures for 4 professional profile areas (nursing, law,

management of schools & Computer Technology)

8

MODULE

Learningoutcomes

Verifyachievement credits

YES

number & level

The “formal route”

The “informal route” “non-formal

Expresses in terms of competences

9

Competences recognition credits

Competences: a transparent way to describe learning outcomes

Working definition in project:“Using characteristic general outcomes under

the five broad areas: Knowledge and understanding; Practice (applied knowledge and understanding); Generic cognitive skills such as: an understanding of

methodologies, critical analysis, evaluation; Key or transverse skills; Autonomy, accountability and working with others”

In the meantime (e.g. via “Tuning”-project): Learning outcomes = generally accepted approach (in HE)

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Competences recognition credits

Steps in recognition process Assessment can lead to recognition

(Dutch: herkenning) Recognition can lead to accreditation

(Dutch: erkenning) Accreditation can be related to a full degree

(certification) Accreditation can be related to parts of a

degree (exemption, Dutch: vrijstelling)

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Competences recognition credits

Credits = in higher education a way to describe “student workload” (hence: time-related)

What is student workload in informal and non-formal learning? Different approach to credits = needed

Important extra element: ‘level’ Level of credit? of competence? of

qualification? QF for EHEA – EQF for LLL

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EQF

EQF Level 1EQF Level 1

EQF Level 2EQF Level 2

EQF Level 3EQF Level 3

EQF Level 4EQF Level 4

EQF Level 5EQF Level 5

EQF Level 6EQF Level 6

EQF Level 7EQF Level 7

EQF Level 8EQF Level 8

Country ACountry A Country BCountry B

Q

Q

Q

NQF/

NQS

NQF/

NQS

NQF/

NQS

Q

Q

Q

Q

NQF/

NQS

NQF/

NQS

NQF/

NQS

NQF/

NQSThe European Qualifications Framework

for Lifelong Learning: how does it work?

(according to the European Commission)

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Swedish post-secondary engineering

education (Påbygnadsutbildning)

= EQF Level 4 = Irish post secondary education at national

level 6 (Advanced certificate)

EE QQ FF

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The key elements of the EQF for LLL

8 COMMON REFERENCE

LEVELS

ECVETECVET

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ECVET

Qualification

Learning context B

Learning context A

Transfer process

unit

unit unit

unit

unit unit

unit

unit

Credits for each unit(= “relative weight” in the total of the qualification)

unit

unit unit

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Necessary conditions to broaden the impact of APEL

ed.& tr. inst.

local society

global society

individual

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Necessary conditions to broaden the impact of APEL

Develop formal learning / training curricula (“qualifications”) with learning outcomes described in terms of competences

Divide these curricula into smaller units Attach credits to each unit Explore and identify ways to acquire

competencies, including via non-formal and informal learning

Introduce adapted approaches to teaching and learning; to assessment and evaluation and to quality assurance

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Key problem

In (higher) education:

(ECTS-)Credits = workload-based Credits = attached to ‘volumes of

learning’ (modules etc.)Recognition of competences can not

directly lead to accreditation ECVET offers no solution Perhaps “ECTS-LLL” does…?

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The ECTS-LLL solution

3

0

3

4

12

7

5

2

1

3

0

2

4

6

8

10

12

"0" "1" "2" "3" "4" "5" "6" "7" "8" "9"

# of credits

Distribution of # of credits

Number

• Short Demonstration of results