The Challenge of Non-formal Learning

Dr. Christine Wihak Director, Prior Learning

Assessment & Recognition

me now

me later • closer to my dreams and goals • lifelong learner with a rich e portfolio

my artifacts writing

speaking media

browse, gather, organize, read, and listen

connect collaborate discuss

on site campus work community pub

on line MOOCs blogs LMS wikis

create share publish

smart people & resources especially OER

seek feedback and accreditation, contribute

Open Textbooks

2

World of Ubiquitous Learning

• Web 2.0 and Mobile learning

• Wikipedia, etc.

• Social networks --- Facebook, Twitter, etc.

• Gaming, Simulation, Virtual Worlds

• MOOCs –iversity, Open Ed Europa

• OERs -- Kahn Academy, Saylor Foundation

• OER Universitas, People’s University, etc.

• Badges – Mozilla Open Badges, OpenLearn, etc.

Challenge for VNFIL?

• How to sort out different kinds of learning?

• How to do it as quickly and efficiently as possible?

• Which validation tools for which kind of learning?

Focus on Non-formal learning

European Civil Society Platform

on Lifelong Learning

The aim is to offer an alternative route to access qualifications; it is not about formalising the non-formal education sector. It is the learning outcomes of each individual that count in this process...’ (pp. 71-2)

What is Non-formal Learning?

• Three descriptions

– European Commission, 2012

– NVL Folkbildning, 2015

– Colley et al, 2003

EC Recommendation of 2012

“Broadly, learning outside the formal school/vocational training/university system, taking place through planned activities (e.g. with goals and timelines) involving some form of learning support, for example:

– programmes to impart work-skills, literacy and other basic skills for early school-leavers

– in-company training – structured online learning – courses organised by civil society organisations for

their members, their target group or the general public”

NVL Folkbildning, 2015

“The learning is intended and the learning situation is organized in order to make the participants learn something. But there is no curriculum and no specific pre-described standards and goals for the learning outcomes, which consequently might diverge quite a bit with respect to character, content and level.”

What is Non-formal Learning?

• Definition useful if can help practice

• Most helpful for me has been work of Colley and colleagues in UK

Continuum of Learning (Colley et al., 2003)

• Argued against use of definition

• Proposed practical tool to analyze any

particular learning situation

• Based on idea of formality-informality

continuum

• Four aspects: Process, Location and Setting,

Purpose, Content

Continuum of Learning

• Process – how the learning process is

controlled, supported and assessed.

• Location and Setting – whether the

environment is designed for learning,

production or some other purpose such as

socializing (e.g. pub).

Continuum of Learning

• Purpose – whether learning is a primary or secondary focus of activity and whether the purpose is controlled by the learner or an external authority.

• Content – whether the learning outcomes are highly specified; abstract or practical.an everyday, practical skill.

Continuum of Learning

• Useful to determine which assessment

most appropriate for different kinds of

learning

• Illustrate with typical candidate

Typical Candidate --

• Mature student trying to obtain TRU-OL credential for career advancement purposes – CMPST 101 from Thompson Rivers

University (TRU)

– CompTIA A+ certification

– Workshop on network management

– Three years work experience as a network manager in a small business

F I

F I

F I

F I

Process

Location & Setting

Purpose

Content

F I

F I

F I

F I

Process

Location & Setting

Purpose

Content

CMPST 11

CMPST 101

F I

F I

F I

F I

Process

Location & Setting

Purpose

Content

CompTIA A+ certification

F I

F I

F I

F I

Process

Location & Setting

Purpose

Content

CompTIA A+ certification

F I

F I

F I

F I

Process

Location & Setting

Purpose

Content

Workshop on network management

F I

F I

F I

F I

Process

Location & Setting

Purpose

Content

Workshop on network management

F I

F I

F I

F I

Process

Location & Setting

Purpose

Content

Experience as a Network Manager

Non-credentialled, certified learning

• Learning with formal aspects but not recognized through widely accepted, transportable credential

• “Extract evidence” from assessing the learning situation, not the learner

• Examples of Program Review

Credit Recommendation Service of the American Council on Education

– Operating since 1974

– Over 35,000 programs reviewed

– Network of over 2,000 colleges and universities that offer credit towards formal credentials for ACE reviewed programs

Credit Recommendation Service of the American Council on Education

Credit Recommendation Service of the American Council on Education

• CAEL 2010 study – ACE Credit Recommendation frequently used

– 77% of 48 institutions in study

• No other data on uptake, outcomes

Consortium of 5 Adult-focused Colleges/Universities

• Sharing reviews

– Review done by one accepted by all

• Setting QA standards for program reviews

• Modelled on ACE process

Consortium of 5 Adult-focused Colleges/Universities

• Review 5 main areas:

– Design/delivery

– Learning outcomes

– Learning materials including texts

– Instructor qualifications

– Assignments and Assessment Methodology

Learning Outcomes

– Are in line with course objectives

– Are measurable

– Are supported by the curriculum

– Meet generally accepted learning outcomes for a similar course in the subject or field

– Are achievable in required time and with types of learning engaged in (lecture, practice, demonstration, etc)

Assignments and Assessment Methodology

– Support the learning outcomes and are aligned at the same level of learning

– Consistent with course content

– Graded or measured to support pass/fail

– Rubrics

– Assess higher level learning

– Consistent with best practices in field or subject

Republic of Korea Academic Credit Bank

System • Learners accumulate credits in learning

account to earn higher education degrees

• ACBS accredits non-formal education and training organizations

– Eligible for public funding if incorporate National Competence Standards

• Recognizes vocational qualifications

• Accredits traditional and cultural artistic activities

Republic of Korea Academic Credit Bank

• Between 1998 and 2013

– Over 550,000 learners

– 250,000 degrees awarded

• As of 2013, 50,000 learners/yr.

• As of 2011, 537 accredited ACBS organizations

– 256 of these Lifelong Learning institutes attached to universities or colleges

• No details available on accreditation process

England, Wales, N. Ireland Register of Regulated Occupations

England, Wales, N. Ireland Register of Regulated Occupations

• Independent body established in 2010

• Offerings certified according to National Qualifications Framework

– Only certify complete qualifications, not just courses

• Complex set of rules

• Must use OFQAL Logo on exam certificates

England, Wales, N. Ireland Register of Regulated Occupations

Data! https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/485630/vocational-and-other-qualifications-

quarterly-july-to-september-2015.pdf

Scottish Credit & Qualifications Partnership

• Non-profit organization manages Scottish Credit and Qualifications Framework

• Actively supports credit rating of Non-Formal Learning programs

• Over 400 registered programs (min. 10 notional learning hours)

• Providers: employers, trade unions, youth organizations, community organizations and adult education organizations

Scottish Credit & Qualifications Partnership

• Credit Rating Bodies do ratings

– All Further Education colleges and Higher Education universities in Scotland, other certified organizations

• Credit Rating

– Quality assured process

– Done by trained personnel

• All rated programs stored in searchable database

Scottish Credit & Qualifications Partnership

• Children 1st volunteer training programmes

• Lots more examples in SCQF database (e.g. Microsoft) http://scqf.org.uk/credit-rating-bodies/understanding-

the-scqf-database/

• Also two CRB Project Case Studies

Scottish Credit & Qualifications Partnership

Finland – Program Review Initiatives

• Not centralized service like USA, Korea, England, Wales & N. Ireland or Scotland

• Examples of national certification of non-formal learning

• Computer Driving Test

• Passports in various areas (e.g. Food Hygiene)

• National Language exams

Validation via Standardized Exams

• Mentioned in VNFIL Guidelines

• Suitable when non-formal learning towards formal end of continuum except assessment methods and/or structure of subject well known (e.g. languages)

• Large scale programs in North America: GED (secondary), CLEP exams, Excelsior College exams (postsecondary)

– Many subject areas

– Standardized exams: reliable, valid

Validation via Individualized Methods

• Can assess against subject specific learning outcomes or

• Can assess against general competencies

– NVL Folkbildning Key Competencies

Subject Specific

Assessment of Competencies

• NA tradition of “Liberal Education” • Breadth as well as depth

• Institutions using Competency-evaluation • Alverno College • School for New Learning, De Paul

University • Athabasca University • Thompson Rivers University

Challenges for Non-Formal Learning?

• Identify aspects of formality and informality present in all circumstances of learning

– Use Colley framework as a tool

• Use your diagnosis to focus on most expeditious way to gain recognition for learning from any particular circumstance

• Ultimately -- best way to serve the learners

Challenges for Non-Formal Learning?

• What are you doing to develop systems to accredit non-formal training?

– National, regional, EC level

• What are you doing to develop Standardized Exams in high demand areas of non-formal training?

• What are you doing to agree on how to assess and recognize broad competencies acquired through non-formal learning?

References

CAEL (2010) Fueling the race to post-secondary success. http://www.cael.org/pdfs/PLA_Fueling-the-Race .

Colley, H., Hodkinson, P. & Malcolm, J. Informality and formality in learning: a report for the Learning Skills Research Centre. Learning and Skills Research Centre, www.LSRC.ac.uk .

EQF UK Conference, Making Learning Visible, Birminghan, Feb. 2014. Presentations and reports available at http://ccea.org.uk/accreditation/european/european_qualifications_framework/eqf_uk_conference

Park, Injong. (2011). ACBS in Korea. Presentation to Shanghai Open University, Dec. 4, 2011. Korean Institute of Lifelong Learning. pinjong@nile.or.kr