ground rules for the workshop
DESCRIPTION
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 - PowerPoint PPT PresentationTRANSCRIPT
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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
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The APEL-onion (1)
individual
ed.& tr. inst.
local society
global society
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The APEL-onion (2)
ed.& tr. inst.
local society
global society
individual
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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)
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Core=
link between APEL and credits (ECTS)in a lifelong learning perspective
Grundtvig-project: “ECTS in lifelong learning”
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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)
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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)
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MODULE
Learningoutcomes
Verifyachievement credits
YES
number & level
The “formal route”
The “informal route” “non-formal
Expresses in terms of competences
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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
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"0" "1" "2" "3" "4" "5" "6" "7" "8" "9"
# of credits
Distribution of # of credits
Number
• Short Demonstration of results