Validation of non formal and informal learning in

universities

Michel Feutrie

Milan

9/11/2006

1 The « state of art » in Europe

Two major surveys

Danielle Collardyn and Jens Bjornavold in 2003

ECOTEC in 2004 and 2005

A classification

Countries having not yet started real reflections and practices on validation

Countries having defined arrangements and procedures or developing initiatives but with no real system

Countries offering opportunities for derogatory access, shortening studies and awarding credits or units for part of a qualification

Countries (in reality onr country) awarding qualifications on the basis of non formal and informal learning

A process

From APL, APEL To Validation and recognition What changes this implies?- a common language- certainly a more focused approach on

global guarantee and on results

Debates

Which standards and references for validation ?

- Qualifications? « Normal » qualifications or specific qualifications?

- Non formal recognitions? - Individual valorisation?

Global or sectorial approach of validation (workplace, voluntary organisations, leisure)?

Learning outcomes ou inputs? Which validation process? Which tools and methodologies? Specialised institutions and staff ? Specific competences for these

profesionals?

2 The French system

Three steps

1985 : validation for access

1992 : validation for credits

2002 : validation for qualification

1985 Validation for access

A decree authorising access to all levels of higher education on the basis of prior learning and/or personal and professional experience

In 2003, universities examined 19960 application forms and gave a positive answer to 14930

These arrangements are still alive

1992 Validation for credits

A law in 1992 and decrees signed by four ministries : Education (1993), Higher Education (1993) Agriculture (1993) and Youth and Sports (1999)

Allowing to award credits on the basis of professional experience

At least a five years work experience was required It was not possible for the jury to award a full diploma

by this way, candidates had to participate in at least one module or unit

This law is replaced by the 2002 law

2002 Validation for a qualification

A law and two decrees (a general one and a specific one for HE)

Which establish a new right for individuals : - They can claim for validation of their experience,

if they have been in paid, unpaid or voluntary employment or activity for at least 3 years

- Learning and training organisations have to give them an answer

What has changed in 2002

Learning and training organisations are allowed to award a full qualification (degree, diploma, certificate) on the basis of individual experience,

By this way VAE is opening up a new road towards qualifications by comparison with schooling, apprenticeship, or further education, which no longer calls for learning or training

The whole experience of an individual, and not only professional/work experience, should be taken into account.

Duration of experience required has been reduced from 5 years to 3.

All qualifications are concerned :- state diplomas - qualifications awarded by accredited organisations - professional certificates/diplomas awarded by

professional organisationsThese qualifications must be registered in a national

list (Répertoire National des certifications professionnelles) established by a new State Commission (Commission Nationale de la Certification Professionnelle)

The VAE arrangements concerning HE

The 24th April 2002 decree

The jury

The president of a university or the director of a high school nominates the president and members of the accreditation jury, taking account of their competences

It must include members from companies or outside organisations, competent to assess the experiential learning. Members of the company of the candidate may not part of the jury

Two types of practices at work

A " weighing" principle: experience and modules are weighed up

A " development " principle:- progress is assessed and situated on a

professional and personal trajectory,- development prospects are constructed

In the first case, we are more on a recording approach, a sort of balance sheet

In the second, we are on a dynamic approach, offering the candidates the opportunity to be aware of what they have learnt from their experience and to help them to progress, to develop themselves

The jury’s decision

Two types of decisions :

To award a full qualification To award part of a qualification or to define what

capacities the candidates have to demonstrate, and in this case to give them recommendations on what complementary elements they have to provide to the jury, in order to be fully awarded

Where are we ?

Results 2004 : 16860 « dossiers » examined- 22717 under 1985 decree, 3/4 answers are

positive- 4211 under 2002 decree, 2/3 answers are

positive- Full qualifications are awarded in 40% of cases- 60% claims for Bachelor level and 40% for

Master level 50% claims are concentrated on 15 universities

This requires…

Acceptance by universities’ management and by teaching staff of this new approach

New organisation of the relationships with adults from access to qualification, in pedagogical, administrative and financial terms

New form of provision, offering different ways to qualification

New competences for staff in charge of “accompagnement”

Perspectives

An approach inbedded in LLL perspective

Universities have to become LLL organisations

This means to offer the opportunity for individuals to come back to university at different periods of their life

Validation as key element of transition between periods