EC-VPL ▀ ▀ ▀ VALUATION PRIOR LEARNING 1 3 July 2006 Gyor, 03.07.2006 VPL in Europe Kees Schuur...

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EC-VPL ▀ ▀ ▀ VALUATIO

NPRIO

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VPL in Europe

Kees Schuur MSc.

Foundation EC-VPLECommovation BV

Foundation CH-Q NL/B

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V aluation of

P rior

L earning

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TheBottle

IsHalf-full

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Content

1. Introduction to VPL

2. Another way of thinking

3. The role of VPL

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Content



3. The role of VPL

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Targets of VPL I Individual:

stimulating self-investment in learning

WE Organisation:(a) facilitating self-investment and(b) articulation of competencies(c) become a learning organisation

THEY System:learning (matching) made to measure

midterm-effect: turning learning into employability end-effect: turning employability into enjoyability

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10 steps of VPL

1 2 3 4 5 6 7 8 9 10

Aware-ness

Star-ting/ targets

Preparation & PDP

Retro-spective

Choose stan-dard

Valu-

ation

Vali-dation

Pro-spec-tive

Wor-king on PDP

Empo-wer-ment

Commitment Recognition Valuation Development Empo-wer-ment

VPL narrow

VPL wide

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10 steps of VPL in 5 phases

1. Committment and awareness of the value of competencesmine & ours= vision, goals, SWOT

2. Recognition (formal and informal) of my competences retrospective

= function-profiles, portfolio

3. Valuation and validation of my competencesformal, informal, prospective= standard-setting, assessment, certification, advice

4. (Advice concerning the) Development of my competences

= Personal Development Plan, learning made to measure

5. Structurally embedding VPL in my organisation= evaluation, new HRM

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www.ver-kennen.nlwww.renovi.org

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INFORMAL FORMAL

Fun , enjoyable, playful RepetitiveVoluntary MandatoryPersonal experience Group experience

Visually oriented Text orientedReal objects Models and manipulativesAuthentic tasks Tasks for teacher / examiner

Social groups, individuals learning together

Whole group instruction

Cooperative activities Individual student work, sometimes combined in project groups

Learner directed Teacher / program directedMulti-generational experiences One age group

Highly interactive, learning by doing DidacticMulti-dimensional interactions Variable levelsProcess oriented Topic oriented

Self directed Other directedIntrinsic motivation Extrinsic motivation“flow” experience Boredom and anxiety

Short term Long termSelf-paced Teacher / system sets paceOpen-ended LimitedLife-long Isolated lesson or longer unit

Self assessment, based on feedback Formal assessmentNon-structured Highly structuredNon-linear Linear, sequentialBottom-up Top-down

Practice to theory Theory to practicePhilosophy

Time

Assessment

Motivation

Interaction

Medium

Social context

Affect/choice

From:

Inquiry in informal learning environments Ash D, C Klein

Characteristics of informal

learning

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Valuation

Thank youO

n-going supportPositive cooperation

Social event to cele-brate achievem

ent

Reference

In-house certificateIn-house record of training

External certificate by local training provider, not form

ally recognised

General portfolio of experience

Portfolio of more specific

evidence related to occupational standards (m

ay include evidence

External certificate

Recognised schem

es and awards

(e.g……

.)

Endorsement for training

programm

e for volunteers

Individual unit for an accredited nationally recognised Vocational Q

ualification (VQ)

Group units / m

ini vocational education

Fully accreitated Vocational Q

ualificationsInformal recognition Formal accreditation

TOOLS:

PRINCIPLES:SupportReview

RecordingQuality

SCQFFrom: Getting recognisaed, giving credit,

www.vds.org.uk

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Implicitlearning

Experientallearning

Explicitlearning

UnplannedSelf-initiated

PlannedTargets?

Structuredtargets/standard

InformalLearning

Non-formalLearning

FormalLearning

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Valuation

- of all learning activities

- in all learning environments

- indepent of the learning path

- independent of the learning style

- proven in contexts

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Content



3. The role of VPL

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• Barcelona (EU education: world quality reference)• Copenhagen (Enhanced co-operation in VET)• Maastricht (Transparency, Quality and Mutual Trust) • Europass (European CV, mobility pass, language portfolio,

…)• ECTS• Common European Principles for the

identification and validation of non-formal and informal learning (Purpose, individual entitlement, institutional obligations, confidence and trust, credibility and legitimacy, impartiality)

Europe

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Policy in Europecommon principles1. Purpose is validation of any learning outcome (sum./form.)2. Validation is individual and voluntary3. Institutions and stakeholders facilitate individuals4. Transparancy of services and quality-control5. Independent assessment6. Validation is an integral process

Instruments- Europass: integral approach- managing diversity in Europe

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The European Learning Regions

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Parents say Kids say:I know where my kid is going online

They don't know

They of ten talk to kids about I nternet use

They don't

Educational benefi t of I nternet

Socialising and communication

Kids use I nternet f or homework(65%)

Music(57), e-mail(56), surfi ng f or f un(50), games(48), I M(40), chat(39), homework(38)

38% of kids have e-mail account

71% has

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New business strategiesWith the increasing speed of change in the

network economy:

The market manages your offer• Learning paths

The market prices your offer• Value of competences

The market markets your offer• Informal job acquisition

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Management Mind-set (S.Davis, 1998)

Product Service Offer Necessity of VPL Time Horizon

Time of sale

Period of contract

Life of consumer need

Hour, day, (ir-)regular; When needed; Individual has Power of Control

Buyer concerns

Price, delivery, conve-nience

Ongoing support

Upgradeability Upgrading horizontal and vertical, more important than the content; POP, action plans

Cost focus Direct Period Design Both ways in cont. designing; Sharing ‘ costs’

Source of value

Manu-facturing

Training, mainte-nance

Platform Community of Practice; Social / collective learning; Development

Design Fixed, uniform

customised Learning Ever developing; also old including

Revenue Model

List price Subscription period

Trade + Subscription + user fees

Share market; Participation; Valuation + exchange

Marketing objective

Brand loyalty

Relationship building

Community building

MY and OUR common interest; Coping with change

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VALUATION PROCESS OF COMPETENCES:THE POWER OF CONTROL

Self-evaluationSelf-estimation

Self-assessment

External evaluationExternal assessment

External estimation

ValidationFormal Accreditation

DY

NA

MIC

: pro

cess

es a

nd v

alua

tion

Personal development(c) CH-Q

INFORMAL

FORMAL

Norm

settingNVQ

Branch

Company

Social

Self

Frame law, decrees, forms, regulations

STA

TIC

: sys

tem

, pro

cedu

res,

norm

s

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The ICEBERG of COMPETENCES

wor

k tr

aini

ng a

nd

expe

rien

ces

Civi

l edu

cati

on

Oth

er w

orke

xper

ienc

es

Volu

ntar

y w

ork,

ho

bby,

pri

vate

VISIBLE

RECOGNISED

NOTVISIBLE

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Content



3. The role of VPL

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Role of VPL

- (Re-)activation of actors- Efficiency- Valuing all learning- Changing role of education- Increasing motivation- Following economic, social and natural rules- Tools / instruments / procedures- Adaptation of quality approaches- Changing vision

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Learning points

1. Approach (individual, half-full)

2. Change law & regulations (all contexts, for everyone)

3. Validity & Independent assessment & separation of roles

4. Acknowledgement (Individual power of control, inter-/national – regional – sectoral – company – individual)

5. Transparency & civil effect (crossing borders, holistic, bottom-up and top-down)

6. Accessibility 7. Responsability & accountability

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Critical success factors

- Awareness- Motivation- Access- Quality assurance- Perspectives: civil and career effects- Financing VPL- EQF

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Conclusion

The main challenges:

1. Open up the learning system for VPL2. Motivate people (= create offer-development-orientation) 3. Articulation of competence-profiles (= create demand-steering)4. Cross-border recognition of competences5. All learning contexts6. Formative and summative7. Bottom-up and Top-down: Individual power of control8. Learning from each other9. Making learning enjoyable

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VPL2:Managing diversity

VP2L: (?)Valuation

Prior-to-Learning

Future

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Questions

1. How to motivate people to invest in themselves?

2. How to make education customer-oriented?

3. Can organisations formulate their need for competences?

4. Who pays for lifelong learning?

5. How to bridge sectoral effect and civil effect?

6. How to secure access?

7. How to have trust in I, we and us?

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www.euracademy.orgwww.VPL4.EU

Thank you !

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Well done !

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Looking forward !

EC-VPL ▀ ▀ ▀ VALUATION PRIOR LEARNING 1 3 July 2006 Gyor, 03.07.2006 VPL in Europe Kees Schuur...

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