Transcript Portugal Presentation. Elas Caramujo 17.05.2012

Validation of non formal and informal
learning – the case of Portugal
Glasgow, 17 May 2012
Elsa Caramujo
National Agency for Qualification and Vocational
Education
National context
Structural deficit of qualifications
2005
Structural situation of low qualifications
Around 72% of labour force without the (upper)secondary education
(3.5 million adults)
Low Lifelong Learning rates – 4,6% (EU: 11%)
Early school leavers – 38,6% (EU:15,2)
Weak social valorization of education
Separated and discontinuous interventions
RPL System launched in 2000 – adult basic education
Creation of National Centres for Recognition, Validation and Certification of
Competences
The New Opportunities Initiative (2005-2010)
•Governmental program launched jointly by the Ministry of Education
and Ministry of Labour and Social Solidarity
•Clear political commitment in institutional, instrumental, operational
and financial
•Aimed at increasing qualification levels of Portuguese population
YOUNG PEOPLE
ADULTS
•Making upper secondary education
(12 years of school) as the minimum
qualification level
•Adult education and training at
the centre of educational policies
•Massive and assertive adult
education policy
•To qualify 1 million adults up to
2010 (60% through RPL)
•Increase young people attending
VET courses at (upper) secondary
level (50%)
•Reducing early school leavers
VET Reform – building up National Qualification
AIMS
System (NQS) (2007)
 To promote the access to qualifications paths (diversification in IVET
and flexibility and modularization in AET) – increase participation in
education and training
 To increase the relevance and quality of national qualifications
Main Tools
 National Agency for Qualification
 National Qualifications Framework (NQF)
 National Catalogue of Qualifications (NCQ) and Sector
Councils for Qualifications (SCQ)
 Recognition Validation and Certification of Competences
(RVCC)
NQF integration (NQF levels 1, 2,3 and 4)
School based competences and Professional competences
Basic level and secondary level
Creation of a National network of New Opportunities Centres
Portuguese Education and Training System
New Opportunities Centres (NOC)
•Restructuring of the formers Recognition, Validation and Certification Centres
•NOC as “entry doors” for a qualification pathway
•Two main functions:
•Guidance and Counselling - to give adults a chance to improve their
qualification, guide them to adjusted options in terms of qualification path
(RPL or training)
• RPL providers - development of Recognition, Validation and Certification of
Competences process (school based or professional)
•Promoted by public basic and secondary schools, vocational schools , vocational
training centres, local association, private training provider, institution of social
solidarity, municipalities, private companies…)
•Target: adults who have acquired competences during their working lives but have
not finished the 4th, 6th, 9th, 12th years of schooling or don’t have a vocational
qualification
• The NOC network is managed by National Agency for Qualifications
New Opportunities Centres (NOC)
453 NOC all over the country – “proximity services” approach
New Opportunities
Centres
RVCC Centres
6 28 42 56 73 98 270269459455453
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
500
450
400
350
300
250
200
150
100
50
0
Source: National Agency for Qualification
New Opportunities Centres (NOC)
A. Attending and
Enrolment
Intervention Stages
B. Diagnosis
C. Personal
Guidance
Educational and
training path
(training providers)
Certification
awarded by
training provider
Partial
certification
Recognition and
validation of
competences
(NOC)
Personal
development
plan
Full certification
awarded by NOC
Source: Gomes & Simões, 2007
Some results (2011)
Enrollments in New Oportunities Centres, by
level of education
180,000
160,000
140,000
120,000
100,000
80,000
60,000
40,000
20,000
0
2006
2007
2008
2009
2010
2011
Basic
77,246 133,484 138,430 142,885 128,679 159,755
Secondary
0
148,055 145,055 134,741 115,229 104,448
More than 1 million adults enrolled since 2005
Source: National Agency for Qualification
Some results (2011)
Certifications in New Oportunities Centres,
by level of education
80,000
70,000
60,000
50,000
40,000
30,000
20,000
10,000
0
2001/
2006 2007 2008 2009 2010 2011
05
Basic
44,192 25,079 54,863 59,830 73,690 62,432 56,937
Secondary 0
0
248 14,640 38,801 36,691 33,059
More than 400.000 full certifications since 2005
Source: National Agency for Qualification
Recognition, Validation and Certification of
Competences
Methodological options
•Interview
•Self diagnostic questionnaire
•Competences balance
•Portfolio analysis
•Observation and practical exercises
at workplace and simulation (RVCC
professional)
Based on Key Competences Standard in
Adult Education and Training and
Professional Competence standard
included in the National Catalogue of
Qualifications
Phases
Diagnosis and guidance
Recognition
Identification of
competences; conception/
organisation of the Portfolio
Validation
Assessment of competences
(standards and assessment
tools vs evidences)
Certification
Certification of competences
(certification jury)
Recognition, Validation and Certification of
Competences
Key Competences standard in Adult Education and Training
Basic Level
(NQF Level 1 and 2)
Language and
Communication
ICT
Mathematics for
life
Citizenship and
employability
Key competence area
Competence units
Evidence Criteria
Secondary Level
(NQF Level 3 and 4)
Culture,
Language and
Communication
Citizenship and
Professionalism
Society,
Technology
and Science
Recognition, Validation and Certification of
Competences
Professional competence standard
Qualifications Standards
For each
qualification
of the
National
Catalogue of
Qualifications
Occupational profile
Training standard
RVCC Standard
Training units
Competence units
Assessment tools
Today, 115 Vocational Qualifications can be assessable
trough RVCC Professional competences
Recognition, Validation and Certification of
Competences
Impacts at individual level - beyond the recognition and
validation of prior learning *
•Improvements in Key competences: literacy (reading, writing and
speaking) and e-skills (computer and Internet use)
•Enhancement of self esteem and motivation to learn and to
lifelong learning – changing status from non learner to learner
•Improvement in soft skills (cultural participation initiative,
autonomy, critical thinking, adaptability)
Impacts at local level
•Creation of local networks for qualifications development
•Increase participation of enterprises in the national qualification
strategy – establishment of more then 100 protocols with private and
public companies
*results from external assessment of the New Opportunities Initiative
Key issues
 Validation linked and aligned with the formal education and training
system
 Legal framework of the establishment of the National Qualification
System and the National Qualification Framework (Decree Law
nº396/2007, Order nº 782/2009)
 Move from more local and individual validation practices to a more wide
and massive strategy
 Media campaigns – information and communication
 New Opportunities Centres providing a “proximity service” –
geographical proximity, flexibility in time schedules, flexibility of
methodologies…)
 The use of national qualification standards – the RVCC process can lead
to a full certification (awarding a qualification from the NQF) or to a
partial certification
Key issues
 The quality assurance mechanisms
 NOC quality chart (monitoring system based on quantity and quality
indicators)
 Self- assessment tools (CAF assessment model)
 Production of guiding documents
 Specific training on the RVCC process of the Pedagogical Team
 External independent assessment scheme (conducted by a national
and international experts group from a national University)
 The benefit from the financial support within the National Strategic
Reference Framework 2007-2013 - through the Human Potential
Operational Programme, which manages the European Social Fund
Challenges
 Assure the articulation between RVCC processes and flexible
training paths supplied by training providers
 Create an integrated methodology assuring the recognition and
validation of both school and professional competencies at the
same time (rationalize the process)
 Innovative strategies to motivate low skilled adults towards a
qualification path
 Improve social recognition of certificates and diplomas awarded at
the end of the RVCC process
 Sustainable funding mechanisms in a economic crisis context
Planned  Evolution/redesign the New Opportunity Centres and resized the network
for a
 Extend the development of the professional RVCC to other operators
near
future  Co-financing (individual, provider, state)