Transcript Folie 1 - ginconet.eu

Keynote
1.
About REVEAL
Summary
VIP and REVEAL
2.
Background
Validation of Informal and non-formal learning
Current developments (EU, OECD)
3.
LEVEL5
About
Research and Evaluation group for Validating, Evidencing and
Assessing informal and non-formal Learning
Transnational community of European experts and practitioners
working in 19 organisations from 16 European member
states.
Assessing and evidencing with a unique
validation approach specifically designed for:
informally acquired competences
personal and social skills and competences
piloted and applied in more than 50 learning projects and
scientifically evaluated in the framework of two international PhD
thesis.
to serve especially target groups that learn outside or beside
formal education contexts and their learning facilitators:
adult learning providers, care organisations, grass-root projects,
mobility projects, youth organisations, schools….
Assessing and Evidencing the
Impact of Informal Learning in the fields of …
… European Projects…
… in Mobility actions …
… Active Citizenship
Current Developments
„Together with
• Qualifications Frameworks,
• The concept of learning outcomes,
• Credit Transfer Systems“
…
the validation of
informal learning and the
„recognition of non-formal and informal learning (RNFIL)“
is a potential mechanism to promote Lifelong Learning
Therefore: new OECD activity (2007-2009)“
(Quote: Patrick Werquin, OECD; 2010)
European Qualifications framework (EQF 2008)
• Formal education
• Promoting close links between the national
qualifications frameworks (NQF) and existing or
future European systems
• for credit transfer and accumulation in higher
education and vocational education and training,
• in order to improve citizens’ mobility and
• facilitate the recognition of learning outcomes
• EQF is still in an early stage of implementation
European qualifications framework (EQF)
The concept of learning outcomes
Learning outcomes are statements of what a learner
knows, understands and is able to do on completion
of a learning process (see the 2008 Recommendation
on the European Qualifications Framework - EQF2).
ECVET
European credit system for
vocational education and training
Facilitating the
• compatibility, comparability and complementarity of
credit systems used in
• VET (Vocational Training) and the
• European credit transfer and accumulation
system (ECTS; in 1990-1995 in Higher
Education)
• First workgroups in 2002
• Feasibility studies in 2007 (NA BIBB, DE)
ECVET – „State of the Art“
The ECVET Recommendation (European Parliament
and European Council, 2009) suggests that, by 2012,
countries will create conditions for progressive
implementation of ECVET.
Meanwhile, countries and the Commission are invited to
experiment with ECVET (through the lifelong learning
programme).
Discussion on:
European VET system diversity
Transparency and mutual trust
No bureaucracy (->Europass interfaces to ECVET).
The Key Idea of RNFIL
Recognising all learning, whatever the context
(whether formal, non-formal or informal) Creating new routes to qualifications!
Formal learning
Learning that occurs in an organised and structured environment (e.g. in
an education or training institution or on the job) and is explicitly designated
as learning (in terms of objectives, time or resources). Formal learning is
intentional from the learner’s point of view. It typically leads to validation
and certification.
Non-formal learning
Learning which is embedded in planned activities not always explicitly
designated as learning (in terms of learning objectives, learning time or
learning support), but which contain an important learning element. Non-formal
learning is intentional from the learner’s point of view.
Informal learning
results from daily activities related to work, family life or leisure.
It is not structured and usually does not lead to certification.
In most cases, it is unintentional on the part of the learner.
„A More Qualified Labour Force!“
Arguments:
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•
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•
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Improves visibility of skills, knowledge and competences
Shows skills shortages (availability or… visibility)
Distribution of qualifications, occupational mobility
Regulated occupations, and labour markets
ISO processes (quality…), Public contracts
Job matching
It is cost effective
Training has a cost (RNFIL is cheaper)
It’s “flexible”: continuum of outputs, from self assessment
(portfolio) to full certification
Unqualified individuals/workers may have skills
(Quote: Patrick Werquin, OECD; 2010)
Validation of Informal Learning – current state
Validation of informal learning according to EQF-systems

Accreditation and recognition of competences acquired
in informal contexts

Priority is employability (-> qualification)

Instruments: ECVET and EQF
Validation of Informal Learning - Extension
Validation of informal learning according to the EQF

Accreditation and recognition of competences acquired
in informal contexts

Priority is employability (-> qualification)

Instruments: ECVET and EQF
Validation of informal learning according to LEVEL5
Validation of learning outcomes in informal learning
contexts (Measuring, visualising, documenting)
Recognition of competence development (procedural
approach)
Reflection on the improvement of the learning contexts
3. LEVEL5
An Approach and Instrument
to Document and Visualise
Competence Developments
Specifically:
•
Personal,
•
Social and
•
Organisational
Competences
EUROPASS
The Europass CV enables you to make
your skills and qualifications visible,
and other Europass documents can be attached to the CV.
There are systembuilt links to ECTS and ECVET
EUROPASS
CV Personal data
Sector/Section
Higher Education
Cerification System
ECTS
Reference System
EQF/NQF
Formal
VET
ECVET
EQF/NQF
Languages
Other formal certificates
different
IT-skills
Other formal certificates
IT-Sys
Orga. Skills & Comp.
?
Social Skills & Comp.
?
Personal Skills & Comp.
?
Informal
Competence Definition
A competence is the ability to apply a synthesis of
• Knowledge,
• Skills and
• Attitudes
in a particular situation* and in a particular quality**.
*
**
Context
LEVEL
A CUBE as
Model to Visualise
Competence Developments
Intuitive transfer
Implicit understanding
(know when)
Know how
Distant understanding
Know why
Know that
Perceiveing
Imitating, Applying
Deciding/Selecting
Discovering Acting Indepedently
Developing/Constructing
Visualisation of EQF and LEVEL5 concepts
EQF-Recognition of
Learning outcomes
Informal learning
Activity („project“)
Time
1. Description of Project
5. Presentation of Results
• Rating learning outcomes at
different times
• Describing different
competence levels
• Evidencing learning and
project outcomes
• Validation and certification
•
•
•
•
Context
Target Group
Objectives
…
2. Selecting/determining Topics
4. Assessing/Measuring
• Inventory
• Topic sets
• Refining content and
objectives
• Selecting Assessment Methods
• Measuring learning outcomes at
different evaluation times
3. Creating a Reference System
• Three Dimensions
• Five specific competence levels
related to the learning project
• Indicators
Utilisation and Perspectives
The LEVEL5 Approach
Evaluation instrument
• Training providers, Adult Education
• Social Organisations NGO’s…
• Public Funding Bodies
European Networking (Community)
• European partners who apply the approach
• Validation/Accreditation by REVEAL
• Counselling
• Training
• Collaborative Follow-up Projects
Thank you!
www.reveal-eu.org
www.vip-eu.org
www.vilma-eu.org
www.act-eu.org
The individual evaluation system
-> describing the development of competences
1
2
4
5
6
Rating
1
Rating
2
Grade
General scaling
Individual description/
explanatory statement
5
Regulating with
others
Your description for
grade 5
4
Affective selfregulation
Your description for
grade 4
3
Empathetic concern
Your description for
grade 3
2
Perspective taking
Your description for
grade 2
1
Indifference
Your description for
grade 1
7*
Remarks, explanations,
reasons for your rating
Description of state 2: what
has changed?
Description of state 1
Table: Exemplary grid for the affective competence dimension