Transcript RECOGNITION, VALIDATION AND ACCREDITATION OF NON …

International seminar on Certification of Learning Attainments of Refugees
and Internally Displaced Pupils
Recognition of Prior Experiential Learning
Madhu Singh (UIL)
UIL: Studies and programmes underway
 UIL Synthesis Report 2005 – 50 countries – international
 ADEA Biennale 2008 – focus Africa
 Two International meetings (2005, 2007) – focus Africa
 Advocacy Report
 Interagency – OECD, EU, ADEA. ETF, VOX, UNESCO
 Pilot projects on RPL in Mauritius and Namibia.
 Futuristíc, work-in progress
Wider socio-economic climate and bigger
policy discourses
Renewed interest in all sub-sectors, including nonformal learning and adult and community education
Policy debate focuses on basic education and postbasic education
Countries lack frameworks for comprehensive human
capital formation and lifelong learning
NQFs are seen as a way to reform education systems
Key issues
• limited pathways between education sectors.
• transitions from non-formal to formal programs are
difficult
• growing number of dropouts
• Tenuous links between TVET and general and higher
education and vice versa
• Qualifications/certificates are irrelevant and do not reflect
learning goals and achievements.
• Adults and out-of-school young people lack access to
recognition systems and procedures in order to reenter
the system of further education and training
Other problems
 Wide variety of non-formal programmes unsustainable because
they are not linked to the formal qualifications system;
 Fragmentation of provision, and existence of different levels
existing alongside one another
 Uncoordinated mechanisms of quality assurance, certification
and standards,
 Limited qualifications and career routes
 Existing systems of qualifications have been primarily used by
elites and racist regimes (for training soldiers –El Salvadore).
 Certificates awarded are not equivalent to the certificates and
qualifications in the formal system.
Lifelong and life-wide learning
RPL
NQF
Three groups of countries can be categorized
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Countries with/or in the process of establishing explicit NQFs (SA, Namibia,
Mauritius,(Partial frameworks, Namibian, Zimbabwe, Botswana, Uganda, Ethiopia,
Gambia,
Countries without NQF but with certification activities that follow the formal
national curricula;
Ad hoc activities that give a „second chance“ opportunity to reenter the formal
education system or achieve an equivalent certificate.
New understanding of qualifications is significant for RPL and lifelong learning
First: Qualifications are provided on the basis of obtaining or
proving competencies or ‘expected learning outcomes’
by a set of agreed standards or criteria. This means that
learning can take place irrespective of the site. This is
advantageous for persons outside the formal system
Second: NQFs not only accredit non-formal and informal
learning but also facilitate transfer that learning to a
further stage and promote integration into the formal
system
Third: NQFs entail developing new qualifications (e.g. in
the area of care service, tourism industry, refugee work)
NQFS
Legal structures (SA, Namibia, Mauritius)
National bodies ( developing standards SA, in East Africa it is only Uganda that has a
Vocational qualifications framework; Tanzania and Kenya have national examination
bodies
Scope: NQFs unify qualification levels in schools, VET and the higher education sector
and also integrate RPL; so you have a single hierarchy.
8 level framework(SA) 10 level framework (Namibia)
7 level framework (Ghana – for qualifications recognized for employment and further
education)
Cross-national and Regional Frameworks
 meta- frameworks/regional accreditation bodies
 harmonize and standardize qualifications in order to produce workforce with comparable and competitive
knowledge, skills and competencies.
 SADCQF (Southern African Development Community)
 EQF has eight reference levels spanning all education and training acquired at the end of compulsory
education, including non-formal and informal learning. The framework helps to describe a person's qualification
in terms of learning achievement.
 EU Common guiding principles on validation of non-formal and informal learning (making visible ; respecting
privacy; well-defined standards ; impartiality and credibility, and legitimacy.
 Indian Ocean countries – review of assessment practice
NQFs promote lifelong learning
 Offer Second chance to continue into further education and training
 Facilitate bridges between formal, non-formal and informal education
and training
 Enhance mobility of learners
 Vertical articulation
 Equivalence
 Improve accessibility and flexibility ((modular courses, easy exit and
entry systems)
 Greater scope for recognition of RPL
 Clear and transparent reference for individuals to plan to start, or
move to different learning and career paths.
NQFs
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NQF concept has been criticized
Application in a nascent stage
Partial frameworks/comprehensive frameworks blocks
Weak and strong frameworks
Benchmarking international models
In most African countries NQs and related mechanism are either missing or fledgling
if present. There is a huge gap between policy and practice.
Regional qualifications frameworks are a step in the right direction (South African
Development Community (SADC) region; Indian Ocean Countries; but countries need
to first learn from experience of introducing national frameworks.
Lifelong learning
• Vertical linkages relates to linking different levels of education as well as connecting
various developmental stages of learners.
• Horizontal integration refers to the linking of learning to life spheres and activities
of community, family, school, workplace and other social organizations. It also
involves the task of linking different types of education – formal, non-formal and
informal.
Lifelong learning
• Vertical linkages relates to linking different levels of education as well as connecting various
developmental stages of learners.
• Horizontal integration refers to the linking of learning to life spheres and activities of community,
family, school, workplace and other social organizations. It also involves the task of linking different
types of education – formal, non-formal and informal.
• The concept of LLL recognizes that outcomes from different settings can be linked together regardless
of the institutional settting in which they are acquired.
• NFE, FE and IL are not different types of learning but different contexts of learning
Lifelong learning includes both
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Experiential Learning and prior learning
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RPL or Prior experiential learning emphasize the importance of
validation, defined as the process of identifying, assessing and
recognizing a wider range of skills and competencies which
people develop through their lives in different contexts (Colardyn
& Bjørnavåld 2004).
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What is at stake is what counts as valid knowledge and learning
rather than the site of the knowledge production and learning
alone.
Contextualisation
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Outcome based thinking in which generic skills
are promoted is not a realistic unless these
skills are contextualized
Life skills (health, peace in foreign language teaching
General capabilities in vocational training
Social skills learned in the family, household work, community and
voluntary work could be made use of in the workplace
Learning from International Practice: Definition of Terms
Some networks
 The Leonardo Network (VPL)
 Cedefop model of Identification and validation of non-formal and
informal learning
 OECD RNFIL (Recognition of Non-formal and informal learning
 UIL: (Recognition, validation and accreditation of Nonformal and
informal learning.
The Valuation of prior learning (VPL) (Leonardo
Network VPL 2005
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The Valuation of Prior Learning Model varies from
context to context, the aim is to make visible what has
been learned and to create reflexivity in learning; using
the assessment records for better access to the
labour-market and the improvement of self-esteem,
e.g. after long-term unemployment or family work.
Assessment records are also used for access to formal
learning procedures within the national vocational
education and training
The CEDEFOP model of Identification and Validation of
Non-Formal and Informal Learning
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CEDEFOP has developed the Common European
Principles. They include purposes of validation,
individual entitlements, responsibilities of institutions
and stakeholders, confidence and trust, impartiality,
credibility and legitimacy. In 2003, the CEDEFOP
established the Virtual Community on the Identification
and Validation of Non-Formal and Informal Learning.
CEDEFOP has also produced the European Inventory
on Validation of non-formal and informal learning in
2005. (CEDEFOP 2005).
Prior Learning Assessment (PLA): Canada
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PLA is a process that involves the identification, documentation,
assessment and recognition of learning acquired through formal and
informal study. This may include work and life experience, training,
independent study, volunteering, travel, hobbies and family experiences.
The recognition of prior learning can be used toward the requirement
of an academic or training programme, occupational/ professional
certification or for employment/labour market entry purposes.
Accreditation of Prior Learning (APL) USA
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APL is a generic term used for the award of credit on the basis of
demonstrated learning that has occurred at some time in the past. This
learning may have come about as the result of a course, or selfdirected study, or as the result of experience either at work or in
leisure pursuits. APL is an umbrella term and includes APEL and APCL.
Accreditation of Prior Experiential Learning (APEL) UK
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APEL is a process that enables people of all ages, backgrounds an
attitudes to receive formal recognition of individual skills and knowledge
they already possess
Accreditation of Prior Certificated Learning (APCL) UK
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APCL is a process, through which previously assessed and certificated
learning is considered as appropriate, recognised for academic purposes.
It is developed either for individual claims for certified learning or for
credit transfer.
How RPL can be used? Scottish Qualifications Framework
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Scottish QF: RPLcan be undertaken by a learners for personal and career
development ; to support the transition between informal and formal learning; or
for gaining credit ( for entry to and/or credit within formal programmes of study).
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RPL for personal/career development focuses on formative recognition
(supporting a continuing learning process through identifying a learning pathway).
Formative recognition may result in a mapping, or a notional leveling, of an
individual’s learning within the context of the SCQF as part of an educational
guidance or personal development planning process.
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RPL for supporting transition, or for gaining credit, focuses on summative
recognition. Summative recognition involves a formal assessment of prior learning
as part of the credit rating process of that course of study. This can only take place
within the context of clearly defined quality assurance mechanisms and by SCQF
credit rating bodies.
Process of RPL
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It is important to ensure that the learner clearly understands the process,
and possible outcomes. All RPL processes contain an element of
reflection and identification of the learning which can be related to
a set of core or subject-specific skills or national occupational standards
within a community-based learning or workplace training context (for
recognition for personal/career development) or:
the core learning skills required to successfully undertake a programme
of formal learning (for bridging to support the transition between informal
and formal learning) or:
the entry requirements to a formal programme of study ( for recognition
for entry to a formal programme:
the outcomes of a formal learning programme or qualification (for
recognition for credit within a programme or towards a full qualification
Core Principles
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different approaches to RPL to meet the needs and goals of
individual learners. These should be
Learner-focused (voluntary; learner needs paramount)
Accessible (initial information and advice; easy to understand ;
embedded in institutional programme design, rather than add on
or marginal activity
flexible (address the diversity of learner needs
reliability, transparency and consistency (managing RPL
processes for ensuring trust
clarity of role definition of learner, providers and
management staff.
Quality assured: standards of notional levelling should be
consistently applied
Key features of RPL
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initial guidance
supporting learners in the reflective process, identifying learning
through experience (skills, knowledge and understanding) selecting and
presenting evidence of that learning ; identifying areas for further learning
Mechanisms for gathering and presenting evidence of learning
Recognition process for RPL claims (a) notional levelling which may be
undertaken by comparing the outcome of learning to the SCQF level
descriptors; core skills or National Occupational Standards. (b) The
recognition process for RPL for Credit involves a formal assessment of
learning which involves determining: the comparability of learning to
either the (i) entry level requirements of a programme (ii) for credit
against particular units/modules (iii) for a part of a level of a programme
for general or specific credit; (iv) for an entire level of a programme or
qualification.
Credit limits for RPL within formal programmes of study must be made
explicit
Outcomes of RPL
These may be for Persona/Career Development (formative recognition)
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Recognition by self, and by other (peers, colleagues, employer ,
community) of the value of strengths and skills gained through prior
learning
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A more supported transition from an informal to a formal learning context in
a college; approved centre or university as part of a Bridging process.
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a mapping or notional levelling of an individual’s learning within the context
of the national qualification system in order to help identity possible
progression routes
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Planning of individual learning pathway, personal/career development plan;
or personal learning plan which will build on this learning in order to achieve
goals.
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Preparation of RPL claims for either general credit or for specific credit to
gain entry to , or credit within , a formal programme of study or qualification
Outcomes of RPL
Credit (Summative Recognition) resulting in:
• Gaining entry to the first level of a
programme at a college
• Gaining of General Credit
• Gaining of Specific Credit (credit for
particular modules)
Facilitators and assessors
The advisor or facilitator will communicate to the
learner
 the different options that can be offered to him/her
after conducting a pre-assessment.
 Provide assistance to learners in presenting
evidence in coherent and systematic manner and
in preparing for assessment.
 Translate the discourse of candidates everyday or
work environment into the learning discourse.
Facilitators and assessors
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The assessor is a subject specialist
Involved in the preparation of the candidate’s
claim.
decides whether the assessment will be through
written work, practical or oral presentation
reviews whether the applicant whlly or partially
meets the certification requirements.
checks the evidence (relevant, sufficient,
authentic, reliable within the context.
International practice
France (Validation des acquis de l’expérience)
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3yrs of experience in work, enlarged to experience in non-paid
activity or voluntary work
The jury makes a decision on a portfolio put together by the
candidate, eventually followed by an interview (obligatory for a
diploma related to higher learning), or, in some case based on
real-life situations or simulated ones
If the jury does not give the full qualification, it draws up a
statement about the nature of knowledge and skills, which could
serve as a basis for a supplementary learning programme
followed by an examination.
Assessment
German ProfilPASS/lifelong learning passport
self-exploration – accompanied by professional
counselling, combined with traditional methods
of assessment. Strengths should be made
visible in order to motivate and to “wake up”
what people have learnt from their different
experiences throughout the life-span, to
describe their experience and to identify the
respective competence elements (Preisser
2005).
Assessment
Sweden targets persons with limited experience in
Swedish working life.The assessment takes place at
the working place and is validated by certified
counsellors. In the case of Migrants, a distinction is
made between informally acquired learning has to be
validated and prior learning that has taken place in
formal educational systems in their home countries.
There is a discussion of how the relation between
experience and language skills could be balanced, if a
fair assessment is to be reached. Participants need to
be able to express and explain what they know.
Norway
has different assessment procedures within the Competence Reform for
different education levels and settings.
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Higher education Mostly assessment in an ad hoc manner
Upper Secondary Education dialogue-based method and assessment of
portfolio
Vocational “testing” Interview and showing practice
Non-formal Education Charting/documenting (self-assessment on bases
of a glossary
Working life. To get to know which competencies can be identified,
various work tasks from a day at work are noted by using a description of
occupation as a reference. This can be written down for example in a
web-based scheme for documentation of competence freely available on
the internet. Which includes a statement of competence; professional skill
competence; personal and social competences; leadership/managerial
competences.
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In the Netherlands
EVC centre was financed to develop prior learning
assessment for secondary education, higher education
and vocational education sector. In 2005 work of the
national centre focused on quality assurance and the
evaluation of assessment procedures. The only data
available reflects the very beginning of the initiatives,
stating that in 2001 the universities of professional
education were ahead of the regular universities in
developing procedures for the recognition of informally
acquired skills.
Assessment principles
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continuing development of the individual; transparency of
the process; (France, Belgium, Norway)
utilize all learning environments for RPL (individual, society,
organisation, branch).
Accessibility; Right to assessment open to all – selfexploration in relation to own interests and possibilities.
The separation of the functions of training and assessment
and a good guidance during assessment offer the best
chance for an independent assessment;
low-threshold provisions for upgrading the population in
general (Portugal)
Industry driven (UK)
Examples of three pilot projects on RPL
Maurtitius : purpose is linked to helping workers made redundant from
the sugar industry to find access in the country‘s tourism industry
 Namibia: facilitate the access to its distance edcuation certificate
couares an alternative courses in primary and secondary edcuation.
 South Africa: is used for accessing higher education by non-traditional
students and adults.
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RPL- NQFs
Certificate equivalent to certificate of the formal education system
(external examinations)
 Certificate not equivalent to certificate of the formal education system
(language courses, driving licence etc.)
 No certificate but portfolios and individual skills assessment.
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Institution-based reforms
Accreditation processes stimulate a great amount of supplementary learning such as
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bridges,
 preparatory studies and
 access courses
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Making a difference to the learning standard that is certificated.
Increase flexible transitions between sectors and learning environments
Interlock general, political, cultural and vocational education
Reinforce cooperation between education policy, employment policy, labour market and other fields in order to
improve employability and personal development
Programmes link qualifications to social effect – i.e. development outcomes, (personal, organisation, occupational
and social);
Active engagment of a wide group of stakeholders.
Institution-led reforms at the secondary school level
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Promoting school-vocational-work transitions
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pupils are helped to get a school certificate through socio-pedagogical support or remedial
programmes
work orientation programmes
Prevocational training: Youth without school certificates are offered programmes including one
year internship in a company, they get a better chance to go for further training in the
vocational training system
Work search programmes - ends with certificates. Many now sit for upper secondary
examinations.
Bachelor programmes include small and medium enterprise and business studies.
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secondary school level
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Diversifying secondary education: the problem here is that many work skills are
not formally certified because assessment criteria and procedures do not exist
and new standards have not been created.
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There is growth in competency-based standards, however there is lack of
understanding on how to contextualise generic skills at the curriculum and
institutional levels.
New learning sites
 ABET and FET are not only providing opportunities for further
learning , but also effectively linking with the world of work
through learnerships and apprenticeships that lead to partial
or full qualifications
TVET
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School-based technical and vocational education (that help potential
dropouts to complete secondary school)
Publicly provided vocational centres and institutes that develop strong
links with industry ;
Alternative pre-employment programmes for school dropouts and young
people without qualification: These are second chance programmes for
young people who drop out without qualification. It is essential to have
NQFs for these programmes if they are to be accreditated and quality
assured so that they are linked to the labour market, lead to better
employment outcomes
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Workforce development
Developing new qualifications and standards
from skills development to skills recognition and certification in the
informal economy
Recognizing the educational value of Traditional apprenticeships, by
certifying them and integrating them into formal qualification
systems.
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Links between TVET and Higher education
Work-based learning
Credit transfers from VET to higher education
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Links between TVET and Higher education
Work-based learning
Credit transfers from VET to higher education
Broadening the social base of
Higher Education
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Certified professional courses for inservice training of teachers (South
Africa)
Programmes that build RPL into
qualification requirements for access to
higher education (South Africa)
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In conclusion, new models and strategies need to be developed
to cover all young people who drop out of school without any
qualifications.
School-based initiatives need to promote completion of primary
and secondary school for young people and adults through bridge
programmes and alternative paths that are linked to vocational
training and enterprise based training.
Vocational training, both school-based and publicly provided
vocational training in centres and institutes should in integrated
into active occupation oriented programmes..
Workforce Development Programmes should help the poor to
make the transition to work through protective discrimination in
public sector or in enterprises.
Challenges and Prospects
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What learning should be validated, for whom, by who and for what
purpose should be made crucial to lifelong learning.
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Lifelong learning is not without its problematic aspects – continued to
support to haves.
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Ways need to be found to Integrate experiential and RPL into existing
qualification requirements
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Situation studies are important – how many pupils dropout without
receiving a certificate, what happens to them in terms of progression to
further learning and transition to work?
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Potential dropouts should be helped to complete a school certificate
Challenges and Prospects
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Professionalize the identification ,
documentation and making visible of nonformal and informal learning outcomes.
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Facilitators and assessors have to become
professionals in how learning outcome
descriptions relate to the step to identify
equivalence
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Process models need to become more
sophisticated, such as documentary proof,
guidance counseling, quality assurance.
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NQFs need to be perceived as “enabling” and mapping
rather than overly prescriptive frameworks.
Cost of RPL must not be overlooked
RPL is not only for accrediting but for valuing the worth
of what people know.
Practical ways of knowing need to be complemented
by theoretical knowledge and vice versa.
Teachers needs to be involved in the debates about
recognition of non-formal and informal learning.
Standard setting
Standards should not be oriented to formal
school criteria only
Standards should be oriented to criteria and
references drawn from work, culture and society.
Standards are not a substitute for learneroriented educational work; they must try to help
to extend participants’ possibilities of success.
Holistic competencies, in contrast to certificates
are more difficult to grasp.
Outcome based frameworks need to be
related to institutional provision, including
curriculum, teaching and learning and
assessment.
Recognize resistance to RPL and
experiential learning – fear
deinstitutionalisation of knowledge
creation activities.
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Questions like the following ones will have to be reanswered regularly:
Who should decide how a learning outcome is valued
and who eventually should set the standards we use
for assessment?
How to bridge and to link different learning systems
and learning outcomes?
Can lifelong (and life wide) learning be realised, as
long as different validation systems (formal and nonformal) are unable to communicate with each other
and fail to mutually recognise each other?