bologna seminar tbilisi, 8-9 november 2005 anne marie mak nuffic – dutch enic/naric prior learning...
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Bologna seminar
Tbilisi, 8-9 november 2005
Anne Marie Mak
Nuffic – Dutch ENIC/NARIC
Prior Learning Assessment and Recognition
in the light of Bologna
Experiences from the Netherlands
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• European developments concerning recognition
• PLAR in the Netherlands
• Linking ICE and PLAR
• PLAR procedure and the portfolio instrument
• Dutch pilots with PLAR & Portfolio
• Future: towards a Competence Centre
Overview
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European developments: International recognition
Main aim of the Bologna process:
Establish a European Higher Education Area by 2010
in which students and staff can move with ease and
have fair recognition of their qualifications.
Political response to:
• Increasing mobility
• Increasing differentiation in• Educational providers
• Types and duration of courses
• Modes of provision (distance and e-learning)
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• Academic recognition
• Professional recognition
European developments:International recognition
To improve employability and mobility opportunities for all citizens:
recognition of informal learning should be made possible
Formal
learning
1997: Lisbon Recognition Convention1999: Bologna
- Diploma supplement - ECTS
1989-1999: European Directives for access to regulated professions
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• Aiming at the (re)integration of individuals into education
and training, labour market and society at large
• At national level: To support employability and active
citizenship
• At international level: To support international mobility and
acceptance of foreign qualifications / competencies
Purpose of recognition of prior learning
Formal recognition
certificate / diploma
Social recognition
job acceptance
May result in
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Bologna: • Prague (2001): Action line ‘Lifelong learning’ was added
European Commission: • Copenhagen Declaration (2002): priority is given to the
development of common principles regarding validation of non-formal and informal learning (principles were accepted in 2004)
ENIC/NARIC-networks:• Acknowledgement that new forms of assessment are
required
European developments:Recognition of prior learning
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PLAR in the Netherlands: Developments
• Need for an improved link between education and the
labour market
• Development of a competency-based qualifications
framework
content-based education competency-based education
• Development of flexibile learning paths (tailor-made)
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Dem
and
si
de
Supply side
PLAR in the Netherlands:Developments
Main tasks: Encouraging the development and application of PLAR practices, networking, collecting and disseminating results
Knowledge Centre EVCDutch government
Empowerment Centre EVCESF-EQUAL
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Dem
and
si
de
Supply side
PLAR in the Netherlands:Developments
Main tasks: Encouraging the development and application of PLAR practices, networking, collecting and disseminating results
Knowledge Centre EVCDutch government
Empowerment Centre EVCESF-EQUAL
Target groups who need special support
Youth Women Older workers
Disabled Immigrants / refugees
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Nuffic: The Dutch ENIC / NARIC
Credential evaluation Formal learning
Recognition of competences
All forms of learning
Nuffic: A changing approach towards recognition
International developments
National developments
LifelongLearning
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Credential evaluation Formal Learning
PLAR All forms of learning
Labour marketEducation
Professional recognition
de factode jure
Academic recognition
Linking ICE and PLAR
Labour market-oriented
PLAR-procedure
QualifyingPLAR
procedure
Education-oriented
PLAR procedure
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Portfolio
Additional PLAR procedure
N
o
Credential evaluation
Sufficient evidence
Recognition
Ye
s
Interview, observations, exams,
assignments, simulations, etc.
Additional testing
Doub
t
Ye
s
N
o
Sufficient evidenceYe
s
Rejection
N
o
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• Carefully compounded document
• Descriptions of formal and non-formal learning
• Requires self-assessment and self-reflection
• Candidate is writer and owner
• Document is in continuous development
• Includes documents of evidence
Portfolio:Common characteristics
Instrument to identify and describe competences
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General steps in a PLAR procedure
PreparationInformation/brochure
1
IdentificationPortfolio development
2
3
4
5
AssessmentPortfolio interview and additional testing
Recognition
Follow-up programmeAimed at development
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Recognizing body, HE institution, employment
agency, etc.
Fair recognition advice
Recognition decision
Fair recognitioninterest promotion
Examples of Dutch pilot projects
NufficExpertise on foreign educational systems
InstitutionExpertise on
professional field
Immigrant
Nuffic’s PLARdevelopment approach
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Nuffic’s PLARdevelopment approach
1. Desk research
2. Promotion of PLAR practices by conducting pilot projects
Acceptance & Implementation
Design & Development
Preliminary investigation
Execution
Evaluation &
Rev
isio
n
Continuous cooperation
with institution
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2001: Educational sector:
foreign trained secondary school
teachers
2002: Medical sector:
foreign trained medical doctors
Examples of Dutch pilot projects
Credential
evaluation
Professional
recognition?
Credential
evaluation
Professional
background?
2003: Labour market integration: immigrants and refugees with
various professional background
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2001: Educational sector:
foreign trained secondary school
teachers
2002: Medical sector:
foreign trained medical doctors
Examples of Dutch pilot projects
Credential
evaluation
Professional
recognition?
Credential
evaluation
Professional
background?
2003: Labour market integration: immigrants and refugees with
various professional background
What other relevant experiences
did these foreign professionals gain
next to their formal schooling?
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ImmigrantInstitutionRecognizing body, HE institution, coun-celler, employer, etc.
Portfolio as information source
Competency standards
Portfolio assessment
Portfolio development
Interview
Application letter, CV,
credential evaluation
Portfolio
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1. Portfolio Personal informationEducationWork experience LanguagesComputer skillsSkills and qualitiesDocuments
2. Curriculum Vitae
3. Personal Development Plan
4. My appointments
5. My logbook
6. My network
7. My job applications
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Course Portfolio development
Present results of prior learning in aclearly structured document
Goal
• Format in MS Word• Course manual• 5-7 group meetings• Computer facilities• Reflection assignments• Feedback on portfolio descriptions
Facilities
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Course Portfolio development
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Foreign professionals:• Valuable to have a file in Dutch language• Acknowledgement of prior learning• Empowerment for Personal Development Plan• Good preparation for interview
Value of portfolio for…
Recognising institutions:• Good preparation for interview• Planning of further assessment process• Need for competency-based standards
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1. Identify information need
2. Developing portfolio format
3. Test product
4. Evaluation + Revision
5. Implementation
InstitutionRecognizing body, HE institution, employment agency, etc.
Credential Evaluation PLAR: Portfolioor
Future:Nuffic – Competence Centre
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Digital portfolio archive
Portfolio archive
Personal details
Test results Documents
Description competencies
Education information Work experience information
Reflection and guidance
Development portfolio
Selection and assessment
Assessment portfolio
Presentation
Showcase portfolio
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Digital portfolio archive
Portfolio archive
Personal details
Test results Documents
Description competencies
Education information Work experience information
Reflection and guidance
Development portfolio
Selection and assessment
Assessment portfolio
Presentation
Showcase portfolio
Towards standards for portfolio development for various purposes and
various sectors?
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Relevant information
Internet:
• www.ice-plar.net
• www.nuffic.nl
• www.kenniscentrumevc.nl
• Common European Principles for validation of non-formal
and informal learning
Handouts:
• Article about linking ICE and PLAR
• Article about Dutch pilot with portfolio for medical doctors