ec-vpl ▀ ▀ ▀ valuation prior learning 1 3 july 2006 gyor, 03.07.2006 vpl in europe kees schuur...
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EC-VPL ▀ ▀ ▀ VALUATION PRIOR LEARNING 3 July Gyor, The Bottle Is Half-fullTRANSCRIPT
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EC-VPL ▀ ▀ ▀ VALUATIO
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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
1. Introduction to VPL
2. Another way of thinking
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
1. Introduction to VPL
2. Another way of thinking
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
1. Introduction to VPL
2. Another way of thinking
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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www.euracademy.orgwww.VPL4.EU
Well done !
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www.euracademy.orgwww.VPL4.EU
Looking forward !