kirsten aagaard, quality model for validation in the nordic countries - ava expert conference

A Nordic model for Quality in Validation

Expert conference on validationTuesday, October 13, 2015, Wien

Kirsten AagaardNVR - Danmark

EU Inventory on Validation 2014’Less than half of the countries were reported to have a transparent QA measures in line with existing QA frameworks to support reliable, valid and credible assessment.’ ’ - arrangements for quality assurance (QA) in validation can either be devolved to the awarding body or institution; be covered by existing general QA systems in formal education and training or be specific to validation. In addition, quality codes or guidelines on validation are in place in some countries.’ ’ The sharing of QA procedures with formal education has the advantage that it facilitates permeability, coherence and recognition. and is the favoured model in most countries.’Litt.:European inventory on validation of non-formal and informal learning 2014, Final synthesis report: cumulus.cedefop.europa.eu/files/vetelib/2014/87244.pdf Kirsten Aagaard/[email protected]

Quality in Validation?General notions on quality

❖ Quality is a very broad concept and difficult to define.

❖ Validation occurs in different kinds of contexts => quality assurance mechanisms should be tailored to fit the purpose (cf. formal, non-formal, informal contexts)

Kirsten Aagaard/[email protected]

General continues❖ The ultimate purpose of quality assurance in validation is

to GUIDE the system and assure the INDIVIDUAL an equal, transparent and reliable process.

❖ The individual has to be in the centre of the validation process!

❖ Competences can only be made visible through a high quality validation process => high market value


Quality in Validation?“The establishment of and adherence to policies, processes and assessment practices that maximize individuals’ opportunities to fully and accurately demonstrate relevant knowledge, skills and competencies” (Joy Van Kleef)

Van Kleef points to different general mechanisms that can be applied to quality in validation. These are as follows: ❖ Legislation ❖ Government policies ❖ Collaborative mechanisms ❖ Institution-based mechanisms ❖ Indirect stakeholder support


Who can use the quality model – who are the target groups?

The quality model is a tool for validation practitioners at educational/advisory and other institutions working with validation (e.g. companies using validation)

This means that the model is targeted towards quality assurance both at organizational level, at procedural level, and at guidance and assessment levels


3 perspectives on quality in validation

1. “Ensuring organisational qualityThrough a holistic approach for institutions work on validation of prior learningThrough evaluation cadences, feedback, and improvement initiatives at all levels

2. Ensuring procedural quality, around the assessmentThrough distinct responsibility and role distribution (who does what, when, and for whom?)Through presentations and information (websites, brochures, mails/letters etc.)Through professional filing and document handling

3. Ensuring assessment qualityThrough distinct criteriaThrough substantiated choices of methodologyThrough establishing of evaluation and documentation practice

A simple model – with 8 Quality factors

Workscheme…Quality indicators

How can we work with developing quality in validation in relation to this indicator?


Preconditions: Legislation, government policies & collaborative mechanisms..

The term preconditions (here) means the regulatory framework for the validation work, national and local policies in the area, if validation activities are funded, and how they are funded, how co-operation with other stakeholders is organized, and if validation is based on standards or competency criteria that are known.

The validation staff & the educational institution cannot change the preconditions. But you can reflect on how preconditions influence the quality of the validations.


Documention – admin procedures❖ Proper documentation system of the VPL procedures with each

individual promotes transparency, supports the individual rights and enhances a systemic approach to VPL procedures.

❖ VPL documentation could be compared with organic farming: the entire production trail has to be able to be tracked and traced down.

❖ A proper documentation system must be in place and each step of the validation process has to be duly documented:❖ guidance discussions❖ agreements❖ progress plans and timeframes❖ assessment results❖ certification


Information❖ Information -phase should address questions such

as why, how, for whom and where and when.

❖All target groups should have equal understanding of the procedure and the standards.

❖ Information should also be accessible through various media, like the internet, intranet and brochures.


Coordination

❖ monitor the VPL procedures

❖ train/help VPL practitioners

❖ Support / guide VPL professionals

❖ co-ordinate the development of VPL procedures

❖ help in forming communities of practice

❖ help in forming networks of VPL professionals


Guidance

❖ What are the benefits of VPL for the individual? ❖ How does the VPL work? ❖ What are the rights and responsibilities of the

individual? ❖ What are the assessment criteria like? ❖ How does the administrative documentation work? ❖ What kind of certification is available? ❖ What other possible outcomes are there for the

individual? ❖ How to use the validation results? ❖ What type of further learning paths are available?


Mapping – making competences visible

Mapping makes it easier to determine what is the most suitable qualification for the candidate, what level and width of competences does the individual have in order to plan a development path.

There should be different kinds of methods for mapping and documenting the individual’s competences. ❖ Collection of documentation such as prior certificates or

employment references❖ Pictures❖ Portfolios ❖ Other descriptions of competences


Assesment❖Assessment should be reliable❖Assessors should be competent in VPL

procedures, assessment methodology and the field that they are assessing

❖There should be a number of assessment methods available and a combination of methods should be used

❖Criteria should be unambiguous and clear❖Assessors need to have clear understanding of

the interpretation of the assessment criteria.


Follow-up

After the assessment procedure, the individual has a right to have feed-back of the assessment results and the possible consequences:

❖ Does the result of the assessment possibly shorten the study time?

❖ What are the future options in terms of education and work?

❖ What if the result of the assessment was negative and the individual does not agree with the result?

❖ Is there an appeals procedure in place?

❖ Is there guidance available also after the assessment procedure?


A dynamic model / tool

QA – a lot of factors as legislation, policy, financing, cooperation etc.QA – used in different sectors / institutions means adaptation to different local conditions.The 8 quality factors linked with a number of different indicatorsIt is not a check list!


Links to The Nordic quality model

//nvl.org/Content/ID/11675/Quality-Model-for-Validation-in-the-Nordic-Countries

or

www.viauc.dk/projekter/NVR/aktiviteter/Documents/QAmodel%20UK%20June13.pdf


http://nvl.org/Content/ID/11675/Quality-Model-for-Validation-in-the-Nordic-Countries

http://nvl.org/Content/ID/11675/Quality-Model-for-Validation-in-the-Nordic-Countries

Thank you!

Kirsten AagaardHead of CentreNational Knowledge Centre for Validation of Prior Learning Hedeager 2, 8200 Aarhus N, Denmark [email protected] + 45 87 55 18 21www.nvr.nu

mailto:[email protected]

http://www.nvr.nu/

kirsten aagaard, quality model for validation in the nordic countries - ava expert conference

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