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Antra Carlsen Nordic Network for Adult Learning (NVL) nordvux

Quality issues in Validation in the Nordic countries and competence development of employees/staff involved in RPL . Antra Carlsen Nordic Network for Adult Learning (NVL) www.nordvux.net. Nordic Network for Adult Learning. Networks – bring prioritized policy areas in focus.

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Antra Carlsen Nordic Network for Adult Learning (NVL) nordvux

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  1. Quality issues in Validation in the Nordic countries and competence development of employees/staff involved in RPL Antra Carlsen Nordic Network for Adult Learning (NVL) www.nordvux.net

  2. Nordic Network for Adult Learning

  3. Networks–bringprioritized policy areas in focus • NVL (11 thematic sub-networks) as a link between policy and practice, forum for dialogue and a development arena: • Flexibility in education (3 networks); • Workplace as a learning arena (2 networks) • Validation; Guidance Counseling ( 1 + 1 networks) • Innovation in education (4 networks)

  4. Why - formal learning – tip of the iceberg of learning • Sustainable development – everyone’s competences are imortant • Motivation for further studies • Mobility in the labour market (social, health services) • Inclusion of special target groups / employability • Self-confidence leading to new tasks, more responsibilities at work • Civic participation

  5. Nordic challenges • Recognition and validation of prior learning mostly used for entering education; less for shortening and module exemption • Used more in vocational education; less in further professional education and university level education • Insufficient public awareness, resistance and suspicion in relation to the educational system - not fully used potential of RPL • Lack of professional staff • Lack of economic stimulus for ed. institutions

  6. Professionalization – fair treatment, trust • Which practitioners are involved? • Which national strategies for recruitment and training of practitioners exist? • Which structures support professional development?

  7. Denmark • About 15 years experience: 1995 (labour market educations); 2000 (basic, primary level AE); 2007 (further education, college / univ. level) • Phase 1 – mapping, identification of competences. The competence lies within the non-formal adult education sector (folkbildning) • Phase 2 – documentation • Phase 3 – recognition is being done by the formal education sector

  8. Finland • Assessor training programmewith a strongfocuson system, less ontheprocess • New nitiativesince 2011, a training program for APL; developedwithin an EU Social Fund project “Development ofcompetencies in eastern Finland”; level5 in theEQF, 6 ECTS credits • Four compulsorymodules: APL concept and EQF, qualityof APL, APL in a nationalcontext, and onemoduleaccording to theparticipantsownchoice

  9. Norway • RPL carried out by specialists, no formal requirements for special education • University College Akershus: a coursewithin prior learningassessment at 30 ECTS credits (a part-time study over twoterms) and is open to all • Region ofNordland: competencedevelopmentofemployeesthrougha network • Special budget for meetings, courses and conferences; 1 – 2 yearlymeetings

  10. Sweden • Most ofthe staff workingwith APL arestudy and vocationalguidancecounselors • Professionals workingwiththeindustry-specificvalidations • APL would be implemented at its best ifthesubjectbecame part oftheteacher training programmes • Competencedevelopmentofthecurrentactivestaff for betterawarenesson formal and informallearning

  11. Iceland • Education and Training Service Centre (ETSC) is the developer of a national strategy for validation in Iceland • ETSC is responsible for the quality assurance of the validation process as well as the training of assessors • Advisable for the counsellor and assessor to receive training in operational procedures for validation; course (15 lessons) helpsto meetincreasingdemand for validation

  12. Iceland: two internet-based studies Responses: • “Great to get this opportunity to get started, something you have dreamt about for so long.” • “Obviously a lot of things have changed since I was in school. For example I didn’t know what a great work counselors do.” • “I would never have gone back to school if there hadn’t been a group for me to join. It gave me a lot of strength to know that I wasn’t alone.”

  13. Did the validation process meet your expectations?

  14. How was the counseling during validation?

  15. Nordic Quality model

  16. Next steps • Efforts made for developing validation in practice, further development could be expected also when it comes to research • Results are still small in scope and rather scattered: improve formal educational level and employability, mobility and flexibility in private sector, e.g. banking, finance, and industry; in the public sector, e.g. among paramedics and mail staff • Need to know more about the effects at personal, social and economic levels

  17. Networks as a resource meeting and learning place initiate development work suggest new policy initiatives www.nordvux.net

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