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Recognizing Prior Learning Outcomes in sport-volunteering: the Dutch case

Recognizing Prior Learning Outcomes in sport-volunteering: the Dutch case Ruud Duvekot, Inholland University Margot Kouwenberg, ASK-NOC*NSF Rien Slager, Atletiekunie VALUE Conference 8-9 June 2011, Ankara, Turkey. The workshop.

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Recognizing Prior Learning Outcomes in sport-volunteering: the Dutch case

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  1. Recognizing Prior Learning Outcomes in sport-volunteering: the Dutch case Ruud Duvekot, Inholland University Margot Kouwenberg, ASK-NOC*NSF Rien Slager, Atletiekunie VALUE Conference 8-9 June 2011, Ankara, Turkey

  2. The workshop Piloting:Recognising &Valuing Prior Learning Outcomes in sports volunteering for the sake of advanced learning & career opportunities.Aim of the workshop:- information on the value of sports volunteering- showing real learning opportunities for careers- debate on the systematics & opportunities 2

  3. General context Society is in transition … … no more lifetimeemployment, qualification & socialsecurity, …

  4. The trends Validation of Prior Learning (VPL) is about: • Valuinglearningby me, myorganisation and/or ‘school’ • building furtheronrecognizedlearningoutcomes • personalising the learning process • linking learning outcomeswithqualifications and career-mobility Above all makingpossible … the mobility of competences

  5. The VPL-process VPL is the integral process of ….1. Raising awareness / information 2. Recognition of competences 3. Validation of competences4. Development of competences5. Embedding VPL in HRM, VET/HE 5

  6. the players The learning triangle the learning individual the learning organisation the learning or knowledge infrastructure 4. facilitators (authorities, social partners) 6

  7. Linking sports-volunteers to qualifications NLQF-levels ‘School’ VPL summative VPL generic Individual Sports context portfolio‘s occupational standards VPL formative

  8. Explaining VPL VPL-generic = matching competence-profiles of curricula from ‘schools’ and sport-unions VPL-formative = matching competence-profiles of sport-volunteers and sport-functions VPL-summative = matching competence-profiles of sport-volunteers and qualifications

  9. Piloting in Sports Valuing volunteering in sports is 3 pilots in 1: • Recognition of formal ánd non-formal learning outcomes (EVK-EVC) • NLQF-levels 3-4: athletics • NLQF-level 6: linking to formal teacher-training

  10. NOC*NSF Margot Kouwenberg Prior Learning and Previously acquired skills in Sport Education(EVK-EVC)

  11. EVK EVC Main objective NOC*NSF Each athlete a competent coach Objective project EVK & EVCValidation & Recognition of competences required through formal and non formal learning in sport

  12. EVK EVC Validate /Recognize competences: Sport federations (KSS) Sport & Formative education Sport & International Education (NQF – EQF – GQF) Prior learning outcomes “old” formal learning vs “new” formal learning = KSS) Prior learning vs KSS (RPL project)

  13. The Dutch experienceRPL project NOC-NSF Rien Slager Expert trainer-coach

  14. Situation in the field • Six Vocational Education & Training students (VET) • All are active as t&f athletes • One Higher Education student (HE) • She is also active as t&f athlete. • One Parent of one of the youngest athletes • Manager transport company and ldr • One Former athlete • Social worker with mentally disabled people Goal: to be a Track and field trainer-coach. Atletiekunie

  15. Used method • Candidates filling in the competence scan; • Individual intake interview; • Personal advice, about what the possible strategy of learning could be; • Personal development plan and a time planning. Atletiekunie

  16. Some of the outcomes • Seven candidates: exemptions for two of the five competencies • Two candidates: prior learning for two of the five competencies • Eight candidates: prior learning on providing work-outs to sporters • Five candidates: prior learning related to improving motor-skills • All candidates: sufficient experience in running events

  17. Awareness • To know your own level of prior learning; • To use your own prior learning as the foundation for new learning; • To make more time available for learning of new competencies with exemptions on account of VPL. Atletiekunie

  18. PilotingNLQF-level 6 Linking Volunteering to NLQ-level 6 Two Bachelor-profiles: Primary education teacher Secondary education teacher Quick scan for showing the Linkage ‘Volunteering-Bachelor’ Seven candidates& seven quick scans Output = 7 real learning opportunities

  19. PilotingNLQF-level 6 Bachelor-profiles Profiles: Primary education teacher Secondary education teacher Competences to be filled in: Interpersonal competence Pedagogical competence Professional and didactical competence Organizational competence Competence in peer reviewing Competence in cooperation with environment Competence in reflection and selfmanagement

  20. PilotingNLQF-level 6 The quick scan Review of generic level 6 (theory and practice) Professional attitude Integrative skills Academic skills Problem solving skills Methodical and reflective capacity Transfer and transition Social-communicative skills Operational creativity and complexity Social responsibility General managerial skills Review of specific, professional capacities

  21. PilotingNLQF-level 6 The quick scan Review of specific, professional capacities for 2nd school teacher: Empathic to the social climate in the classroom Experience with coaching pupils in my subject Being consistent in rules and agreements for pupils Experience in working in an educational team Experience in providing lessons and projects Professional in informing parents Updating developments in my subject Experience in evaluations and self-reflection Communicative in guidingpupils Experience in social guiding Knowledge of learning processes Experience in designing learning processes Experience in career-counseling of pupils Experience in advising school-management on HRM

  22. PilotingNLQF-level 6 The candidates & their output Seven candidates& seven quick scans: 3 for primary school teacher 4 for secondary school teacher Scans are based on training/coaching experiences in sports Output = 7 real learning opportunities All 7 scans provide a 71-100% score on generic level. All 7 scans give scores between 71-100% of relevant experiences for the specific Bachelor-profiles. Next step = scoring the volunteering experiences for a shortened Bachelor-programme. 2nd next step: turning volunteering into a qualified teacher-career.

  23. Example 1 Mrs. Suzanne H. Female, 39 years, married, 2 kids (9 & 11) Education: Social work, level 3 Occupation: former secretary in a local community; now she’s a housewife Extra: volunteering in local Amnesty International, active at primary school (organising extra-curricular activities), organising homebound child-care with a group of parents Her question: a need for re-employment Regional: in general, there are economic opportunities are in healthcare, education and child-care.

  24. Example 2 Mr. Henk S. Male, 49 years, divorced,1 kid (21) Education: Bachelor in HRM Occupation: personnel-manager in a medium-sized company Extra: active in soccer (playing and managing the club); travelling (organizing adventurous & inspiring holidays). His question: the company is taken over; his function will become redundant. So, a need for re-employment.

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