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Lifelong learning

Lifelong learning

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Lifelong learning

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  1. SomeintroductoryremarksabouttheEuropeanQualifications Framework andtheRecognition of Prior Learning Mike Coles Glasgow, 16 May 2012

  2. Lifelong learning • Concerned with permeability of different education and training systems, vertical or horizontal progression. • Enhanced participation, stimulating demand and ensuring provision is adapted to the needs of individuals and other users of qualifications. • Lifelong learning will impact on how learning is delivered and raise the demand for recognition of learning throughout life, and for more flexible validation and certification systems.

  3. Main functions of the EQF Translation devicefor comparing qualifications Neutral reference pointand a system for classifying qualifications levels

  4. EQF Level 8 • MAIN FEATURES OF THE EQF • 8 levels defined through learning outcomes – knowledge, skills and competence • EQF has two main aims; to facilitate trans-national mobility and lifelong learning EQF Level 7 EQF Level 6 EQF Level 5 EQF Level 4 EQF Level 3 EQF Level 2 EQF Level 1

  5. Associated functions • Encourages the use of learning outcomes • All levels are accessible from any kind of learning therefore facilitates the validation of non formal and informal learning • Requires quality assurance procedures to be explicit • Involves all stakeholders in referencing process

  6. The EQF Portal • The EQF portal provides the results of national NQF/EQF referencing. In “Compare Qualifications Frameworks” it is possible to compare how national qualifications levels of countries that have already finalised their referencing process are linked to the EQF. •

  7. The validation process

  8. Qualifications systems are frequently criticisedfor excluding important learning achievements; notably the learning acquired by individuals who fail to complete a learning programmeand the learning taking place outside formal education and training - at work and in leisure time. This failure is linked to the rigidity of qualifications systems and the belief that formal learning programmes are the only legitimate context for acquiring qualifications. Source: 2010 Inventory of non formal and informal learning,

  9. There is logic for a relationship The validation of non-formal and informal learning and NQFs have a common objective: To enable individuals to make progress on the basis of their learning outcomes and competences.

  10. The 2010 Inventory confirms the expectation The design of national qualifications frameworks and learning outcomes based qualifications is an opportunity to mainstream validation and make it become an accepted route to qualifications. It is expected in most countries covered by the Inventory that by linking up the validation system to the development of the national qualifications framework, validation of non-formal and informal learning will be brought ‘on a par’ with formal learning outcomes. Source: 2010 Inventory of non formal and informal learning,

  11. It’s about standards • It’s about quality assurance and trust • It’s about endorsement • It’s about access • It’s about permeability • It’s about portability • It’s about visibility and communication • It’s about units and partial qualification • It’s about sustainability • It’s about coherence of policies • Are there other expectations?

  12. Country Examples (1) • Australia, the previous governing Board produced National Principles on Operational Guidelines for RPL for the recognition of non-formal and informal learning outcomes, which point to the organic link between the two concepts. • Croatia: A systemic approach: one of the specific aims of the NQF is to set up a system for validation of nonformal and informal learning • Denmark: Information: how degrees and certificates can be acquired on the basis of validation of non formal and informal learning is available on the Danish qualifications framework on the website of the Ministry of Education. • Ireland: NQF is central: The development of the practice has been significantly enhanced through the work on the NQF. “The implementation of the Framework and associated policies on access, transfer and progression support RPL by providing a common reference point for the assessment of prior informal and non-formal learning and by introducing a broader, integrated range of qualifications against which prior learning can be assessed.” • France: Entitlement: recognition and validation of non-formal and informal learning outcomes is directly linked to formal qualifications and the National Qualifications Directory, is the basis for the French National Qualification Framework. A VAE procedure must be available for all qualifications registered in the RNCP (except those from the‘regulated professions)

  13. Country examples (2) • In EWNI: The regulatory arrangements state that awarding organisations in the QCF are required to ‘have in place the necessary systems and procedures to ensure… achievement is recognised through the recognition of prior learning • Malta: the NQF as a standard: the NQF encompasses formal, non formal and informal learning. In autumn 2010 the principle was established that the validation of non formal and informal learning in Malta will be assessed against the eight level system of the NQF. • Mauritius: a spur to developments, some small scale pilot schemes resulted from NQF implementation • Scotland: the NQF is central - the methodology for recognition of prior learning is based on the NQF which to be all-inclusive and to take account of all types of learning. The NQF is also intended to be used to support learners to identify their level of competences and skills against the framework and plan their learning and career development accordingly. • Portugal : coherence: National System for the Recognition, Validation and Certification of Competences (RVCC) is integrated in the National Qualification System • Slovenia: a stronger system: developing an NQF will help to integrate validation of non-formal and informal learning