bologna seminar tbilisi, 8-9 november 2005 anne marie mak nuffic – dutch enic/naric prior learning...

Bologna seminar

Tbilisi, 8-9 november 2005

Anne Marie Mak

Nuffic – Dutch ENIC/NARIC

Prior Learning Assessment and Recognition

in the light of Bologna

Experiences from the Netherlands

• European developments concerning recognition

• PLAR in the Netherlands

• Linking ICE and PLAR

• PLAR procedure and the portfolio instrument

• Dutch pilots with PLAR & Portfolio

• Future: towards a Competence Centre

Overview

European developments: International recognition

Main aim of the Bologna process:

Establish a European Higher Education Area by 2010

in which students and staff can move with ease and

have fair recognition of their qualifications.

Political response to:

• Increasing mobility

• Increasing differentiation in• Educational providers

• Types and duration of courses

• Modes of provision (distance and e-learning)

• Academic recognition

• Professional recognition

European developments:International recognition

To improve employability and mobility opportunities for all citizens:

recognition of informal learning should be made possible

Formal

learning

1997: Lisbon Recognition Convention1999: Bologna

- Diploma supplement - ECTS

1989-1999: European Directives for access to regulated professions

• Aiming at the (re)integration of individuals into education

and training, labour market and society at large

• At national level: To support employability and active

citizenship

• At international level: To support international mobility and

acceptance of foreign qualifications / competencies

Purpose of recognition of prior learning

Formal recognition

certificate / diploma

Social recognition

job acceptance

May result in

Bologna: • Prague (2001): Action line ‘Lifelong learning’ was added

European Commission: • Copenhagen Declaration (2002): priority is given to the

development of common principles regarding validation of non-formal and informal learning (principles were accepted in 2004)

ENIC/NARIC-networks:• Acknowledgement that new forms of assessment are

required

European developments:Recognition of prior learning

PLAR in the Netherlands: Developments

• Need for an improved link between education and the

labour market

• Development of a competency-based qualifications

framework

content-based education competency-based education

• Development of flexibile learning paths (tailor-made)

Dem

and

si

de

Supply side

PLAR in the Netherlands:Developments

Main tasks: Encouraging the development and application of PLAR practices, networking, collecting and disseminating results

Knowledge Centre EVCDutch government

Empowerment Centre EVCESF-EQUAL

Dem

and

si

de

Supply side

PLAR in the Netherlands:Developments

Main tasks: Encouraging the development and application of PLAR practices, networking, collecting and disseminating results

Knowledge Centre EVCDutch government

Empowerment Centre EVCESF-EQUAL

Target groups who need special support

Youth Women Older workers

Disabled Immigrants / refugees

Nuffic: The Dutch ENIC / NARIC

Credential evaluation Formal learning

Recognition of competences

All forms of learning

Nuffic: A changing approach towards recognition

International developments

National developments

LifelongLearning

Credential evaluation Formal Learning

PLAR All forms of learning

Labour marketEducation

Professional recognition

de factode jure

Academic recognition

Linking ICE and PLAR

Labour market-oriented

PLAR-procedure

QualifyingPLAR

procedure

Education-oriented

PLAR procedure

Portfolio

Additional PLAR procedure

N

o

Credential evaluation

Sufficient evidence

Recognition

Ye

s

Interview, observations, exams,

assignments, simulations, etc.

Additional testing

Doub

t

Ye

s

N

o

Sufficient evidenceYe

s

Rejection

N

o

• Carefully compounded document

• Descriptions of formal and non-formal learning

• Requires self-assessment and self-reflection

• Candidate is writer and owner

• Document is in continuous development

• Includes documents of evidence

Portfolio:Common characteristics

Instrument to identify and describe competences

General steps in a PLAR procedure

PreparationInformation/brochure

1

IdentificationPortfolio development

2

3

4

5

AssessmentPortfolio interview and additional testing

Recognition

Follow-up programmeAimed at development

Recognizing body, HE institution, employment

agency, etc.

Fair recognition advice

Recognition decision

Fair recognitioninterest promotion

Examples of Dutch pilot projects

NufficExpertise on foreign educational systems

InstitutionExpertise on

professional field

Immigrant

Nuffic’s PLARdevelopment approach

Nuffic’s PLARdevelopment approach

1. Desk research

2. Promotion of PLAR practices by conducting pilot projects

Acceptance & Implementation

Design & Development

Preliminary investigation

Execution

Evaluation &

Rev

isio

n

Continuous cooperation

with institution

2001: Educational sector:

foreign trained secondary school

teachers

2002: Medical sector:

foreign trained medical doctors

Examples of Dutch pilot projects

Credential

evaluation

Professional

recognition?

Credential

evaluation

Professional

background?

2003: Labour market integration: immigrants and refugees with

various professional background

2001: Educational sector:

foreign trained secondary school

teachers

2002: Medical sector:

foreign trained medical doctors

Examples of Dutch pilot projects

Credential

evaluation

Professional

recognition?

Credential

evaluation

Professional

background?

2003: Labour market integration: immigrants and refugees with

various professional background

What other relevant experiences

did these foreign professionals gain

next to their formal schooling?

ImmigrantInstitutionRecognizing body, HE institution, coun-celler, employer, etc.

Portfolio as information source

Competency standards

Portfolio assessment

Portfolio development

Interview

Application letter, CV,

credential evaluation

Portfolio

1. Portfolio Personal informationEducationWork experience LanguagesComputer skillsSkills and qualitiesDocuments

2. Curriculum Vitae

3. Personal Development Plan

4. My appointments

5. My logbook

6. My network

7. My job applications

Course Portfolio development

Present results of prior learning in aclearly structured document

Goal

• Format in MS Word• Course manual• 5-7 group meetings• Computer facilities• Reflection assignments• Feedback on portfolio descriptions

Facilities

Course Portfolio development

Foreign professionals:• Valuable to have a file in Dutch language• Acknowledgement of prior learning• Empowerment for Personal Development Plan• Good preparation for interview

Value of portfolio for…

Recognising institutions:• Good preparation for interview• Planning of further assessment process• Need for competency-based standards

1. Identify information need

2. Developing portfolio format

3. Test product

4. Evaluation + Revision

5. Implementation

InstitutionRecognizing body, HE institution, employment agency, etc.

Credential Evaluation PLAR: Portfolioor

Future:Nuffic – Competence Centre

Digital portfolio archive

Portfolio archive

Personal details

Test results Documents

Description competencies

Education information Work experience information

Reflection and guidance

Development portfolio

Selection and assessment

Assessment portfolio

Presentation

Showcase portfolio

Digital portfolio archive

Portfolio archive

Personal details

Test results Documents

Description competencies

Education information Work experience information

Reflection and guidance

Development portfolio

Selection and assessment

Assessment portfolio

Presentation

Showcase portfolio

Towards standards for portfolio development for various purposes and

various sectors?

Relevant information

Internet:

• www.ice-plar.net

• www.nuffic.nl

• www.kenniscentrumevc.nl

• Common European Principles for validation of non-formal

and informal learning

Handouts:

• Article about linking ICE and PLAR

• Article about Dutch pilot with portfolio for medical doctors