Ground rules for the workshop

1
Ground rules for the workshop

• 1. We do not particularly distinguish between
  concepts e.g.
• APEL accreditation of prior experiential
  learning (Dutch EVC)
• APL accreditation of prior learning (Dutch
  EVK)
• RPL recognition of prior learning
• 2. Competences competencies (? Learning
  outcomes) no conceptual discussion
• 3. We avoid national or sectoral discussions
  on topics specific to 1 country or sector
• 4. We equally appreciate everybodys
  contribution
• 5. starting with that of Julie and Frederik

2
The APEL-onion (1)
individual
ed. tr. inst.
local society
global society
3
The APEL-onion (2)
individual
ed. tr. inst.
local society
global society
4
Critical success factors

• What are the critical success factors to enhance
  the impact of APEL on the level of
• the individual
• the education and training institutions
• local society and the professional workforce
• global society and international labour mobility

Group 1 focus on 1 (2) Group 1 focus on 3
(4) Group 2 focus on 2 (3) Group 1 focus on
4 (1)
5
Grundtvig-project ECTS in lifelong learning
Core link between APEL and credits (ECTS) in
a lifelong learning perspective
6
ECTS in lifelong learning

• official title European methodology for
  accreditation of prior experiential learning in
  Lifelong Learning
• project with some 15 European partners
• Initiator John Konrad (UK) coordinated by
  Pitest University (RO)
• 4 pilot sectors, including nursing
• transversal links (trade unions - women)

7
Envisaged outcomes

• a developed methodology
• for the recognition of skills and accreditation
  of prior experiential learning
• a validated set of tools procedures
• for 4 professional profile areas (nursing, law,
  management of schools Computer Technology)

8
MODULE
The formal route
Verify achievement
Learning outcomes
credits
YES
number level
Expresses in terms of competences
9
Competences ? recognition ?credits

• Competences a transparent way to describe
  learning outcomes
• Working definition in project
• Using characteristic general outcomes under
• the five broad areas
• Knowledge and understanding
• Practice (applied knowledge and understanding)
• Generic cognitive skills such as an
  understanding of methodologies, critical
  analysis, evaluation
• Key or transverse skills
• Autonomy, accountability and working with others
• In the meantime (e.g. via Tuning-project)
  Learning outcomes generally accepted approach
  (in HE)

10
Competences ? recognition ?credits

• Steps in recognition process
• Assessment can lead to recognition
  (Dutch herkenning)
• Recognition can lead to accreditation
  (Dutch erkenning)
• Accreditation can be related to a full degree
  (certification)
• Accreditation can be related to parts of a degree
  (exemption, Dutch vrijstelling)

11
Competences ? recognition ? credits

• Credits in higher education a way to describe
  student workload (hence time-related)
• What is student workload in informal and
  non-formal learning?
• ? Different approach to credits needed
• Important extra element level
• Level of credit? of competence? of qualification?
• ? QF for EHEA EQF for LLL

12
EQF
Country A
Country B
The European Qualifications Framework for
Lifelong Learning how does it work? (according
to the European Commission)
13
Swedish post-secondary engineering education
(Påbygnadsutbildning) EQF Level 4 Irish
post secondary education at national level 6
(Advanced certificate)
E
Q
F
14
The key elements of the EQF for LLL
15
ECVET
Learning context B
Learning context A
unit
unit
unit
unit
unit
unit
unit
unit
16
Necessary conditions to broaden the impact of APEL
individual
ed. tr. inst.
local society
global society
17
Necessary conditions to broaden the impact of APEL

• Develop formal learning / training curricula
  (qualifications) with learning outcomes
  described in terms of competences
• Divide these curricula into smaller units
• Attach credits to each unit
• Explore and identify ways to acquire
  competencies, including via non-formal and
  informal learning
• Introduce adapted approaches to teaching and
  learning to assessment and evaluation and to
  quality assurance

18
Key problem

• In (higher) education
• (ECTS-)Credits workload-based
• Credits attached to volumes of learning
  (modules etc.)
• ?Recognition of competences can not directly lead
  to accreditation
• ECVET offers no solution
• Perhaps ECTS-LLL does?

19
The ECTS-LLL solution

• Short Demonstration of results