A balance after two years of APEL in Higher Education - PowerPoint PPT Presentation

Loading...

PPT – A balance after two years of APEL in Higher Education PowerPoint presentation | free to download - id: 1c07eb-YzIyM



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

A balance after two years of APEL in Higher Education

Description:

The Flemish Education Council (Vlor) ... The first decree ('structuurdecreet' of 2003) restructured the Flemish higher education into: ... – PowerPoint PPT presentation

Number of Views:31
Avg rating:3.0/5.0
Slides: 22
Provided by: ilseja
Learn more at: http://www.reactionconference.ugent.be
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: A balance after two years of APEL in Higher Education


1
A balance after two years of APEL in Higher
Education
  • Mia Douterlungne
  • Administrator-General
  • Flemish Education Council (VLOR)

2
Overview
  • The Flemish Education Council
  • APEL in higher education in Flanders
  • Consultation of the five Associations in higher
    education in Flanders
  • Quantitative and qualitative analysis of two
    years of APEL in higher education in Flanders
  • Conclusions and recommendations

3
The Flemish Education Council (Vlor)
  • is the strategic advisory body for the policy
    domain of Education and Training. All groups in
    society that are involved in education and
    training, have representatives in the Vlor.
    Together they debate in order to further improve
    the quality, reasonableness and fairness of
    education and training in Flanders.

4
The Flemish Education Council (Vlor)
The following groups of society are represented
in the Flemish Education Council
  • organisers of education
  • head teachers/school heads
  • teachers' unions
  • experts in educational practice
  • parents
  • educational advisory centres
  • pupils/students
  • socio-economic partners
  • socio-cultural partners

5
The Flemish Education Council (Vlor)
Basic principle of the Flemish Education Council
  • Independent of the department of Education and
    the competent minister
  • Autonomous working budget

The Vlor believes in improved policy making
through consultation
6
The Flemish Education Council (Vlor)
Tasks of the Council
  • Advice on request (every proposal of decree in
    Education and Training)
  • Advice on own initiative
  • Consultation involving the government,
    educational and social partners
  • Implementation of new educational initiatives
    e.g. Validation of Non-Formal Adult Education
    Courses a pilot in Flanders
  • Problem enquiries (in order to support the
    advisory task)
  • Organisation of seminars

7
APEL in Higher Education in Flanders
Two decrees implement the Bologna agreement in
Flanders
  • the decree which reforms higher education into
    the bachelor-master structure (structuurdecreet
    of 2003)
  • the decree on flexibility in higher education
    (flexibiliseringsdecreet of 2004) which
    introduces (among others) APEL.

8
APEL in Higher Education in Flanders
The first decree (structuurdecreet of 2003)
restructured the Flemish higher education into
  • professional bachelors programme(180 study
    points, comparable to ECTS), oriented towards the
    job market, not directly leading to a masters
    programme
  • academic bachelors programme(180 study points,
    comparable to ECTS), preparing for a masters
    programme
  • masters programme (mostly 60 study points,
    comparable to ECTS).

9
APEL in Higher Education in Flanders
The main goals of an increased flexibility in
higher education are
  • an increase of student mobility
  • an increase of the use of different forms of
    education (education at a distance, evening
    classes, exploring ICT possibilities, etc.)
  • an increase of the possibilities of LLL and as
    such democratising higher education.

10
APEL in Higher Education in Flanders
The following target groups are specifically
mentioned by the government
  • potential students who could not start their
    studies in higher education because of negative
    social factors
  • students who started higher education, but did
    not complete their studies
  • adults who are already employed and wish to
    obtain a degree in higher education
  • students who wish to acquire an additional
    competence and subscribe for one or more subjects.

11
APEL in Higher Education in Flanders
  • Applying for APEL

File an application at one of the five
accreditation bodies for prior experiential
learning in Flanders
Assessment
Institution for Higher Education decides on
reduction of the study programme
Proof of competency
12
Consultation of the five Associations in higher
education in Flanders
  • Balance of two years of APEL (EVC) in the form of
    a report containing a qualitative and
    quantitative analysis, considerations and
    recommendations.
  • Report presented by the Vlor to the Flemish
    minister of Education and Training, recommending
    that he would take it into consideration during
    the evaluation of the decree on flexibility in
    higher education and APEL.

13
Quantitative and qualitative analysis of two
years of APEL in higher education in Flanders
A Amount of applications
  • The results of the academic year 2006-2007 are
    still incomplete because not all associations
    concluded the count of applications.A means of
    comparison in 2005-2006 165.556 students were
    participating in one or the other form of higher
    education.

14
Quantitative and qualitative analysis of two
years of APEL in higher education in Flanders
  • B Distribution
  • The largest association of institutions of higher
    education also addressed most applications.
  • Study domains

15
Quantitative and qualitative analysis of two
years of APEL in higher education in Flanders
  • B Distribution
  • Study programme

By means of comparison in the academic year
2005-2006, 79.462 students were participating in
a professional bachelors programme.
16
Quantitative and qualitative analysis of two
years of APEL in higher education in Flanders
  • B Distribution
  • The applications mostly rely to parts of a study
    programme. The largest association only received
    3 applications for a complete study programme
    during the academic year 2005-2006.
  • It is impossible to give an account of the number
    of competences that was assessed because of the
    complexity of the matter.

17
Quantitative and qualitative analysis of two
years of APEL in higher education in Flanders
  • C Procedure
  • In 3 out of 5 associations the application for
    APEL (EVC) is directly related to a concrete
    study course and a certain amount of study
    points.
  • An assessment takes between 3 and 16 weeks,
    differing from association to association.
  • In 2005-2006, an assessment cost from 98 to 470
    euros, also differing from association to
    association.

18
Quantitative and qualitative analysis of two
years of APEL in higher education in Flanders
D Profile of the applicant The average profile of
the applicant seems to be
  • between 20 and 40 years of age
  • with prior work experience
  • with (very often) already a degree in higher
    education.

However, these are preliminary results of a
superficial analysis. More research and data on
the matter are definitely needed.
19
Conclusions and recommendations
  • Some pressure points
  • Applicants experience the APEL (EVC)-procedure in
    higher education in Flanders as formal and
    complex, whereas it is supposed to assess prior
    non-formal learning.
  • The efforts for the student and the assessor are
    high. Many applicants withdraw during the
    procedure.
  • Applicants experience the cost of the APEL
    (EVC)-procedure as rather high, whereas the
    associations report that the fees do not cover
    the initial costs.
  • Assessing competences is a complex matter.
  • The training of assessors is an intensive and
    costly process.

20
Conclusions and recommendations
Does APEL meet its goals in higher education in
Flanders?
  • At this moment data concerning the amount of
    applications and the profile of the applicant are
    still rare and sparse. More data are needed in
    order to evaluate the effects.

21
Conclusions and recommendations
Does APEL meet its goals in higher education in
Flanders?
  • If APEL is to play a part in the democratisation
    of higher education and the increase of LLL,
    reflection is needed on
  • the cost of the assessment procedure
  • the support that is offered in the composition of
    the application
  • financial stimulations.
About PowerShow.com