RECOGNITION OF NON-FORMAL AND INFORMAL ... - Solidar

RECOGNITION OF NON-FORMAL AND INFORMAL
COMPETENCES OF WORKERS’ REPRESENTATIVES
NATIONAL EXAMPLES: THE NETHERLANDS
PART IV
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Apart from this guidance, reliable assessment is the key to matching
a portfolio, including a personal action plan, and the specifi
c development steps advised by the assessor. In any given
model for validating Learning an assessment-policy has three
functions:
1 raising levels of achievement,
2 measuring this achievement reliably and
3 organizing the assessment cost-effectively.
It can also be the basis for advice and guidance on development.
While the majority of providers (especially in HE) conduct in
practice only a summative APL, a formative assessment (which
some would not consider to be EVC, strictly speaking) can also
be used in the context of career development with the aim of
identifying training needs and adjusting training programmes
accordingly.
The benefi ts of EVC are considered high, especially when the
EVC-process not only covers summative but also formative effects.
This stage however has not yet been reached. State of
the art research shows that especially the summative aims and
(potential) benefi ts at this moment are at the forefront of both
organizations as well as individuals (Cofora 2010, Raai 2010,
Sijstermans 2010), while further research on this theme by Profi t
wise was (at the time of writing) due to be published in late 2010.
EVIDENCE OF BENEFITS
TO INDIVIDUALS
In the context of learning and working, an EVC procedure can
be used to assess and recognize the competences (both vocational
and general) of a candidate in relation to the standards
(fi nishing levels) of an MBO (VET qualifi cation), HBO (HE qualifi -
cation in universities of applied science and the Open University)
qualifi cation. This assessment results in an Ervaringscertifi caat,
Certifi cate of Experience (CoE).
This CoE can be used as an independent document that proves
the value of the experiences measured in terms of a qualifi cation.
Candidates are free to choose what they want to do with their
CoE and cannot be obliged to follow any education afterwards.
It can be used:
– as the basis for further informal or non formal development
of the individual
– in the labour market for further career building
– for a qualifi cation through a diploma when the individual
has met all the required learning outcomes that
were defi ned for this qualifi cation
– as a document to get exemptions in education, if not
all required learning outcomes were met and the individual
does not wish to attend formal education and
training again.
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