Valuing Prior Learning

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Managing European diversity in lifelong learning The many perspectives of the Valuation of Prior Learning in the European workplace Ruud Duvekot, Greg Scanlon, Anne-Marie Charraud, Kees Schuur, Dermot Coughlan, Torild Nilsen-Mohn, Jos Paulusse, Ruud Klarus Ter Haar Romeny & Ketel EC-VPL, Jagersweg 23, 5262 TM, Vught, The Netherlands, jpa@planet.nl y HAN University, Foundation EC-VPL & Hogeschool van Amsterdam September 2007 This project has been carried out with the financial support of the Leonardo da Vinci programma of the European Commission. © ISBN. no. 978-90-79108-01-5
RUUD DUVEKOT The underlying principle of lifelong learning is that initial education is no longer enough for a lifetime social-economic career. It is more important to develop your competencies (skills, knowledge, attitude & ambitions) throughout life by realising that `your glass is already half full’, and by understanding that everyone always learns in every possible learning environment: formal (school) and non-formal or informal environments (like workplace, at home, volunteering). The Leonardo-project “Managing European diversity in lifelong learning (VPL2)” aimed at strengthening the use of valuation of non-formal and informal learning for both summative and formative purposes in a qualitative and quantitative sense: more use of the valuation of prior learning by individuals and organisations, supported by a more demand-led and customer-oriented learning system. Valuation of Prior Learning (VPL) means: 1. Valuation shows the real human potential of personal competencies; 2. VPL is the process of (a) assessing and validating personal competencies within the social-economic context and (b) offering a personal development-strategy; 3. VPL focuses on the individual perspective and makes the (public and private) system customer-driven for the sake of personal development; 4. VPL shows the way how organisations have or should articulate the need for competencies in their HRM, facilitate the learning process of their employees and connect their demand-articulation to the competencies standards of the learning system; 5. Organisations benefit from VPL through individuals’ development. More than 200 case studies were analysed in 11 European countries representing the main European learning cultures: Czech Republic, Cyprus, France, Germany, Ireland, Italy, Lithuania, the Netherlands, Norway, Switzerland and the United Kingdom. The analysis showed that this goal was served by working both top-down as well as bottom-up. The bottom-up approach made the specific needs for lifelong learning on the labour market in different sectors visible. The ‘top-down’ data showed the various services national and sectoral learning systems are already offering to or designing for the potential users, i.e. the modern, lifelong learning workers. Both approaches were used simultaneously on three sectoral levels (profit, non-profit and voluntary sector) and in the seven different European learning cultures. Evidence showed that top-down and bottom-up met each other halfway, empowering individuals and organisations to serve their summative and formative purposes by defin- 3
Page 1: The many perspectives of the Valuat
Page 6 and 7: ing and creating zones of mutual tr
Page 9 and 10: Preface 3 by Ruud Duvekot Diagnosis
Page 11 and 12: RUUD DUVEKOT, GREG SCANLON, ANNE- M
Page 13 and 14: learning, while social partners and
Page 15 and 16: The project aimed at strengthening
Page 17 and 18: learner gets a real say in lifelong
Page 19 and 20: Taking all the lessons into conside
Page 21 and 22: In this book we aim at showing the
Page 23 and 24: esponse to the draft occupational a
Page 25 and 26: - lifelong - learning. Surely a rel
Page 27 and 28: tems of identification and validati
Page 29 and 30: ANNE- MARIE CHARRAUD & RUUD DUVEKOT
Page 31 and 32: approaches demonstrating where the
Page 33 and 34: showing shared strenghts (cost redu
Page 35 and 36: 2.4 Individual’s background befor
Page 37 and 38: Leonardo project VPL-2 Partner: …
Page 39 and 40: 3.8 How is informal learning measur
Page 41 and 42: Case studies concerning: ………
Page 43 and 44: a. Linked to certification, diploma
Page 45 and 46: ORGANISATION INDIVIDUAL Profit Non-
Page 47 and 48: O P P O R T U N I T I E S 96. Marke
Page 49 and 50: T H R E A T S 188. Lack of understa
Page 51: On the basis of the key-issues fill
Page 54 and 55:
Answers on these questions offer in
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The cross-case analysis was aimed t
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The panel members were VPL experts
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In the profit sector VPL is viewed
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Most label-categories can be applie
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competencies. In the profit sector
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informal learning and no “etiquet
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In the case-descriptions, not many
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There are few threats seen in trans
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The amount of empirical data offere
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In the case studies the following k
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- Getting qualified - Formal recogn
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- Gain formal certification for lea
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In the cases the following keywords
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Whether the EQF actually will funct
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come or competence based approach,
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and informal learning. The importan
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cation and training system, for exa
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It is possible to see the EQF-appro
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tions (or part qualifications) on t
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non-formal and informal learning fr
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The development of the EQF and corr
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Particular attention has been paid
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The practice of teaching is underpi
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Autonomy and Accountability: - Take
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necessity — for if older people a
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different contexts, and around how
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- If eligible, applicant will be re
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were guided by the project tutor in
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the response from the relevant depa
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The RPL process, initiated as part
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came to the process in differing wa
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RUUD DUVEKOT Throughout history,
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2 Identification of competencies; 3
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The glass is half full (VPL Working
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Since time immemorial, learning has
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After the fall of guild education,
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technical full-time education and t
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The new standard became a (starting
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current competency level on the lab
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used (nationally applicable MBO 35a
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like. These volunteer positions are
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Initial professional training Initi
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After phase 2, the content of the p
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3. determination of organizational
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The individual is not yet used to d
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In the area of civil effect, extend
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Goudswaard, N.B. (1981). Vijf en ze
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ANNE- MARIE CHARRAUD The French app
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ing. The same qualification and so
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ut one quarter of the membership mu
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2 - A new way to describe qualifica
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The more recent data describing the
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and the assessment of portfolios. I
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Nordic cooperation has a widespread
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Government’s initiatives to furth
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educational, working life and third
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In Sweden there have been developed
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working life and education sector i
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Different methods and tools for map
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BÉNÉDICTE HALBA Managing European
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skills, early school leavers, the l
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- the building of a common portfoli
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time to volunteering. A social coun
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Distinctive traits of civil society
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in 2001, by the United Nations, has
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VPL strategies are strongly based o
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project that their employees valued
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ANITA CALONDER GERSTER & KEES SCHUU
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manage their potential, to steer th
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II Creating specific processes, pro
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2.a ...INCLUDE ALL AREAS OF LIFE Do
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and telling them that it is their r
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B Creating specific processes, proc
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A lady who followed an outplacement
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Frame laws, decrees, norms, regulat
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- Personality-/dataprotection in re
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2.d Does the VPL system promote per
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6 Standards, structures, quality as
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Approach’. The resulting 3x3 matr
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For some of the steps mentioned abo
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At the end of the assessment the as
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Abrahamse, P. (2006) Action Learnin
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agreement among the Ministry of Edu
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health and some health-related comp
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in terms of enhancement of self-est
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duration of the education. This can
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I am convinced that there are more
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The costs of a VPL procedure depend
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ANETT WALTER After working on the t
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who are already unemployed or with
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All in all, Sven was an expert in w
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A very special project has been dev
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Today Petra is working at the recep
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measure forms of non-formal and inf
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the democratisation of education wh
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their graduates also have direct ac
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Recently, the National Qualificatio
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The pilot implementation project UN
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The assessment standard should be i
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Results of the EPANIL project have
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segment), however an absolute major
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and other tools necessary for the i
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experiential learning in the same f
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ERICA AALSMA, RUUD DUVEKOT & LEX SA
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- Does the board and management end
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- Is there a view of the options fo
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- Does the employee have a perspect
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- Is the employee in a position to
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The Ministry for Education and Cult
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to rectify any shortcomings by eith
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that lesson her personality was ass
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284
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Paul Bonsema is a senior lecturer a
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Luca Ferrari is a junior researcher
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gies; research and selection of lea
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tional psychology and pedagogics. S
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INSTITUT LILLOIS D’EDUCATION PERM
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Managing European Diversity in life
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