A portfolio is an instrument with the potential to identify <strong>and</strong> present competenciesgained during both formal <strong>and</strong> non-formal experiences. According to Klarus (1998),developing a portfolio enables a person to describe <strong>and</strong> clarify their competencies, whichin turn enables an assessor to evaluate the professional competence of the person for thepurpose of recognition. The content of the portfolio <strong>and</strong> the evidence that is requireddepends on the purpose for which recognition is sought (the “recognition claim”). Inaddition to the portfolio instrument, other assessment instruments to collect furtherinformation can be used. Examples of such instruments are interviews, theoreticalor practical examinations, authentic professional assignments in the workplace or insimulated environments. Based on all the information collected during the assessmentprocess, a recognition decision is taken (see also Figure 9.1).Figure 9.1: Linking international credential evaluation <strong>and</strong> PLARSince 2002, Nuffic has been working on the development of a portfolio instrument thatcan help foreign trained immigrants to present their competencies. Specific experiencewas gained with portfolio development by foreign medical doctors from outside the EU/EER region for the purpose of enrolment in the medical faculty (Nuffic, 2005). A digitalportfolio format evolved that can be used by incoming students or workers to presenttheir (formal <strong>and</strong> informal) <strong>learning</strong> activities (see Table 9.1).Nuffic views the portfolio instrument as an important communication tool betweenthe potential student or worker <strong>and</strong> the recognising party (<strong>education</strong>al institution oremployer). It can enhance assessment of non-formal <strong>learning</strong> activities if these areeffectively described <strong>and</strong> documented. Preferably, the portfolio also contains evidencesuch as diplomas, certificates, work contracts <strong>and</strong> products of work that show what aperson is able to do. Again, objective transparent information about the aim, structure <strong>and</strong>content of study programmes or courses followed can serve as an advantage. Experienceso far shows that the portfolio instrument empowered foreign trained immigrants <strong>and</strong>shed light on other forms of <strong>learning</strong> that are otherwise kept in the dark. To fosterrecognition of all forms of <strong>learning</strong>, the development of additional, more objective,competency-based assessment instruments is welcomed.128
Table 9.1: Outline of the portfolio format1. Curriculum Vitae2. Formal <strong>education</strong><strong>and</strong> other coursesBrief overview of factual information, such as personal details,<strong>education</strong>, medical activities during study, working experience,experience in the Netherl<strong>and</strong>s, computer <strong>and</strong> language skills <strong>and</strong>information on fluency in Dutch. The following sections elaborateon these topics.More extensive descriptions are given about the structure <strong>and</strong>content of the c<strong>and</strong>idate’s formal <strong>education</strong> <strong>and</strong> additional courseshe or she has taken.3. Work experienceFurther elaboration on working experience. For each job,information is given about the type of organisation, the tasks <strong>and</strong>responsibilities, the field of expertise <strong>and</strong> the way in which thec<strong>and</strong>idate co-operated <strong>and</strong> communicated with colleagues.4. Experience withscientific research5. Experience in theNetherl<strong>and</strong>s6. Expertisedevelopment <strong>and</strong>maintenance7. Future perspectiveThis section is dedicated to describing experience in scientificresearch. A brief description of the research activities is given,focusing on the context <strong>and</strong> occasion, goals <strong>and</strong> research questions,design, results <strong>and</strong> conclusions, reflection <strong>and</strong> recommendations<strong>and</strong> any publications.Description of experiences in the Netherl<strong>and</strong>s. For each(voluntary) job or internship, information is given about the typeof organisation, the tasks <strong>and</strong> the feedback that was received fromsupervisors or colleagues.This section contains information about the way the c<strong>and</strong>idatedeveloped <strong>and</strong> maintained his or her professional expertise inthe country of origin, <strong>and</strong> how he or she tries to do this in theNetherl<strong>and</strong>s.Description of the position the c<strong>and</strong>idate would like to have in theNetherl<strong>and</strong>s, <strong>and</strong> the steps that need to be taken to achieve thisgoal. The c<strong>and</strong>idate is encouraged to reflect on his or her situation<strong>and</strong> the possibilities <strong>and</strong> challenges that might affect the chance forachievement.CONCLUSIONTo promote incoming <strong>and</strong> outgoing mobility, it is important that countries providereliable <strong>and</strong> transparent information on all forms of <strong>learning</strong>. Transparency instrumentsthat have been developed at the international level can serve as an example, e.g. theuse of ECTS to define study load, Diploma Supplement. Organisations in the fields ofboth quality assurance <strong>and</strong> international recognition should play an important role inthis information provision. Ideally, they should work together, because the combinationof both perspectives <strong>and</strong> the knowledge of the needs of their specific target groupsprovide the necessary added value. Furthermore, it is important that quality assurance<strong>and</strong> accreditation systems, supported by the national authorities, should open themselvesto all providers <strong>and</strong> all forms of <strong>education</strong>al provisions, including e-<strong>learning</strong> studyprogrammes <strong>and</strong> cross-border provision. Only then will fair assessment <strong>and</strong> recognition129
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PERSPECTIVES ONDISTANCE EDUCATIONLi
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The Commonwealth of Learning (COL)
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ACKNOWLEDGEMENTSIn addition to the
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These are some of the issues that a
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What are the trends and issues in l
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of policy implications relating to
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evince important differences that c
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inequitable regulations governing t
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associations and groups of countrie
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THE CONTRIBUTORChristopher McIntosh
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INTRODUCTIONIn his 1996 report to U
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Lastly, our analysis of the situati
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diploma or similar certificates of
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force of the undertaking. Here agai
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RELEVANT INTERNET SITESUNESCO Task
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Notes1. This phrasing has been used
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goals (Daniel, 1996). Lifelong lear
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eported that group activity had red
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NEW AREAS FOR DISTANCE EDUCATION:WO
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targets systematically for the use
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Rausch, A.S. (2003). A case study o
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correspondence teaching systems tha
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significant differences between syn
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In distance flexible- and blended-e
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STATE-FUNDED DUAL-MODE SYSTEMS ATUN
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Table 4.2: Fundable elements in dis
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sciences in 21 countries of the reg
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How a system is funded depends in p
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Litto, Fredric M. (2004). Digital l
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CHAPTER 5LIFELONG LEARNING IN THE A
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education, which was initiated by C
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So the virtual classroom acted as a
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In June 2002, when the course came
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RELEVANT INTERNET SITESFORCIIR proj
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11. The approximate rate for 1€ w
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The term modern distance education
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the National Networked Consortium f
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important resource for undeveloped
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standards have been proposed for th
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The development of e-learning withi
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