Bologna seminar Tbilisi, 8-9 november 2005 Anne Marie Mak Nuffic – Dutch ENIC/NARIC

1. Prior Learning Assessment and Recognition in the light of Bologna Bologna seminar Tbilisi, 8-9 november 2005 Anne Marie Mak Nuffic – Dutch ENIC/NARIC Experiences from the Netherlands

2. Overview • European developments concerning recognition • PLAR in the Netherlands • Linking ICE and PLAR • PLAR procedure and the portfolio instrument • Dutch pilots with PLAR & Portfolio • Future: towards a Competence Centre

3. European developments: International recognition Main aim of the Bologna process: Establish a European Higher Education Area by 2010 in which students and staff can move with ease and have fair recognition of their qualifications. Political response to: • Increasing mobility • Increasing differentiation in • Educational providers • Types and duration of courses • Modes of provision (distance and e-learning)

4. Academic recognition Professional recognition • 1997: Lisbon Recognition • Convention • 1999: Bologna • - Diploma supplement • - ECTS • 1989-1999: European • Directives for access to • regulated professions European developments: International recognition Formal learning To improve employability and mobility opportunities for all citizens: recognition of informal learning should be made possible

5. May result in Social recognition job acceptance Formal recognition certificate / diploma Purpose of recognition of prior learning • Aiming at the (re)integration of individuals into education and training, labour market and society at large • At national level: To support employability and active citizenship • At international level: To support international mobility and acceptance of foreign qualifications / competencies

6. Bologna: Prague (2001): Action line ‘Lifelong learning’ was added European Commission: Copenhagen Declaration (2002): priority is given to the development of common principles regarding validation of non-formal and informal learning (principles were accepted in 2004) ENIC/NARIC-networks: Acknowledgement that new forms of assessment are required European developments: Recognition of prior learning

7. PLAR in the Netherlands: Developments • Need for an improved link between education and the labour market • Development of a competency-based qualifications framework content-based education  competency-based education • Development of flexibile learning paths (tailor-made)

8. Demand side Knowledge Centre EVC Dutch government Main tasks: Encouraging the development and application of PLAR practices, networking, collecting and disseminating results Supply side Empowerment Centre EVC ESF-EQUAL PLAR in the Netherlands: Developments

9. Target groups who need special support Demand side Knowledge Centre EVC Dutch government Youth Women Older workers Main tasks: Encouraging the development and application of PLAR practices, networking, collecting and disseminating results Disabled Immigrants / refugees Supply side Empowerment Centre EVC ESF-EQUAL PLAR in the Netherlands: Developments

10. Nuffic: A changing approach towards recognition Internationaldevelopments Lifelong Learning National developments Recognition of competences All forms of learning Nuffic: The Dutch ENIC / NARIC Credential evaluation Formal learning

11. Academic recognition Professional recognition de facto de jure Education-oriented PLAR procedure Qualifying PLAR procedure Labour market-oriented PLAR-procedure Linking ICE and PLAR Credentialevaluation  Formal Learning Education Labour market PLAR  All forms of learning

12. Credential evaluation No Sufficient evidence Yes Additional PLAR procedure Portfolio Sufficient evidence Yes No Doubt Additional testing Recognition Rejection Interview,observations, exams, assignments,simulations, etc. No Yes

13. Portfolio: Common characteristics Instrument to identify and describe competences • Carefully compounded document • Descriptions of formal and non-formal learning • Requires self-assessment and self-reflection • Candidate is writer and owner • Document is in continuous development • Includes documents of evidence

14. Preparation Information/brochure 1 2 Identification Portfolio development Assessment Portfolio interview and additional testing 3 Recognition 4 5 Follow-up programme Aimed at development General steps in a PLAR procedure

15. Nuffic Expertise on foreign educational systems Institution Expertise on professional field Fair recognition advice Fair recognition interest promotion Recognition decision Immigrant Examples of Dutch pilot projects Nuffic’s PLAR development approach Recognizing body, HE institution, employment agency, etc.

16. Preliminary investigation Design & Development Revision Execution Evaluation & Nuffic’s PLAR development approach • Desk research • Promotion of PLAR practices by conducting pilot projects Continuous cooperation with institution Acceptance & Implementation

17. Credential evaluation Professional recognition? Credential evaluation Professional background? Examples of Dutch pilot projects 2001: Educational sector: foreign trained secondary school teachers 2002: Medical sector: foreign trained medical doctors 2003: Labour market integration: immigrants and refugees with various professional background

18. Credential evaluation Professional recognition? Credential evaluation Professional background? Examples of Dutch pilot projects 2001: Educational sector: foreign trained secondary school teachers 2002: Medical sector: foreign trained medical doctors What other relevant experiences did these foreign professionals gain next to their formal schooling? 2003: Labour market integration: immigrants and refugees with various professional background

19. Interview Portfolio Portfolio development Portfolio assessment Competency standards Portfolio as information source Institution Recognizing body, HE institution, coun-celler, employer, etc. Immigrant Application letter, CV, credential evaluation

20. Portfolio Example • Curriculum Vitae • Personal Development Plan • My appointments • My logbook • My network • My job applications • Portfolio Personal information Education Work experience Languages Computer skills Skills and qualities Documents

21. Goal Present results of prior learning in a clearly structured document Facilities • Format in MS Word • Course manual • 5-7 group meetings • Computer facilities • Reflection assignments • Feedback on portfolio descriptions Course Portfolio development

22. Course Portfolio development

23. Value of portfolio for… Foreign professionals: • Valuable to have a file in Dutch language • Acknowledgement of prior learning • Empowerment for Personal Development Plan • Good preparation for interview Recognising institutions: • Good preparation for interview • Planning of further assessment process • Need for competency-based standards

24. Institution Recognizing body, HE institution, employment agency, etc. or Credential Evaluation PLAR: Portfolio 1. Identify information need 2. Developing portfolio format 3. Test product 4. Evaluation + Revision 5. Implementation Future: Nuffic – Competence Centre

25. Development portfolio Assessment portfolio Reflection and guidance Selection and assessment Presentation Showcase portfolio Digital portfolio archive Personal details Description competencies Portfolio archive Test results Documents Education information Work experience information

26. Development portfolio Assessment portfolio Reflection and guidance Selection and assessment Towards standards for portfolio development for various purposes and various sectors? Presentation Showcase portfolio Digital portfolio archive Personal details Description competencies Portfolio archive Test results Documents Education information Work experience information

27. Relevant information • Internet: • www.ice-plar.net • www.nuffic.nl • www.kenniscentrumevc.nl • Common European Principles for validation of non-formal and informal learning • Handouts: • Article about linking ICE and PLAR • Article about Dutch pilot with portfolio for medical doctors