Recognition of Prior Learning & Inclusion in Higher Education: Malmö University Case Study

1. Recognition of Prior Learning, inclusion and alternative routes to higher education in the light of increased migration.The case of Malmö University Bologna-Tag 22.3.2018, Eisenstadt: Anerkennung früherer Lernerfahrungen: Strategien – Empfehlungen – Modelle Patricia Staaf, Director for Centre for Teaching and Learning, MAUC hair national networks INCLUDE and SWEDNET

2. Swedish Higher Education • Integrated system for tertiary education (1977) • The state funding promotes completion (40% when students complete courses) • No fees for EU-students • No special refugeestatus for students • With a permit to stay in the country a refugee/migrant student is treated as anyother student • Generous financial support for students (grants and loans) • Course based system, students have a high freedom of choice • Most HEIs takes part in the same registration system • Cap on students numbers

3. Recognition of Prior Learning Purposes within higher education in Sweden: • eligibility in the admissions process (applicants) • crediting/progression/exemption of part of, or the whole course or programme (students) Framework: Widening participation requirement in Higher Education Act (2005): Higher education institutions shall also actively promote and widen recruitment to higher education.

4. CHALLENGES: Crucial system related problems • No economic incentives for validation • Due to the national resource allocation system the universities • lose performance related funds when crediting. • Gap between needs and current assignment: • Many groups (for example refugees with insufficient documents) would need advance notice – assessment and information about possibilities for crediting to make the decision to go in to HE • The inflow of refugees 2015-2016 has confronted society: • - the competence must be utilised for individual and societal reasons! • Lack of competence in some sectors of the labour market: education, health care, • More development and more collaboration is necessary on • both a national, regional and local level

5. CHALLENGES at institutionallevel • Generally the workisn´tseen as part of the assignment of HEI • Lack of supportingstructures • Insufficient knowledgeregardingworkprocedures/practices , i.ehow to map • and assessknowledge and proficiencyobtainedelsewherethanwithin HEI • No monitoringofworkdonewithin the assignment • … resulted in: Lowactivity Unevenactivity, lack ofequivalence/equality Toolittleinformation to applicants/students about the opportunities

6. Prioritised by the minister of Higher Education ACTIONSbeing taken on a national level: • Durable structures are to be built : Swedish Council for Higher Education and National Delegation for Validation • Monitoring is made possible :Swedish Higher Education Authority • Digital support through validation process for Teacher Education (VALDA) :

7. The case of Malmo University

9. Malmö University Founded in 1998 24 400 students, 1 800 employees Five multidisciplinary faculties Offers 100 programmes and 350 single courses. 20 programmes taught in English 2/3 of Malmö University’s students are female 1/3 of Malmö University’s students have a foreign background 2/3 of Malmö University’s students are first generation academics Core values: Diversity, Creativity, Quality and Commitment to the community

10. University profile and culture National Legislation and politics EU Bologna/ Yerevan Pro Vie Chancellor for Global Engagement Working group on Migration Reference Group on WP Board of Education Faculties, Administration and Student Unions

11. Malmö university has several years of experience when it comes to RPL • in the admissions process since 2009 Admission´sBoard – representatives from all faculties, assessors withcompetence(bothindividualmatters and developmentwork) • crediting within some study programmes • special assignments on governmental mandate for complementary education (mostly Teachers Education) • self assessment towards labour market (not cadmic degrees) through for example Aspirantutbildningen(a tailor made programme for students with a foreign academic degree)

12. CHALLENGES AT MALMO UNIVERSITY Resources haven´tbeen ”earmarked” locally at the institutions, althoughincluded in the funding… …which has resulted in: An experienceamongteachers and otherstaffthat RPL is a new activitywhich is unpaid …which has resultedin: : • Difficulties to motivateteachers and otherinvolved to do the work, when • the workshedule is alreadycram-full… • …which has resulted in: • RPL and validation is considered a administrative task • Lack of transperancy • Lack of competenceamongbothacademic and adminstaff

13. ACTIONSbeing taken by Malmö university: Developmental project funded by the National agency 2016 A process structure for both eligibility and crediting, decided 2017 - Describes the process and defines roles and responsibilities in each step A collaborationbetween 5 HEIs in southernSweden and the Public EmploymentAgency to meetrefugees and migrants early

14. Different roles but equally important Mapping Assessment Study and Careers Adviser/Academic Expert /Teacher Admission officers More qualified guidance, mapping More qualified assessment and and identification of competences need for different forms of assessments

15. ”Whatmatters is not wherelearningtakesplace, butwhat has beenlearnt...””…thereis no automaticlinkbetweenlearningcontext and learningquality”. (Colardyn & Bjornåvold, 2005. Europeaninventory on validation of non-formal and informallearning. Office of Publications of the EuropeanCommunities) Offers a possibility to evaluate informal learning and the learning that has taken place in a non-formal education and - where appropriate - in combination with assessment of formal qualifications.

16. The assessmentis onlymade in relation to the specifik educationappliedfor For access: in relation to real requierments, expressed as competensesneeded to manage the education For crediting: in relation to learningoutcomes The applicantdescribes (in text) his/hercompetence in relation to statements, usingsupportinginstructions/questions. Focus is on what has beenlearned: whatcompetencecameout of the experience, - not the experienceitself. Learning outcomes!

17. Examples of "framework" for the assessment task:With this task, we ask you to describe and highlight your knowledge and skills in relation to the learning outcomes below:--Assume ..... Please describe ..., how can you as ...., merge this to theories of ....., reflect on ....., refer to ... attach documents. ...., on the basis of ..., How would you ... Apply…, etc. Use the cognitive levels of Bloom's taxonomy

18. How to demonstrate skills and knowledge for eligibility Example of instructions at MAU: The English language 1 The list belowdescribes the knowledge and languageskillsneeded to benefit from courses and programmesconducted in English. I can… • understand spoken English and comprehend long oral presentations such as lectures in English • discuss different topics and contribute oral comments on course literature and other texts, as well as actively participate in discussions by arguing, expressing knowledge and refuting other people’s arguments with nuance • use a varied vocabulary which is appropriately adapted to different audiences and contexts • read and comprehend fiction and long pieces of non-fiction of varying kinds and ranges of difficulty • summarize the contents of a text orally as well as in writing in a clear and well-structured manner…

19. 2 Procedure: Describe what experiences gave you these abilities, no matter if it was acquired from, for example formal training, workplace experience, or general life experience. Try to be as specific as you can when describing in what way you acquired, but also practised the knowledge and proficiency within the different occupations. All documents that support the fact that you acquired the knowledge and proficiency referred to, are of interest, so please send attested copies of these. The more specific the documents are, the better.

20. 3 Write a summary from an original longer text and send in both the summaryand the original text. If possible, send in texts in English thatyouproducedwithin the occupationsthatyourefer to.

21. Supportmaterials For the applicant: • Information/application guidelines • Application forms + sample • Instructions for description of the skills and knowledge • Description of knowledge and skills + example For the officer and counselor: • Template for mapping skills and competences • support materials for mapping For the assessor: • Template for assessment report • Support materiel for assessment For the coordinator: • Templates and routines for decision Available at mau.se

22. Example:Applicant's self-assessment as a basis for mapping and/or assessment • Describe your knowledge about your ability to ... • Which learning has taken place in the connection to you....... • Give examples of what you based your description/your assessment and/or • provide examples of situations in which your skills/abilities are expressed. Description of the individual and self assessment can form a basis for continued mapping/assessment and may provide guidance for the further process. Sometimes it may be necessary to also demonstrate the assessed competences

23. What has been clarified by the new supporting process structure at Malmö University? • An established, agreed process (also for crediting) • Roles and responsibilities (and what competences are needed) • What mapping is about • What assessment is about • Mapping is made by validation guidance specialists (very important part) • Assessment is made by university teachers on the basis of the mapping

24. Identified possible ways to assess competences, for example: • Written exams • Practical test • Interview • Commenting on a video/ photo/text • Film demonstrating skills, processes • Self reflection, portfolios

25. The assessment shows what knowledge is valid and valuable This needs to be discussed! Training for academic staff : ”Assessment as part of RPL” Student Centre and Centre for Teaching and Learning in collaboration 2017 – 2018 3 day workshop series: • The support structurer at Malmo University • Earlier research on RPL in HE  • Lectures with national experts • Shared experiences between colleagues

26. Resultsof the new supportingstructure - so far • An established project group (all faculties represented) • joint development, network, inspiration and exchange of RPL practices • Administrative coordination regarding application forms, information, instructions – better transparency! • A new role as validation coordinator (Study and Careers Adviser) • ”Validationguidance” provided for applicants • Staff training: seminars/workshops for development work • Monitoring of the implementation of the structure with regard to efficiency, • change of work load, number of validations etc. • Recognition of prior learning/validation as part of the university´s assignment- Academic staff are involved!

27. Thankyou! Patricia.staaf@mau.se .