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Validation of Prior Learning as a gateway to empowerment and development Ruud Duvekot

Validation of Prior Learning as a gateway to empowerment and development Ruud Duvekot INHOLLAND University & the Empowerment Centre EVC the Netherlands Lahti, Finland September 30, 2008. Validation of Prior Learning as a gateway to empowerment and development But for whom, why and how?

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Validation of Prior Learning as a gateway to empowerment and development Ruud Duvekot

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  1. Validation of Prior Learning as a gateway to empowerment and development Ruud Duvekot INHOLLAND University & the Empowerment Centre EVC the Netherlands Lahti, Finland September 30, 2008 /#

  2. Validation of Prior Learning as a gateway to empowerment and development But for whom, why and how? And is it innovative or revolutionary? Key question Erkennen van Verworven Competenties

  3. VPL explained Aims, culture & portfolios the 4 ‘highways’ of learning a roadmap Questions & debate As a dessert: CH-Q as a solution Content Erkennen van Verworven Competenties

  4. Erkennen van Verworven Competenties general context Society is in transition … … no more lifetime employment & qualification … … causing the labour market and the learning system to change and adapt to the new playing field.

  5. Leading questions So, what is happening now? TOP: authorities and social partners respond to the problems and adapt their systems of learning and working, Meso: HRM and VET/HE focus more on output, Bottom: and I have to create a new security in the flexible world Erkennen van Verworven Competenties 5

  6. Erkennen van Verworven Competenties Two approaches Top-down is … • collective institutions and structures, • focus on standardisation of learning • Lifelong learning for the economy • diploma's for careers Bottom-up is … • the self as primary agent • focus on holistic, flexible learning • Liberation of learning • portfolio's for careers

  7. Leading questions What’s the function of VPL in this changing context? VPL is about my learning and working VPL is about all stakeholders VPL is integral VPL is about matching top-down and bottom-up Erkennen van Verworven Competenties 7

  8. “A competence is to know how to act adequately.” (Lyotard 1988) Write down in keywords: 2 of your social-communicative competences intermezzo Erkennen van Verworven Competenties

  9. Thesis So: VPL is where diploma and portfolio meet Diploma is the system (top) Portfolio is my life (bottom) Erkennen van Verworven Competenties 9

  10. Erkennen van Verworven Competenties Setting the scene Statements on VPL: • The Glass is always Half Full • Two main perspectives: summative & formative • It’s about me, the labour market and the learning system 4. It is based on learning outcomes 5. what’s new? It’s me !

  11. The process VPL is the integral process of ….1. Raising awareness / information 2. Recognition of competences 3. Valuation of competences4. Development of competences5. Embedding VPL in HRM, VET/HE Erkennen van Verworven Competenties 11

  12. aims The diversity of aims of VPL in Europe Qualification Employability Empowerment Personal development Activating citizenship Professionalisation/innovation Erkennen van Verworven Competenties 12

  13. targetgroups Targetgroups Young people (under 21) Workers (21+) Jobseekers Older people Employers Professionals (personell officers, teachers, assessors, guiders, etc.) 13

  14. Write down in keywords: 1 of your technical competences + 1 of your computer-skills intermezzo Erkennen van Verworven Competenties

  15. History Learning culture changes: Target: from initial to lifelong learning Targetgroup: from the young to all of us Control: from top-down to –also - bottom-up Status: from summative to formative Mobility: from static to flexible Learning: from input to output Qualification: from diploma to portfolio Erkennen van Verworven Competenties 15

  16. Portfolios Types of portfolio: Dossier-portfolio Development-portfolio Personal portfolio Extra: the Organisation and its portfolio = competencemanagement It’s all about managing diversity of learning & working Erkennen van Verworven Competenties 16

  17. Write down in keywords: 1 of your artistic or creative competences intermezzo Erkennen van Verworven Competenties

  18. 4 highways Highways of Learning: Qualification model Upgrade model HRD model Lifelong learning model Erkennen van Verworven Competenties 18

  19. Model 1 Qualification model: Target getting a qualification Targetgroup young, workers, jobseekers Standard vocational or HE standard Effect diploma VPL - dossier-portfolio - co-makership, ? Harmonicalearningroutes? Examples: big steel, health sector Erkennen van Verworven Competenties 19

  20. Model 2 Upgrade model: Target the need for upskilling and upgrading Targetgroup workers, job-seekers Standard sectoral,vocational or HE standards Effect employability, empowerment & qualification VPL - personal portfolio - advice on perspectives - showing the necessary development steps Example: banking, small metall, education sector 20

  21. Model 3 HRD model: Target the learning organisation Targetgroup workers Standard company-, sectoral or vocational/HE standards Effect employability & empowerment VPL - developmentportfolio - setting the target for portfolio-based development Example: building sector, army, telephone companies Erkennen van Verworven Competenties 21

  22. Model 4 Lifelong learning model: Target recognizing and valuing one’s personal learning opportunities, school- or work -independent Targetgroup all targetgroups Standard any standard will do Effect personal effects, enjoyability VPL - personal portfolio - personal enrichment - extra job opportunities Example: trade union volunteers, citizenship Erkennen van Verworven Competenties 22

  23. Erkennen van Verworven Competenties building blocks Roadmap for the Learning Society: • Put the learner in the centre (portfolio & PDP) • Offer Self-management of competencies • Responsibility of demand-articulation • Match competence-systems • Create a standard based on learning outcomes • Make the process portfolio-steered: qualifying, updating, upgrading, enriching

  24. Write down in keywords: 1 of your organisational-logistic competences intermezzo Erkennen van Verworven Competenties

  25. Erkennen van Verworven Competenties Innovation or revolution Coming back to the key question: • The Learning Society in itself is a revolution. It is a silent one, offering more equality of chances and co-makership to the learner. • VPL is innovative as a product (instrument) but revolutionary as a process (integral approach) See the differences between: highways 1 & 2 and highways 3 & 4

  26. challenges So, the main challenges: 1.How to motivate people to invest in themselves?2. How to make education customer-oriented?3. Can organisations adequately formulate their need for competences? Erkennen van Verworven Competenties 26

  27. Your setting What about your organization? 1.Does it motivate you to invest in yourselves?2. Are they making education customer-oriented?3. are they formulating their need for your competences? Erkennen van Verworven Competenties 27

  28. Time-out Do you have extra time and energy? Erkennen van Verworven Competenties 28

  29. A major key in activating the Learning Society is my portfolio: 1. a focus on selfmanagement of competencies 2. Starting up bottom-up process of lifelong learning 3. Stimulates school and organisation to innovate as well Solution Erkennen van Verworven Competenties

  30. How to do my thing and selfmanage my competencies? 1001 instruments Not many - however - as integral and personal as CH-Q Selfmanaging Erkennen van Verworven Competenties

  31. Biographical method Takes 20-30 hours Empowerment: who am I and where can I go? Groupsupport: save setting for training Bottom-up Fills in my role in the Learning Society It challenges the roles of the organisation (HRD) and the ‘school’ (flexible learning) After CH-Q less problems in motivating ‘me’ to invest in myself CH-Q Erkennen van Verworven Competenties

  32. Take Nokia: Example of a learning company (from rubber bots to mobile phones) Their need for competences changes quickly A learning employer needs learning employees work-security is offered instead of job-security Stimulating learning is a need for both sides example Erkennen van Verworven Competenties

  33. Erkennen van Verworven Competenties EU-cv Specify Proof Social competences Organisational competenc. Technical competences Computer skills Artistic competences Learning competences Other competences

  34. Learning for the future starts at my potential = my portfolio Selfmanagement of competencies stimulates schools and organisations to take a look at the future too It happens anyway; be prepared Conclusion Erkennen van Verworven Competenties

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