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The Recognition of Prior Learning Outcomes in Non-formal & Informal Learning

The Recognition of Prior Learning Outcomes in Non-formal & Informal Learning. Prof. John KONRAD Animator Cedefop Virtual Community Visiting Fellow CARE, University of East Anglia. Assessment of Learning Outcomes.

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The Recognition of Prior Learning Outcomes in Non-formal & Informal Learning

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  1. The Recognition of Prior Learning Outcomes in Non-formal & Informal Learning Prof. John KONRAD Animator Cedefop Virtual Community Visiting Fellow CARE, University of East Anglia 30-11-06

  2. Assessment of Learning Outcomes • Identification records and makes visible the results of an individual’s learning through a process of formative assessment; • This formative assessment may provide the basis for formal recognition of knowledge, skills and competencies which may result in the award of credit towards a Certificate or Diploma (for example in a Unit or Module); • Validation takes place through a formal assessment process according to the requirements and procedures of the national system. 30-11-06

  3. Recognition of Prior Learning Outcomes The EQF Level 6 descriptors are a basis for comparing Learning Outcomes achievements & abilities associated with qualifications that represent the end of the First Cycle. • Factual and theoretical knowledge -advanced knowledge of a field of work or study, involving a critical understanding of theories and principles; • A range of cognitive and practical skills advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialised field of work or study. 30-11-06

  4. Recognition of Prior Learning Outcomes II • Manage complex technical or professional activities or projects, taking responsibility for decision-making in unpredictable work or study contexts • Take responsibility for managing the professional development of individuals and groups 30-11-06

  5. Some Issues for Work Based Learning • How far is the evidence provided through RPL capable of integration into normal assessment processes? • Are common criteria used to assess such evidence? • What inputs and judgements are accepted from employers? • How far can such evidence be graded with the same scale as used for conventional evidence? 30-11-06

  6. Some Quality Assurance issues Will Quality Assurance procedures include: • Context, input, process and output dimensions, while giving emphasis to outputs and learning outcomes? • Clear and measurable objectives and standards? • Guidelines for implementation, including stakeholder involvement? • consistent evaluation methods, associating self-assessment and external review? 30-11-06

  7. Thank you for your attention! 30-11-06

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