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Ground rules for the workshop

Ground rules for the workshop. 1. We do not particularly distinguish between concepts e.g. APEL: accreditation of prior experiential learning (Dutch ‘EVC’) APL: accreditation of prior learning (Dutch ‘EVK’) RPL: recognition of prior learning

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Ground rules for the workshop

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  1. Ground rules for the workshop 1. We do not particularly distinguish between concepts e.g. • APEL: accreditation of prior experiential learning (Dutch ‘EVC’) • APL: accreditation of prior learning (Dutch ‘EVK’) • RPL: recognition of prior learning 2. Competences = competencies ( Learning outcomes) + no conceptual discussion 3. We avoid “national” or “sectoral” discussions on topics specific to 1 country or sector 4. We equally appreciate everybody’s contribution… 5. … starting with that of Julie and Frederik

  2. The APEL-onion (1) APEL individual ed.& tr. inst. local society global society

  3. The APEL-onion (2) APEL individual ed.& tr. inst. local society global society

  4. Critical success factors What are the critical success factors to enhance the impact of APEL on the level of: • the individual • the education and training institutions • local society and the professional workforce • global society and international labour mobility Group 1: focus on 1 (+2) Group 1: focus on 3 (+4) Group 2: focus on 2 (+3) Group 1: focus on 4 (+1)

  5. Grundtvig-project: “ECTS in lifelong learning” Core = link between APEL and credits (ECTS) in a lifelong learning perspective

  6. ECTS in lifelong learning • official title: “European methodology for accreditation of prior experiential learning in Lifelong Learning” • project with some 15 European partners • Initiator: John Konrad (UK) – coordinated by Pitest University (RO) • 4 pilot sectors, including nursing • transversal links (trade unions - women)

  7. Envisaged outcomes • a developed methodology • for the recognition of skills and accreditation of prior experiential learning • a validated set of tools & procedures • for 4 professional profile areas (nursing, law, management of schools & Computer Technology)

  8. The “informal route” “non-formal MODULE The “formal route” Verify achievement Learning outcomes credits YES number & level Expresses in terms of competences

  9. Competences recognition credits • Competences: a transparent way to describe learning outcomes • Working definition in project: “Using characteristic general outcomes under the five broad areas: • Knowledge and understanding; • Practice (applied knowledge and understanding); • Generic cognitive skills such as: an understanding of methodologies, criticalanalysis, evaluation; • Key or transverse skills; • Autonomy, accountability and working with others” • In the meantime (e.g. via “Tuning”-project): Learning outcomes = generally accepted approach (in HE)

  10. Competences recognitioncredits • Steps in recognition process • Assessment can lead to recognition (Dutch: herkenning) • Recognition can lead to accreditation (Dutch: erkenning) • Accreditation can be related to a full degree (certification) • Accreditation can be related to parts of a degree (exemption, Dutch: vrijstelling)

  11. Competences  recognition credits • Credits = in higher education a way to describe “student workload” (hence: time-related) • What is student workload in informal and non-formal learning?  Different approach to credits = needed • Important extra element: ‘level’ • Level of credit? of competence? of qualification?  QF for EHEA – EQF for LLL

  12. EQF EQF Level 8 Q NQF/NQS EQF Level 7 NQF/ NQS Q EQF Level 6 Q NQF/NQS EQF Level 5 NQF/ NQS Q NQF/NQS EQF Level 4 Q EQF Level 3 Q NQF/NQS Q NQF/ NQS EQF Level 2 EQF Level 1 Country A Country B The European Qualifications Framework for Lifelong Learning: how does it work? (according to the European Commission)

  13. Swedish post-secondary engineering education (Påbygnadsutbildning)= EQF Level 4 = Irish post secondary education at national level 6 (Advanced certificate) E Q F

  14. The key elements of the EQF for LLL 8 COMMON REFERENCE LEVELS ECVET

  15. ECVET Transfer process unit unit unit Qualification Credits for each unit (= “relative weight” in the total of the qualification) Learning context B Learning context A unit unit unit unit unit unit unit unit

  16. Necessary conditions to broaden the impact of APEL APEL individual ed.& tr. inst. local society global society

  17. Necessary conditions to broaden the impact of APEL • Develop formal learning / training curricula (“qualifications”) with learning outcomes described in terms of competences • Divide these curricula into smaller units • Attach credits to each unit • Explore and identify ways to acquire competencies, including via non-formal and informal learning • Introduce adapted approaches to teaching and learning; to assessmentand evaluation and to quality assurance

  18. Key problem • In (higher) education: • (ECTS-)Credits = workload-based • Credits = attached to ‘volumes of learning’ (modules etc.) Recognition of competences can not directly lead to accreditation • ECVET offers no solution • Perhaps “ECTS-LLL” does…?

  19. The ECTS-LLL solution • Short Demonstration of results

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