Validation of non formal and informal learning in universities

1. Validation of non formal and informal learning in universities Michel Feutrie Milan 9/11/2006

2. 1 The « state of art » in Europe

3. Two major surveys • Danielle Collardyn and Jens Bjornavold in 2003 • ECOTEC in 2004 and 2005

4. A classification • Countries having not yet started real reflections and practices on validation • Countries having defined arrangements and procedures or developing initiatives but with no real system • Countries offering opportunities for derogatory access, shortening studies and awarding credits or units for part of a qualification • Countries (in reality onr country) awarding qualifications on the basis of non formal and informal learning

5. A process • From APL, APEL • To Validation and recognition • What changes this implies? • a common language • certainly a more focused approach on global guarantee and on results

6. Debates • Which standards and references for validation ? • Qualifications? « Normal » qualifications or specific qualifications? • Non formal recognitions? • Individual valorisation?

7. Global or sectorial approach of validation (workplace, voluntary organisations, leisure)?

8. Learning outcomes ou inputs? • Which validation process? • Which tools and methodologies? • Specialised institutions and staff ? • Specific competences for these profesionals?

9. 2 The French system

10. Three steps • 1985 : validation for access • 1992 : validation for credits • 2002 : validation for qualification

11. 1985 Validation for access • A decree authorising access to all levels of higher education on the basis of prior learning and/or personal and professional experience • In 2003, universities examined 19960 application forms and gave a positive answer to 14930 • These arrangements are still alive

12. 1992 Validation for credits • A law in 1992 and decrees signed by four ministries : Education (1993), Higher Education (1993) Agriculture (1993) and Youth and Sports (1999) • Allowing to award credits on the basis of professional experience • At least a five years work experience was required • It was not possible for the jury to award a full diploma by this way, candidates had to participate in at least one module or unit • This law is replaced by the 2002 law

13. 2002 Validation for a qualification • A law and two decrees (a general one and a specific one for HE) Which establish a new right for individuals : • They can claim for validation of their experience, if they have been in paid, unpaid or voluntary employment or activity for at least 3 years • Learning and training organisations have to give them an answer

14. What has changed in 2002 Learning and training organisations are allowed to award a full qualification (degree, diploma, certificate) on the basis of individual experience, By this way VAE is opening up a new road towards qualifications by comparison with schooling, apprenticeship, or further education, which no longer calls for learning or training

15. The whole experience of an individual, and not only professional/work experience, should be taken into account. Duration of experience required has been reduced from 5 years to 3.

16. All qualifications are concerned : • state diplomas • qualifications awarded by accredited organisations • professional certificates/diplomas awarded by professional organisations These qualifications must be registered in a national list (Répertoire National des certifications professionnelles) established by a new State Commission (Commission Nationale de la Certification Professionnelle)

17. The VAE arrangements concerning HE The 24th April 2002 decree

18. The jury • The president of a university or the director of a high school nominates the president and members of the accreditation jury, taking account of their competences • It must include members from companies or outside organisations, competent to assess the experiential learning. Members of the company of the candidate may not part of the jury

19. Two types of practices at work • A " weighing" principle: experience and modules are weighed up • A " development " principle: • progress is assessed and situated on a professional and personal trajectory, • development prospects are constructed

20. In the first case, we are more on a recording approach, a sort of balance sheet • In the second, we are on a dynamic approach, offering the candidates the opportunity to be aware of what they have learnt from their experience and to help them to progress, to develop themselves

21. The jury’s decision Two types of decisions : • To award a full qualification • To award part of a qualification or to define what capacities the candidates have to demonstrate, and in this case to give them recommendations on what complementary elements they have to provide to the jury, in order to be fully awarded

22. Where are we ? • Results 2004 : 16860 « dossiers » examined • 22717 under 1985 decree, 3/4 answers are positive • 4211 under 2002 decree, 2/3 answers are positive • Full qualifications are awarded in 40% of cases • 60% claims for Bachelor level and 40% for Master level • 50% claims are concentrated on 15 universities

23. This requires… • Acceptance by universities’ management and by teaching staff of this new approach • New organisation of the relationships with adults from access to qualification, in pedagogical, administrative and financial terms • New form of provision, offering different ways to qualification • New competences for staff in charge of “accompagnement”

24. Perspectives

25. An approach inbedded in LLL perspective • Universities have to become LLL organisations • This means to offer the opportunity for individuals to come back to university at different periods of their life • Validation as key element of transition between periods