A balance after two years of APEL in Higher Education

1. A balance after two years of APEL in Higher Education Mia Douterlungne Administrator-General Flemish Education Council (VLOR)

2. Overview • The Flemish Education Council • APEL in higher education in Flanders • Consultation of the five Associations in higher education in Flanders • Quantitative and qualitative analysis of two years of APEL in higher education in Flanders • Conclusions and recommendations

3. The Flemish Education Council (Vlor) is the strategic advisory body for the policy domain of Education and Training. All groups in society that are involved in education and training, have representatives in the Vlor. Together they debate in order to further improve the quality, reasonableness and fairness of education and training in Flanders.

4. The Flemish Education Council (Vlor) The following groups of society are represented in the Flemish Education Council: • organisers of education • head teachers/school heads • teachers' unions • experts in educational practice • parents • educational advisory centres • pupils/students • socio-economic partners • socio-cultural partners

5. The Flemish Education Council (Vlor) • Independent of the department of Education and the competent minister • Autonomous working budget Basic principle of the Flemish Education Council: The Vlor believes in improved policy making through consultation

6. The Flemish Education Council (Vlor) Tasks of the Council: • Advice on request (every proposal of decree in Education and Training) • Advice on own initiative • Consultation involving the government, educational and social partners • Implementation of new educational initiatives e.g. “Validation of Non-Formal Adult Education Courses: a pilot in Flanders” • Problem enquiries (in order to support the advisory task) • Organisation of seminars

7. APEL in Higher Education in Flanders Two decrees implement the Bologna agreement in Flanders: • the decree which reforms higher education into the bachelor-master structure (“structuurdecreet” of 2003); • the decree on flexibility in higher education (“flexibiliseringsdecreet” of 2004) which introduces (among others) APEL.

8. APEL in Higher Education in Flanders The first decree (“structuurdecreet” of 2003) restructured the Flemish higher education into: • professional bachelor’s programme(180 study points, comparable to ECTS), oriented towards the job market, not directly leading to a master’s programme; • academic bachelor’s programme(180 study points, comparable to ECTS), preparing for a master’s programme; • master’s programme (mostly 60 study points, comparable to ECTS).

9. APEL in Higher Education in Flanders The main goals of an increased flexibility in higher education are: • an increase of student mobility; • an increase of the use of different forms of education(education at a distance, evening classes, exploring ICT possibilities, etc.); • an increase of the possibilities of LLL and as such democratising higher education.

10. APEL in Higher Education in Flanders The following target groups are specifically mentioned by the government: • potential students who could not start their studies in higher education because of negative social factors; • students who started higher education, but did not complete their studies; • adults who are already employed and wish to obtain a degree in higher education; • students who wish to acquire an additional competence and subscribe for one or more subjects.

11. APEL in Higher Education in Flanders Applyingfor APEL: File an application at one of the five accreditation bodies for prior experiential learning in Flanders Assessment Institution for Higher Education decides on reduction of the study programme Proof of competency

12. Consultation of the five Associations in higher education in Flanders • Balance of two years of APEL (EVC) in the form of a report containing a qualitative and quantitative analysis, considerations and recommendations. • Report presented by the Vlor to the Flemish minister of Education and Training, recommending that he would take it into consideration during the evaluation of the decree on flexibility in higher education and APEL.

13. Quantitative and qualitative analysis of two years of APEL in higher education in Flanders A Amount of applications The results of the academic year 2006-2007 are still incomplete because not all associations concluded the count of applications.A means of comparison: in 2005-2006 165.556 students were participating in one or the other form of higher education.

14. Quantitative and qualitative analysis of two years of APEL in higher education in Flanders B Distribution • The largest association of institutions of higher education also addressed most applications. • Study domains:

15. Quantitative and qualitative analysis of two years of APEL in higher education in Flanders B Distribution • Study programme: By means of comparison: in the academic year 2005-2006, 79.462 students were participating in a professional bachelor’s programme.

16. Quantitative and qualitative analysis of two years of APEL in higher education in Flanders B Distribution • The applications mostly rely to parts of a study programme. The largest association only received 3 applications for a complete study programme during the academic year 2005-2006. • It is impossible to give an account of the number of competences that was assessed because of the complexity of the matter.

17. Quantitative and qualitative analysis of two years of APEL in higher education in Flanders C Procedure • In 3 out of 5 associations the application for APEL (EVC) is directly related to a concrete study course and a certain amount of study points. • An assessment takes between 3 and 16 weeks, differing from association to association. • In 2005-2006, an assessment cost from 98 to 470 euros, also differing from association to association.

18. Quantitative and qualitative analysis of two years of APEL in higher education in Flanders D Profile of the applicant The average profile of the applicant seems to be: • between 20 and 40 years of age; • with prior work experience; • with (very often) already a degree in higher education. However, these are preliminary results of a superficial analysis. More research and data on the matter are definitely needed.

19. Conclusions and recommendations Some pressure points • Applicants experience the APEL (EVC)-procedure in higher education in Flanders as formal and complex, whereas it is supposed to assess prior non-formal learning. • The efforts for the student and the assessor are high. Many applicants withdraw during the procedure. • Applicants experience the cost of the APEL (EVC)-procedure as rather high, whereas the associations report that the fees do not cover the initial costs. • Assessing competences is a complex matter. • The training of assessors is an intensive and costly process.

20. Conclusions and recommendations • At this moment data concerning the amount of applications and the profile of the applicant are still rare and sparse. More data are needed in order to evaluate the effects. Does APEL meet its goals in higher education in Flanders?

21. Conclusions and recommendations Does APEL meet its goals in higher education in Flanders? • If APEL is to play a part in the democratisation of higher education and the increase of LLL, reflection is needed on • the cost of the assessment procedure; • the support that is offered in the composition of the application; • financial stimulations.