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Responsibility

VIEWS: 5 PAGES: 27

									            GOOD
          AFTERNOON
                          REACTION
Recognition and accreditation of experiential learning – a way for

             better accessibility of adult education
              223855-CP-1-2005-1-LT-GRUNDTVIG-G1
                24 months (starting 1 October, 2005)
                 5 FIFTH OUTPUT
•   Recognition and accreditation of experiential learning – a way for
    better accessibility of adult education (REACTION)
•   No. 223855-CP-1-2005-1-LT-GRUNDTVIG-G1
                        FIFTH OUTPUT - FIRST DRAFT

    MODEL FOR VALIDATION AND RECOGNITION OF THE KNOWLEDGE
            GAINED THROUGH THE EXPERIENTIAL LEARNING


• Up to 10 pages
• To be translated in EN, ES, EE, IT, NL, LT
• THE WHOLE TEXT AND DECISION ON WHAT
  GOES FOR THE LEAFLET???
• 1 December, 2006
• to be published by 1 January, 2007
Starting point
                                                                Individual’s
                                                             competencies are at
                                                                   focus
    FIRST: Validation and
    recognition of cometencies that
    individaul acquiered in his/her lfe




                                          Formal education (e.g.,
                                            tertiary education)



      SECOND: Course
         at NGO is
         recognised
MODEL (Learner- focused, 1st)

 The FIRST approach, takes very specific
  steps that have been identified by the
  partnership as necessary, even if
  several other actions might also be
  important in other contexts
          MODEL (Learner- focused, 1st)
Responsibility: Institution’s




   Acc                                                  REC
                                                        ONI
    ess                         COU
                                             VA          TIO
                  Ap            NSE                       N
   and                                 SU    LID   DE
                  plic          LLIN                     OR
   ope                          G/P    BM    ATI   CI   REC
      n            ati                             SI    PO
                                REP    ISS   ON         MM
    info           on           ARA
                                        IO         ON   END
                                RATI                    ATIO
   rma
Responsibility: Individual’s     ON      N               NS
    tion                                                FOR
                                                        FUR
                                                        THE
                                                          R
                                                        STE
           MODEL (Learner- focused, 1st)
Responsibility: Institution’s
                Access and open information
                Access, the recognition of non-formal and informal learning outcomes,
                is to be widely accessible to all employed and unemployed people as
                well as students. There has to be a coordination of financial resources
                coming from the state as well as public organizations, employers and
                learners. Validation and recognition of non-formal and informal
    Acc         learning outcomes is to be accessible to those working in all areas or
    ess         those looking for a job regardless of their place of residence, social
    and         status, gender or ethnic identity. All competences regardless of
                learning ways and methods or place of their acquisition are to be
    ope         recognized.
      n         The information about possibilities to assess learning is open to all. It
    info        is provided by institutions that perform validation: universities,
                evaluation centers or interested institutions, such as professional
    rma         unions and NGOs.
    tion

Responsibility: Individual’s
          MODEL (Learner- focused, 1st)
Responsibility: Institution’s


                     Application
 A                   A person interested in validation must fill out a
 c
 c
                     special registration form and indicate which
 e                   competences and for which purpose he/she
 s
                     wants to validate. The applicant is responsible
 s        Ap
                     for the accuracy and adequacy of the
 a        pli        information he/she provides. The papers of the
 n
 d
          ca         applicant are checked and, in case some are
          tio        missing, can be added later. It is checked if all
 o
 p         n         papers have been provided, if they follow the
 e
 n
                     requirements and, in case some documents are
                     missing, the person is informed.
 i
Responsibility: Individual’s
 n
 f
          MODEL (Learner- focused, 1st)
Responsibility: Institution’s


                        Mentoring/ preparation
 A                      Menors work at this stage. They are
 c
 c
                        employees who directly communicate with the
 e                      candidate (a person who seeks to validate
 s
 s    A                 non-formally and informally acquired learning)
               CO
      p
               UN
                        and inform him/her about the procedure and
 a    p
 n    l        SEL      requirements, provide help during the
 d    i        LIN      procedure as well as counsel about options
      c        G/P
 o    a        REP
                        both in the event of positive validation and if
 p    t        AR       the outcome is different. After a registration a
 e    i
               AR       candidate is appointed a counsellor and
 n    o
               ATI
      n
               ON
                        provided a shedule for counselling sessions.
 i
Responsibility: Individual’s
 n
 f
          MODEL (Learner- focused, 1st)
Responsibility: Institution’s




A
c
        C
        O
                                 Submission
        U
c
e
        N                        An applicant submits the form and
        S
s       E                        the documents to a person in
s   A L
    p
        L
        I
                                 charge who checks if the papers
 a  p   N          SU
 n l    G
                   BM            are in order and informs about the
        /
 d i    P                        time and place of validation.
    c   R          ISS
        E
 o a    P           IO
 p t    A
 e i    R            N
        A
 n o    R
    n   A
 i      T
        I
Responsibility:
 n      O
                  Individual’s
 f      N
          MODEL (Learner- focused, 1st)
Responsibility: Institution’s




A       C                        Validation
c       O
c       U
        N
                                 Assessors work directly with a
e       S    S                   candidate or candidates in a
s       E    U
s   A L B                        professional capacity and assess a
        L    M          VA
    p   I    I
                                 person’s non-formally or informally
 a p    N    S          LID
 n l    G    S                   obtained learning in a certain field, a
 d i
        /    I          ATI
        P    O                   certain curriculum or part of the
    c   R    N          ON
 o a    E
        P
                                 curriculum (e.g. a course).
 p t    A
 e i    R
        A
 n o    R
    n   A
 i      T
        I
Responsibility:
 n      O
                  Individual’s
 f      N
          MODEL (Learner- focused, 1st)
Responsibility: Institution’s



                               Decision
A       C
c       O                      A validation committee provides
        U
c
e
        N
             S
                    V
                    A       DE feedback about a final decision. The
        S
s       E    U
                    L
                    I       CI recognized competences are
    A L B
s
    p
        L    M
             I
                    D
                    A       SI documented. If learning achievements
        I
 a p    N    S
             S
                    T
                    I       ON fully match necessary competences, a
        G
 n l    /    I
                    O          certificate is issued. If learning
                    N
 d i    P    O
    c   R    N                 outcomes only partially match required
        E
 o a    P                      competences and the applicant is
 p t    A
 e i    R                      interested in obtaining more
        A
 n o    R                      competences, he/she can choose
    n   A
 i      T                      necessary modules or courses.
        I
Responsibility:
 n      O
                  Individual’s
 f      N
          MODEL (Learner- focused, 1st)
Responsibility: Institution’s
  Recognition or recommendation for further steps
  It is the responsibility of the committee to decide what part of a
       curriculum and how many and which subjects can be recognized         RE
       for a specific candidate. The recognition takes place in a           CO
       candidate’s absence on the basis of papers received from             NITI
     Acc
       validation committees. A validation committee provides the           ON
                                                                            OR
     ess
       following information:COU
                                                        VA
                  Apabout validation context (who initiated it and how it
         Information         NSE
                                                                            RE
     and                                 SU            LID          DE      CP
                  plic       LLIN                                           OM
     ope was performed). G/P             BM                         CI
                                                       ATI context of       ME
        Information about a person’s competences in the
       n his/herati          REP         ISS           ON           SI
                    professional objectives. All related papers are to be
                                                                            ND
                  on         ARA
     info attached ( a portfolio, tests, etc.).
                                          IO                       ON
                                                                            ATI
                                                                            ON
                             RATI
    rma Information about a person’s possibilities to fulfill his/her
                              ON           N                                 S
                                                                            FO
     tion learning and professional objectives.                              R
        Information about plans being made to fulfill these objectives.     FU
                                                                            RT
                                                                            HE
Responsibility: Individual’s
                                                                             R
            GOOD
          AFTERNOON
                          REACTION
Recognition and accreditation of experiential learning – a way for

             better accessibility of adult education
              223855-CP-1-2005-1-LT-GRUNDTVIG-G1
                24 months (starting 1 October, 2005)
      7 SEVENTH OUTPUT
• VALIDATION OF NON-FORMALLY AND INFORMALLY
            ACQUIRED COMPETENCES
• STAFF (EVALUATOR AND COUNSELLOR) TRAINING
                  CURRICULUM
• Up to 15 pages
• To be developed in EN, ES, EE, IT, NL, LT
  languages
• Simple printing, by April 2007
• Course to be implemented by April 2007
         7 SEVENTH OUTPUT
INTRODUCTION                              3
MAIN TERMS                                4
1. CURRICULUM DESCRIPTION                 6
2. EXTENDED CURRICULUM DESCRIPTION

3.    APPENDICES—ADDITIONAL PHOTOCOPIABLE 9
     MATERIAL
4. BIBLIOGRAPHY                           16
      7 SEVENTH OUTPUT
• This curriculum is one of the integral parts
  of the project Recognition and
  accreditation of experiential learning – a
  way for better accessibility of adult
  education (REACTION) No. 223855-CP-1-
  2005-1-LT-GRUNDTVIG-G1.
 •The functions of experts are discussed
 separately considering the fact that the
 requirements for managing-administration
 are well known and constantly applied.
        7 SEVENTH OUTPUT
• However, we are missing sufficiently specific and
  practical descriptions of the new field of activity,
  validation (and recognition) of non-formally and
  informally acquired learning, as well as expert
  staff who could work in this field and curricula for
  their training.
• It is possible to claim that the participants in this
  project, as emphasized by Jarvis (1999) and
  Shön (1983), are professionals who are building
  their profession “here and now”, who are
  researching new tendencies, are trying to be
  proactive, are sharing experience and discussing
  and are creating themselves as new
  professionals in this process.
        7 SEVENTH OUTPUT
• This project seeks to train professionals for two
  main functions




                 Services for
                 a candidate
       Competences (7 output)
• By the end of the course the learners will be able to:
• Understand counselling strategies and explain their usefulness in
  specific cases
• Understand the specifics of work in adult education
• Understand the concept of non-formal and informal learning
  validation as well as its role and social value in contemporary world
• Understand the interconnectedness of elements in the content of
  competences-based
• Understand the building principles and structure of curricula and
  module-based programs
• Adjust validation criteria to a specific case
• Perform validation according to set standards, requirements and
  criteria and apply adequate methods
• Analyze the process of validation and suggest improvements
• Self-critically analyze personal work as an evaluator of competences
  and seek improvement
                 Structure of curriculum
Evaluator training                 TRAINING OF EVALUATORS OF NON-FORMAL AND
   curriculum description                       INFORMAL LEARNING
Programs (credit hours)        1 ECTS, 26 hours (3-day seminar recommended)

Short description              The curriculum is designed for university lecturers who plan to
                                  work as evaluators of competences and seek to learn the main
                                  aspects of assessing non-formally and informally acquired
                                  learning
Competences

During the course it is
  aimed at enabling
  participants
Curriculum content (themes)

Learning strategies

Criteria of final validation
Strategies of competence
    validation
     Curriculum contents (themes)
•   Curriculum content can be divided into 3 parts
•   1. Preparation for validation process
•   Quantitative and qualitative changes in contemporary world
•   The role of non-formal and informal learning validation in
    contemporary world
•   The concept of a curriculum (module-based) designed for
    competences
•   2. Performing and organizing the process of validation
•    Definition of validation, its methods and criteria and
    documentation
•   Peculiarities of adult education and ethics of validation
•   3. Improvement of the process of validation and the
    evaluator
•   Self-reflection as a learning method of an evaluator and a
    candidate
     Organization (schedule)

Classroom/lectures :   26 hours

  Theory               15 hours

                       10 hours
  Practice/seminar
Final interview         1 hour
  Organization and Methods
• A recommended form for the course is an
  outside seminar; however, different
  organizations can choose a different way
  of course organization.
• The emphasis on aspects of assessing
  adult learning calls for practical methods:
  work in groups, discussions, plenary work
  and others.
        The process

• Self-analysis
• Course participants are asked to
  assess their competences
  according to the description of an
  evaluator’s competence
       The process

• Process as in the documents,
  comments, ideas concerning what
  should be added and should be
  take off are more than welcome
        The process

• Self-analysis
• Course participants are asked to
  assess their competences
  according to the description of an
  evaluator’s competence after the
  course, and the individaul work,
  and discussions
Comments, questions

      Thank you

								
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