Validation Of Prior Learning Research Articles

A design science approach to developing and evaluating items for the assessment of transversal professional competences

PurposeRelying on a design science paradigm, the purpose of this paper is to describe the development and evaluation of items for an ICT artefact that supports the assessment of transversal professional competences within the validation of prior learning (VPL). To do so, the authors build a conceptual bridge between the Occupational Information Network (O*NET) and the European Qualifications Framework (EQF).Design/methodology/approachDesign science research paradigm, in particular the participatory development of candidate items and their evaluation in a multi-stakeholder approach.FindingsThe authors find that a self-assessment of professional competences should be comprised of 160 items in order to cover the breadth and depth of the O*NET in the hierarchical taxonomy. Such quantity of items sufficiently builds a conceptual bridge between the O*NET and the; EQF.Practical implicationsWhen designing procedures for the VPL, it is imperative to bear in mind the purpose of the validation procedure, in order to determine relevant stakeholders and their needs in advance as well as the; required language proficiency of the assessment instrument.Social implicationsThe innovative value of this approach lies in the combination of an underlying hierarchical taxonomy with assessment items that are developed based on the qualification standards of different Austrian professions. Together with specific verbs that were adapted for each particular item, an innovative self-assessment is proposed. Thereby the authors aim to account for some of the mentioned shortcomings of the EQF.Originality/valueThis paper applies a design science paradigm to develop an ICT artefact that should support the VPL. By reflecting on the design process, the authors introduce a theoretical bridge between the O*NET and the EQF. Thereby the authors aim to account for some of the mentioned shortcomings of the EQF.

VALIDATION IN ART TEACHER AND PROFESSIONAL TEACHER EDUCATION CURRICULA IN FINLAND

<p>Intention and opportunity for validation of competences acquired in different contexts are considered influential to meet the incremental changes in the world of work. Positioned in the universities of applied sciences delivering art and professional teacher education in Finland, we study emergence of validation of prior learning in the intended, or planned, curricula. The Nordic Quality Model for Validation was employed as the empirical frame of reference. Data were collected from the institutions’ open websites. The critical discourse analysis revealed differences in curricular discourses between and across the institutions. Texts with more indicators of validation were found within larger providers of professional teacher education, whereas those were more scarce in texts from smaller institutions. Validation texts are shorter in length and more fragmented in art teacher curricula. Despite its centrality in educational policy, validation remains in the margins of art and professional teacher education curricula. It is unlikely that the intended curricula facilitate teacher trainers’ efforts to form a shared repertoire of a community of practice in validation of non-formal and informal learning. We suggest further study on the enacted and experienced curricula to examine the role of validation in art teacher and professional teacher education.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0893/a.php" alt="Hit counter" /></p>

The Role of Vocational Education and Training in the Integration of Refugees in Austria, Denmark and Germany

Context: Vocational education and training (VET) plays a crucial role in the social inclusion of refugees. The aim of this paper is to examine how the VET systems of Austria, Denmark and Germany responded to the arrival of young refugees since 2015. VET in these countries are all categorised as systems of collective skill formation, which offer apprenticeships in addition to school-based training. The article examines and juxtaposes the legal rights, the actual opportunities and the barriers to refugees’ participation in and completion of VET at upper secondary level in the three selected countries.Methods: The study is based on reviews of literature and an analysis of refugee policies in the three countries. The literature search used a snowballing strategy and included policy documents, research publications and grey literature from organisations of civil society. The literature review employed a narrative, issue-focused approach to explore and compare key categories relating to the research question. To elaborate, refine and structure the categories for each of the three countries we used an input-process-output model (Adams, 1993) and a combination of deductive and inductive analysis procedure.Findings: The findings of the study are divided into six categories that structure the analysis: admission requirements, validation of prior learning, vocational guidance, language training, social support measures and access to apprenticeships. The analysis finds that both asylum seekers and recognised refugees have more opportunities in Germany than in the other two countries regarding the key categories. The findings show no major differences in the position of the social partners in the three countries in relation to refugees’ participation in VET, however the national governments reacted differently to the influx of refugees. In Austria and Denmark, new governments with strong anti-immigration agendas took office and reduced the access to and participation in VET for asylum seekers and refugees. At the same time, the German government introduced various integration measures for refugees in cooperation with employers with the aim of making VET more accessible to refugees.Conclusion: To access and complete VET, refugees depend on supporting measures to overcome a variety of barriers, e.g. regarding language training and access to apprenticeships. Overall, reforms in Germany demonstrate promising initiatives to overcome the barriers to the integration of refugees in VET, while reforms in Austria and Denmark have limited refugees’ opportunities to access and complete VET.

Improving the quality of Portuguese SMEs through competence evaluation

Problem and goal. Since we are going through a key moment in terms of technological advances and their effect on the labour field, the investigation of the on-the-job training processes gains a predominant role. Moreover, the need to research an approach that promotes a balance between the four spheres of development of learning - economic, sustainable, community and personal - is emerging. This study was conceived as a result of this urgency, aiming to respond to the following problem: to what extent does a training model, based on the VPL (Validation of Prior Learning) approach and supported by principles of the educational sciences, can contribute to individual empowerment and, consequently, to an improvement in the organizational quality of Portuguese SMEs (Small and Medium-sized Enterprises)? Methodology. The division of the research into two parts - Study 1 and Study 2 - allowed the collection and analysis of structural data (Study 1) that served as a basis for the definition of a dynamic strategy (Study 2). Although undertaken at different times, they have thus proved to be complementary. In fact, the design of the training model was based, firstly, on the results obtained through exploratory interviews with key informants and, secondly, on the data obtained throughout the training process that involved ninety-two employees from ten Portuguese SMEs from diverse categories and sectors. Results. The training model, which emerged from the interaction between the theoretical reflection and the practical context, comprises five components: distance learning, recognition of skills, language skills, intercultural skills and an individual action plan. Conclusion. This study, being an important contribution to the topic of on-the-job training in Portuguese SMEs, at the same time opens the way for the continuation of the research.

ECCOE: Toward a Robust Solution for the Cross-Institutional Recognition and Validation of Prior Learning

ECCOE, the European Credit Clearinghouse for Opening up Education, aims to facilitate the endorsement and appropriation of open, online and flexible higher education by increasing trust in technology-enabled credentials among students, higher education institutions (HEIs) and employers. To this end, the project is developing a complete solution in the form of the ECCOE-system, with publicly reviewed credential descriptors, Model Credit Recognition Agreements (MCRAs), an online catalogue of over 60 disciplinary and transversal modules, and a robust solution for technology-enabled credentials and a network of stakeholder users. In this paper the analysis and classification of existing prior learning agreements (at higher education institutions) is presented as a first step towards a generic recognition structure that subsumes all types of recognition and can form the basis for the MCRA template. The result of this work was the identification of four characteristics present in each type of recognition agreement: its type, the objective of applying it, the process steps that need to be followed, and constraints for a successful application.ECCOE, the European Credit Clearinghouse for Opening up Education, aims to facilitate the endorsement and appropriation of open, online and flexible higher education by increasing trust in technology-enabled credentials among students, higher education institutions (HEIs) and employers. To this end, the project is developing a complete solution in the form of the ECCOE-system, with publicly reviewed credential descriptors, Model Credit Recognition Agreements (MCRAs), an online catalogue of over 60 disciplinary and transversal modules, and a robust solution for technology-enabled credentials and a network of stakeholder users. In this paper the analysis and classification of existing prior learning agreements (at higher education institutions) is presented as a first step towards a generic recognition structure that subsumes all types of recognition and can form the basis for the MCRA template. The result of this work was the identification of four characteristics present in each type of recognition agreement: its type, the objective of applying it, the process steps that need to be followed, and constraints for a successful application.

Reconhecimento e validação de adquiridos experienciais de adultos pouco escolarizados em Portugal: uma medida de política pública inovadora?

O texto analisa o processo de reconhecimento e validação de adquiridos experienciais, uma medida de política pública orientada para os adultos pouco escolarizados em Portugal. A análise resulta de uma investigação qualitativa baseada em entrevistas semiestruturadas com técnicos e formadores responsáveis pela implementação do processo em estudo e em entrevistas biográficas com adultos certificados através deste processo. Os dados empíricos recolhidos permitiram identificar alguns elementos de inovação no processo de reconhecimento e validação de adquiridos experienciais implementado em Portugal. No artigo, analisamos dois desses elementos de inovação, por um lado, o recurso à metodologia biográfica e à história de vida; por outro lado, o acompanhamento assegurado pelo técnico de orientação, reconhecimento e validação e pelos formadores. Na nossa perspectiva, os elementos de inovação identificados contribuem para que o processo de reconhecimento e validação de adquiridos experienciais orientado, do ponto de vista político, para o aumento da qualificação escolar dos adultos, apresente um potencial formativo nos adultos envolvidos.

Valuing prior learning

PurposeThis paper aims to introduce an information and communication technology (ICT) artifact that uses text mining to support the innovative and standardized assessment of professional competences within the validation of prior learning (VPL). Assessment means comparing identified and documented professional competences against a standard or reference point. The designed artifact is evaluated by matching a set of curriculum vitae (CV) scraped from LinkedIn against a comprehensive model of professional competence.Design/methodology/approachA design science approach informed the development and evaluation of the ICT artifact presented in this paper.FindingsA proof of concept shows that the ICT artifact can support assessors within the validation of prior learning procedure. Rather the output of such an ICT artifact can be used to structure documentation in the validation process.Research limitations/implicationsEvaluating the artifact shows that ICT support to assess documented learning outcomes is a promising endeavor but remains a challenge. Further research should work on standardized ways to document professional competences, ICT artifacts capture the semantic content of documents, and refine ontologies of theoretical models of professional competences.Practical implicationsText mining methods to assess professional competences rely on large bodies of textual data, and thus a thoroughly built and large portfolio is necessary as input for this ICT artifact.Originality/valueFollowing the recent call of European policymakers to develop standardized and ICT-based approaches for the assessment of professional competences, an ICT artifact that supports the automatized assessment of professional competences within the validation of prior learning is designed and evaluated.

Challenges in implementing national systems of competency validation with regard to adult learning professionals: Perspectives from Romania and India

Validation of prior learning (VPL), also referred to as recognition, validation and accreditation of prior learning (RVA), is becoming an increasingly important political issue at both European and international levels. In 2012, the European Council, the UNESCO Institute for Lifelong Learning (UIL) and the Organisation for Economic Co-operation and Development (OECD) launched strategic documents and guidelines for supporting its wide implementation. A wide range of resources and experiences to learn from are already available for improving policy making and the quality and credibility of VPL practices. An intrinsic part of quality assurance concerns the level of training of practitioners accompanying the VPL process. Addressing the need for improved practices of adult educators’ continuing professional development as well as improved validation processes, this paper presents and analyses practitioners’ experiences with a piloted portfolio tool designed to support the validation of pedagogic competencies of trainers in adult education. While the pilot study was carried out in 20 European and 2 non-European countries, this article picks out and compares feedback from participants in Romania and India, which are both striving to catch up in terms of accreditation of non-formal and informal learning. Based on their findings, the authors’ reflections focus in particular on evident challenges for educational policy making in these two very different countries. They also consider related policy measures needed for improving the educational contexts in both countries, both in terms of validation practices and in terms of the professional development of practitioners applying such practices, in line with international trends.

Recognition and Validation of Non Formal and Informal Learning: Lifelong Learning and University in the Italian Context

This paper is a reflection, on the basis of empirical research conducted in Italy, on theoretical, methodological and systemic-organisational aspects linked to the recognition and validation of the prior learning acquired by adult learners or workers who decide to enrol at university at a later stage in their lives. The interest in this research theme derives from the continuously growing number of adults who enrol on graduate degree programmes. The growing national and European debate on the reform of educational systems which ensued from the Bologna Process is focused on the development of a bridging system between the formal systems of education and the non formal and informal learning contexts, in view of developing validation procedures for prior learning. The research method, which combined both qualitative and quantitative approaches, consisted in a national survey on the basis of a questionnaire submitted to all the Italian universities and used methods of qualitative orientation, such as Bilan de Competénces and Biographic Laboratory. The survey helped to identify instruments and organisational procedures for the validation of prior vocational learning. Moreover, on the basis of the research conducted and keeping in mind the international setting, it can be stated that it is only from the perspective of lifelong learning that universities can approach the object at issue.

Translating validation of prior learning in practice

This article contributes to the critical literature in the field of validation of prior learning by framing the idea of validation as a tool for integrating immigrants in the labour market as concerning issues of organizational change. Using a perspective from the sociology of translation, I examine how the idea of validation is translated in practice as part of a labour market project run by municipal and state organizations in Western Sweden from 2006–2008. The project aimed at developing methods for validating recent immigrants’ prior learning to support more than 500 immigrants into employment. Based on an ethnographically inspired field study, I focus on how the validation procedure materializes as a result of the organizing practices in the project. The article suggests that the difficulties currently experienced in the work with validation of recent immigrants’ prior learning in Sweden may be explained by its emphasis on procedural efficiency over a more comprehensive understanding of the heterogeneous nature of the immigrants’ skills.

‘Who’s giving us the answers?’ Interpreters and the validation of prior foreign learning

This paper critically discusses the role of the interpreter in the validation of the prior learning of recent immigrants arriving in Sweden by drawing on a perspective from the sociology of translation. The recent immigrants’ difficulties with speaking the local language is usually described as the main problem when it comes to validating their prior learning. As a result, the use of interpreters is proposed to facilitate the assessment process. The current literature largely sees the interpreter’s role in the validation of prior foreign learning as unproblematic. The interpreter is described as a neutral means of transmitting the knowledge, skills and experience of the immigrant in an objective way to the assessor. In this paper I criticise this view of the interpreter as a neutral, objective tool. I argue that the role of the interpreter is not given, but enacted during the validation process. Furthermore, the study shows that, far from transmitting information from the immigrant to the assessor, the interpreter is profoundly implicated in the construction of the knowledge that materialises in the assessment results.

Coordination meetings as a means of fostering collective learning among jury members involved in the validation of prior learning (VPL)

Jury members involved in the validation of prior learning (VPL) are supposed to draw parallels between the skills the candidate has acquired and the criteria established in relation to the frame of reference. The recalibration of criteria is a form of collective work. During meetings, jury members face common obstacles together. They try to sidestep the prescribed work and then collectively take ownership of it. Collective meetings allow responsibilities to be shared. This contrast between the imposition of extremely narrow prescribed work and the possibility of modifying prescribed work during collective meetings, sets a dialogic process in motion. Such a process gives jury members the opportunity to evolve in their practices. This ensures that jury members are always in a position to reflect on their own methods of action.

Instruments of trainers’ activity: the use of refentials in processes of recognition and validation of prior learning

In Portugal, recognition and validation of prior learning has emerged as an important training practice. Since 2001, it has been possible to obtain an academic certification by valuing learning, regardless of its origin. The current study was conducted with trainers and adults who were involved in processes of recognition, validation and certification of competences (RVCC). This research study, using qualitative research methods, described and tried to develop the comprehension of the use of referentials as instruments of trainers' activity. This analysis focused especially on three aspects: (i) the organization and development of RVCC processes; (ii) trainers' role in these processes; and (iii) the use of a referential as an instrument of activity. The findings suggested that the referential used in these processes mediates trainers' activity, functioning as competences identification guides. After an initial appropriation, trainers reconceptualize the referential by creating their own grids. There is clear variability in the use of this guiding document. Trainers revealed ambivalence towards the autonomy that they have in their work activity. Although they assess the opportunity to individually and freely create their work instruments in a positive way, they also lack a collective support and validation.