Bologna seminar Tbilisi, 8-9 november 2005 Anne Marie Mak Nuffic – Dutch ENIC/NARIC Prior Learning Assessment and Recognition in the light of Bologna Experiences from the Netherlands

European developments concerning recognition PLAR in the Netherlands Linking ICE and PLAR PLAR procedure and the portfolio instrument Dutch pilots with PLAR & Portfolio Future: towards a Competence Centre Overview

European developments: International recognition Main aim of the Bologna process: Establish a European Higher Education Area by 2010 in which students and staff can move with ease and have fair recognition of their qualifications. Political response to: Increasing mobility Increasing differentiation in Educational providers Types and duration of courses Modes of provision (distance and e-learning)

Academic recognition Professional recognition European developments: International recognition To improve employability and mobility opportunities for all citizens: recognition of informal learning should be made possible Formal learning 1997: Lisbon Recognition Convention 1999: Bologna - Diploma supplement - ECTS : European Directives for access to regulated professions

Aiming at the (re)integration of individuals into education and training, labour market and society at large At national level: To support employability and active citizenship At international level: To support international mobility and acceptance of foreign qualifications / competencies Purpose of recognition of prior learning Formal recognition certificate / diploma Social recognition job acceptance May result in

Bologna: Prague (2001): Action line ‘Lifelong learning’ was added European Commission: Copenhagen Declaration (2002): priority is given to the development of common principles regarding validation of non-formal and informal learning (principles were accepted in 2004) ENIC/NARIC-networks: Acknowledgement that new forms of assessment are required European developments: Recognition of prior learning

PLAR in the Netherlands: Developments Need for an improved link between education and the labour market Development of a competency-based qualifications framework content-based education  competency-based education Development of flexibile learning paths (tailor-made)

Demand side Supply side PLAR in the Netherlands: Developments Main tasks: Encouraging the development and application of PLAR practices, networking, collecting and disseminating results Knowledge Centre EVC Dutch government Empowerment Centre EVC ESF-EQUAL

Demand side Supply side PLAR in the Netherlands: Developments Main tasks: Encouraging the development and application of PLAR practices, networking, collecting and disseminating results Knowledge Centre EVC Dutch government Empowerment Centre EVC ESF-EQUAL Target groups who need special support YouthWomenOlder workers DisabledImmigrants / refugees

Nuffic: The Dutch ENIC / NARIC Credential evaluation Formal learning Recognition of competences All forms of learning Nuffic: A changing approach towards recognition International developments National developments Lifelong Learning

Credential evaluation  Formal Learning PLAR  All forms of learning Labour market Education Professional recognition de facto de jure Academic recognition Linking ICE and PLAR Labour market- oriented PLAR-procedure Qualifying PLAR procedure Education-oriented PLAR procedure

Portfolio Additional PLAR procedure NoNo Credential evaluation Sufficient evidence Recognition Ye s Interview, observations, exams, assignments, simulations, etc. Additional testing Doub t Ye s NoNo Sufficient evidence Ye s Rejection NoNo

Carefully compounded document Descriptions of formal and non-formal learning Requires self-assessment and self-reflection Candidate is writer and owner Document is in continuous development Includes documents of evidence Portfolio: Common characteristics Instrument to identify and describe competences

General steps in a PLAR procedure Preparation Information/brochure 1 Identification Portfolio development Assessment Portfolio interview and additional testing Recognition Follow-up programme Aimed at development

Recognizing body, HE institution, employment agency, etc. Fair recognition advice Recognition decision Fair recognition interest promotion Examples of Dutch pilot projects Nuffic Expertise on foreign educational systems Institution Expertise on professional field Immigrant Nuffic’s PLAR development approach

Nuffic’s PLAR development approach 1.Desk research 2.Promotion of PLAR practices by conducting pilot projects Acceptance & Implementation Design & Development Preliminary investigation Execution Evaluation & Revision Continuous cooperation with institution

2001: Educational sector: foreign trained secondary school teachers 2002: Medical sector: foreign trained medical doctors Examples of Dutch pilot projects Credential evaluation Professional recognition? Credential evaluation Professional background? 2003: Labour market integration: immigrants and refugees with various professional background

2001: Educational sector: foreign trained secondary school teachers 2002: Medical sector: foreign trained medical doctors Examples of Dutch pilot projects Credential evaluation Professional recognition? Credential evaluation Professional background? 2003: Labour market integration: immigrants and refugees with various professional background What other relevant experiences did these foreign professionals gain next to their formal schooling?

Immigrant Institution Recognizing body, HE institution, coun- celler, employer, etc. Portfolio as information source Competency standards Portfolio assessment Portfolio development Interview Application letter, CV, credential evaluation Portfolio

1.Portfolio Personal information Education Work experience Languages Computer skills Skills and qualities Documents 2.Curriculum Vitae 3.Personal Development Plan 4.My appointments 5.My logbook 6.My network 7.My job applications

Course Portfolio development Present results of prior learning in a clearly structured document Goal Format in MS Word Course manual 5-7 group meetings Computer facilities Reflection assignments Feedback on portfolio descriptions Facilities

Course Portfolio development

Foreign professionals: Valuable to have a file in Dutch language Acknowledgement of prior learning Empowerment for Personal Development Plan Good preparation for interview Value of portfolio for… Recognising institutions: Good preparation for interview Planning of further assessment process Need for competency-based standards

1. Identify information need 2. Developing portfolio format 3. Test product 4. Evaluation + Revision 5. Implementation Institution Recognizing body, HE institution, employment agency, etc. Credential Evaluation PLAR: Portfolio or Future: Nuffic – Competence Centre

Digital portfolio archive Portfolio archive Personal details Test resultsDocuments Description competencies Education informationWork experience information Reflection and guidance Development portfolio Selection and assessment Assessment portfolio Presentation Showcase portfolio

Digital portfolio archive Portfolio archive Personal details Test resultsDocuments Description competencies Education informationWork experience information Reflection and guidance Development portfolio Selection and assessment Assessment portfolio Presentation Showcase portfolio Towards standards for portfolio development for various purposes and various sectors?

Relevant information Internet: Common European Principles for validation of non-formal and informal learning Handouts: Article about linking ICE and PLAR Article about Dutch pilot with portfolio for medical doctors