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EVC Centrum
/# 1
Validation of Prior Learning as a gateway to empowerment and development
Ruud DuvekotINHOLLAND University & the Empowerment Centre EVC
the Netherlands
Lahti, Finland
September 30, 2008
EVC Centrum
Validation of Prior Learning as a gateway to empowerment and
development
But for whom, why and how?
And is it innovative or revolutionary?
Key questionE
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1. VPL explained
2. Aims, culture & portfolios
3. the 4 ‘highways’ of learning
4. a roadmap
5. Questions & debate
6. As a dessert: CH-Q as a solution
ContentE
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general context
Society is in transition …
… no more lifetime employment & qualification …
… causing the labour market and the learning system to change and adapt to the new playing field.
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Leading questions
So, what is happening now?
TOP: authorities and social partners respond to the problems and adapt their systems of learning and working,
Meso: HRM and VET/HE focus more on output,
Bottom: and I have to create a new security in the flexible world
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Two approaches
Top-down is …- collective institutions and structures,- focus on standardisation of learning- Lifelong learning for the economy- diploma's for careers
Bottom-up is …- the self as primary agent- focus on holistic, flexible learning- Liberation of learning- portfolio's for careers
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Leading questions
What’s the function of VPL in this changing context?
- VPL is about my learning and working
- VPL is about all stakeholders- VPL is integral- VPL is about matching top-down and
bottom-up
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“A competence is to know how to act
adequately.” (Lyotard 1988)
Write down in keywords:
2 of your social-communicative
competences
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Thesis
So:
VPL is where diploma and portfolio meet
-Diploma is the system (top)-Portfolio is my life (bottom)
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Statements on VPL:
1. The Glass is always Half Full
2. Two main perspectives: summative & formative
3. It’s about me, the labour market and the learning
system
4. It is based on learning outcomes
5. what’s new? It’s me !
Setting the sceneE
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The process
VPL is the integral process of ….
1. Raising awareness / information
2. Recognition of competences
3. Valuation of competences
4. Development of competences
5. Embedding VPL in HRM, VET/HE
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aims
The diversity of aims of VPL in Europe
1. Qualification
2. Employability
3. Empowerment
4. Personal development
5. Activating citizenship
6. Professionalisation/innovation
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targetgroups
Targetgroups
1. Young people (under 21)
2. Workers (21+)
3. Jobseekers
4. Older people
5. Employers
6. Professionals (personell officers, teachers, assessors,
guiders, etc.)
EVC Centrum
Write down in keywords:
1 of your technical competences
+
1 of your computer-skills
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History
Learning culture changes:
Target: from initial to lifelong learning
Targetgroup: from the young to all of us
Control: from top-down to –also - bottom-up
Status: from summative to formative
Mobility: from static to flexible
Learning: from input to output
Qualification: from diploma to portfolio
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Portfolios
Types of portfolio:
1. Dossier-portfolio
2. Development-portfolio
3. Personal portfolio
4. Extra: the Organisation and its portfolio =
competencemanagement
It’s all about managing diversity of learning & working
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Write down in keywords:
1 of your artistic or creative
competences
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4 highways
Highways of Learning:
1. Qualification model
2. Upgrade model
3. HRD model
4. Lifelong learning model
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Model 1
Qualification model:
Target getting a qualificationTargetgroup young, workers, jobseekersStandard vocational or HE standardEffect diplomaVPL - dossier-portfolio
- co-makership, ? Harmonicalearningroutes?
Examples: big steel, health sector
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Model 2
Upgrade model:
Target the need for upskilling and upgradingTargetgroup workers, job-seekersStandard sectoral, vocational or HE standards Effect employability, empowerment & qualificationVPL - personal portfolio - advice on perspectives
- showing the necessary development steps
Example: banking, small metall, education sector
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Model 3
HRD model:
Target the learning organisationTargetgroup workersStandard company-, sectoral or vocational/HE
standardsEffect employability & empowermentVPL - developmentportfolio
- setting the target for portfolio-based development
Example: building sector, army, telephone companies
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Model 4
Lifelong learning model:
Target recognizing and valuing one’s personal learning opportunities, school- or work-independent
Targetgroup all targetgroupsStandard any standard will doEffect personal effects, enjoyabilityVPL - personal portfolio
- personal enrichment- extra job opportunities
Example: trade union volunteers, citizenship
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Roadmap for the Learning Society:
- Put the learner in the centre (portfolio & PDP)
- Offer Self-management of competencies
- Responsibility of demand-articulation
- Match competence-systems
- Create a standard based on learning outcomes
- Make the process portfolio-steered: qualifying,
updating, upgrading, enriching
building blocksE
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Write down in keywords:
1 of your organisational-logistic
competences
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Coming back to the key question:
1. The Learning Society in itself is a revolution. It
is a silent one, offering more equality of
chances and co-makership to the learner.
2. VPL is innovative as a product (instrument) but
revolutionary as a process (integral approach)
See the differences between: highways 1 & 2 and
highways 3 & 4
Innovation or revolutionE
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challenges
So, the main challenges:
1. How to motivate people to invest in themselves?
2. How to make education customer-oriented?
3. Can organisations adequately formulate their need
for competences?
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Your setting
What about your organization?
1. Does it motivate you to invest in yourselves?
2. Are they making education customer-oriented?
3. are they formulating their need for your
competences?
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Time-out
Do you have extra time and energy?
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A major key in activating the
Learning Society is my portfolio:
1. a focus on selfmanagement of
competencies
2. Starting up bottom-up process of lifelong
learning
3. Stimulates school and organisation to
innovate as well
SolutionE
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How to do my thing and selfmanage my
competencies?
1001 instruments
Not many - however - as integral and personal as CH-
Q
SelfmanagingE
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- Biographical method
- Takes 20-30 hours
- Empowerment: who am I and where can I go?
- Groupsupport: save setting for training
- Bottom-up
- Fills in my role in the Learning Society
- It challenges the roles of the organisation (HRD)
and the ‘school’ (flexible learning)
- After CH-Q less problems in motivating ‘me’ to
invest in myself
CH-QE
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Take Nokia:
- Example of a learning company (from rubber bots
to mobile phones)
- Their need for competences changes quickly
- A learning employer needs learning employees
- work-security is offered instead of job-security
- Stimulating learning is a need for both sides
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Specify Proof
Social competencesOrganisational competenc.Technical competencesComputer skillsArtistic competencesLearning competencesOther competences
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1. Learning for the future starts at my
potential = my portfolio
2. Selfmanagement of competencies
stimulates schools and organisations
to take a look at the future too
3. It happens anyway; be prepared
ConclusionE
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