Post on 13-Apr-2017
Nordic Competence Profiles of Validation Practitioners and Competence DevelopmentA mapping project 2014 - 15
Conference Copenhagen June 16, 2015
Camilla Alfsen NO, Anni Karttunen FI, Haukur Harðarson IS, Pär Sellberg SE, Kirsten Aagaard DK
Project objectives
To contribute to the development and strengthening of validation of prior learning (VPL) in the Nordic countries by mapping competence profiles and focusing on professionalization of the validation practitioners in their work with validation in all steps of the validation process.
Mapping project 2014 - 2015 followed by a development project 2015 - 16
Essential activities
• Mapping of tasks, roles and competence profiles of validation practitioners in the validation process.
• Identifying the need for competence develop-ment for the validation practitioners and outlining challenges and recommendations for compe-tence development activities at a national and Nordic level.
Frameworks
• Linked to the identified challenges in VPL by the Expert Network on Validation. Competence devlopement one of the main challenges to promote and strengthen VPL
• Linked to European strategies for validation of prior learning ( policy papers, guidelines etc).
Frameworks (b)Nordic approach: Tradition of strong adult education, strong labor unions and political focus on social inclusion.
A strong third sector
Education is structured, almost public and regulated
The roles of VPL practitioners
Counsellors/ guiders offer information, advice and guidance
Assessors carry out assessment processes
Managers manage assessment centers/procedures
External observers external observers of the process
Other stakeholders have an important but less direct role in the validation process without being directly involved in the process
The validation processFactors that need to be in place, for VPL to fulfill demands for quality in the process delivered and for meeting the needs of the individual.
Nordic competence profiles of VPL practitioners
• A generic Nordic description and overview– Built on experience from the Nordic countries,
research and projects. • A clearer overview of competence development
and profiles– It is not certain that all factors identified suit all VPL
systems, but it may be a case of consideration if some of them are missing…
• Inspiration for improving quality
Main conclusions / Key competences
• To be able to promote an motivate for the validation process
• To recognize and be able to validate competences from a vast range of learning arenas
• To be able to analyze and make use of learning outcome descriptions
• To be able to provide necessary and relevant guidance in the different phases of validation
Challenges
The process of validation:involves many different roles
includes many different phases with different competence requirements
involves practitioners with no formal competence requirements in VPL procedures
Recommendations
A variety of training activities are needed to match the different needs for competence development for VPL practitioners as
•Courses•Education in the formal system•Peer learning activities / networking•Development projects /research
The next project 2015 - 16
• Competence profiles – learning outcomes / NQF
• Description of learning activities
• Knowledge platform for VPL practitioners