Post on 15-Feb-2016
description
Validation of non formal and informal learning – the case of Portugal
Glasgow, 17 May 2012
Elsa Caramujo National Agency for Qualification and Vocational
Education
National context
2005Structural situation of low qualificationsAround 72% of labour force without the (upper)secondary education (3.5 million adults)Low Lifelong Learning rates – 4,6% (EU: 11%)Early school leavers – 38,6% (EU:15,2)Weak social valorization of educationSeparated and discontinuous interventions
RPL System launched in 2000 – adult basic educationCreation of National Centres for Recognition, Validation and Certification of Competences
Structural deficit of qualifications
The New Opportunities Initiative (2005-2010)
•Governmental program launched jointly by the Ministry of Education and Ministry of Labour and Social Solidarity•Clear political commitment in institutional, instrumental, operational and financial•Aimed at increasing qualification levels of Portuguese population
•Adult education and training at the centre of educational policies•Massive and assertive adult education policy•To qualify 1 million adults up to 2010 (60% through RPL)
•Making upper secondary education (12 years of school) as the minimum qualification level•Increase young people attending VET courses at (upper) secondary level (50%)•Reducing early school leavers
ADULTSYOUNG PEOPLE
VET Reform – building up National Qualification System (NQS) (2007)
To promote the access to qualifications paths (diversification in IVET and flexibility and modularization in AET) – increase participation in education and training
To increase the relevance and quality of national qualifications
National Agency for Qualification National Qualifications Framework (NQF) National Catalogue of Qualifications (NCQ) and Sector
Councils for Qualifications (SCQ) Recognition Validation and Certification of Competences
(RVCC)
NQF integration (NQF levels 1, 2,3 and 4)School based competences and Professional competencesBasic level and secondary levelCreation of a National network of New Opportunities Centres
AIM
SM
ain
Tool
s
Portuguese Education and Training System
New Opportunities Centres (NOC)
•Restructuring of the formers Recognition, Validation and Certification Centres•NOC as “entry doors” for a qualification pathway•Two main functions:• Guidance and Counselling - to give adults a chance to improve their
qualification, guide them to adjusted options in terms of qualification path (RPL or training)
• RPL providers - development of Recognition, Validation and Certification of Competences process (school based or professional)
•Promoted by public basic and secondary schools, vocational schools , vocational training centres, local association, private training provider, institution of social solidarity, municipalities, private companies…)•Target: adults who have acquired competences during their working lives but have not finished the 4th, 6th, 9th, 12th years of schooling or don’t have a vocational qualification• The NOC network is managed by National Agency for Qualifications
New Opportunities Centres (NOC)
Source: National Agency for Qualification
453 NOC all over the country – “proximity services” approach
20002001
20022003
20042005
20062007
20082009
20100
50100150200250300350400450500
6 28 42 56 73 98 270269459455453
New Opportunities CentresRVCC Centres
New Opportunities Centres (NOC)
A. Attending and Enrolment
B. Diagnosis
C. Personal Guidance
Educational and training path
(training providers)
Recognition and validation of competences
(NOC)
Partial certification
Certification awarded by
training provider
Personal development
planFull certification awarded by NOC
Intervention Stages
Source: Gomes & Simões, 2007
Some results (2011)
More than 1 million adults enrolled since 2005
2006 2007 2008 2009 2010 20110
20,00040,00060,00080,000
100,000120,000140,000160,000180,000
Enrollments in New Oportunities Centres, by level of education
Source: National Agency for Qualification
Some results (2011)
More than 400.000 full certifications since 2005Source: National Agency for Qualification
2001/05
2006 2007 2008 2009 2010 20110
10,00020,00030,00040,00050,00060,00070,00080,000
Certifications in New Oportunities Centres, by level of education
Recognition, Validation and Certification of Competences
Methodological options
•Interview •Self diagnostic questionnaire•Competences balance•Portfolio analysis•Observation and practical exercises at workplace and simulation (RVCC professional)
PhasesDiagnosis and guidance
Validation
Certification
Recognition
Based on Key Competences Standard in Adult Education and Training and Professional Competence standard included in the National Catalogue of Qualifications
Assessment of competences (standards and assessment tools vs evidences)
Certification of competences(certification jury)
Identification of competences; conception/ organisation of the Portfolio
Recognition, Validation and Certification of Competences
Key Competences standard in Adult Education and Training
Language and Communication
ICT
Mathematics for life
Citizenship and employability Culture,
Language and Communication
Society, Technology and ScienceCitizenship and
Professionalism
Basic Level(NQF Level 1 and 2)
Secondary Level(NQF Level 3 and 4)
Competence units
Evidence Criteria
Key competence area
Recognition, Validation and Certification of Competences
Professional competence standard
Qualifications Standards
Occupational profile
Training standard
RVCC Standard
For each qualification of the National Catalogue of Qualifications
Training units
Competence unitsAssessment tools
Today, 115 Vocational Qualifications can be assessable trough RVCC Professional competences
Recognition, Validation and Certification of Competences
Impacts at individual level - beyond the recognition and validation of prior learning *
•Improvements in Key competences: literacy (reading, writing and speaking) and e-skills (computer and Internet use)•Enhancement of self esteem and motivation to learn and to lifelong learning – changing status from non learner to learner•Improvement in soft skills (cultural participation initiative, autonomy, critical thinking, adaptability)
Impacts at local level•Creation of local networks for qualifications development•Increase participation of enterprises in the national qualification strategy – establishment of more then 100 protocols with private and public companies
*results from external assessment of the New Opportunities Initiative
Key issues
Validation linked and aligned with the formal education and training system Legal framework of the establishment of the National Qualification
System and the National Qualification Framework (Decree Law nº396/2007, Order nº 782/2009)
Move from more local and individual validation practices to a more wide and massive strategy
Media campaigns – information and communication New Opportunities Centres providing a “proximity service” –
geographical proximity, flexibility in time schedules, flexibility of methodologies…)
The use of national qualification standards – the RVCC process can lead to a full certification (awarding a qualification from the NQF) or to a partial certification
Key issues
The quality assurance mechanisms NOC quality chart (monitoring system based on quantity and quality
indicators) Self- assessment tools (CAF assessment model) Production of guiding documents Specific training on the RVCC process of the Pedagogical Team External independent assessment scheme (conducted by a national
and international experts group from a national University) The benefit from the financial support within the National Strategic
Reference Framework 2007-2013 - through the Human Potential Operational Programme, which manages the European Social Fund
Challenges
Assure the articulation between RVCC processes and flexible training paths supplied by training providers
Create an integrated methodology assuring the recognition and validation of both school and professional competencies at the same time (rationalize the process)
Innovative strategies to motivate low skilled adults towards a qualification path
Improve social recognition of certificates and diplomas awarded at the end of the RVCC process
Sustainable funding mechanisms in a economic crisis context
Evolution/redesign the New Opportunity Centres and resized the network Extend the development of the professional RVCC to other operators Co-financing (individual, provider, state)
Planned for a near
future