European Qualifications Framework and VPL: VPL and LifeLongLearning - a strong combination? VPL and LifeLongLearning Utrecht 22 - 23 September 2005 Mette Beyer Paulsen, Project Manager Cedefop/Thessaloniki 23 June 05

Transparency tools: pieces to a puzzle EQF: 3 elements: - common reference points: 8 outcome-based levels - tools and instruments for citizens - common principles and procedures

Transparency tools: pieces to a puzzle Tools and instruments for citizens: Europass Credit transfer Ploteus

Transparency tools: pieces to a puzzle Common principles and procedures: Validation of non-formal learning Quality Guidance Key competences

A common European Qualification Framework (EQF) Proposal: 8 common reference levels: 2 dimensions (meta-levels) horizontal levels - “quantitative” vertical levels - “qualitative” with ‘steps’ at each level modules, credits, units…. a qualification ‘Ecu’

8 “traditional levels”- input related General compulsory education, primary Compulsory education, lower secondary 3 Vocational qualification at upper secondary level (‘skilled worker’) Upper secondary education

Common reference levels ‘technician’, post secondary short cycle higher education, 6 ’Bachelor’, high level theoretical and practical knowledge, HE institutions 7 ‘Master’, specialist theoretical and practical knowledge, HE institutions ‘PhD’, highly specialised, dealing with complex situations

- 8 common reference levels the knowledge, skills, competence, “outcome” way General basic knowledge and skills Limited range of knowledge, skills and wider competences, concrete and general 3 Broad general, and field-specific practical and basic theoretical knowledge, direction Significant field-specific practical and theoretical knowledge & skills. Can work independently

8 Common reference levels (ctnd.) Broad theoretical and practical knowledge & skills, incl. particular field of learn. or occup. Detailed theoretical and practical knowledge, skills and competence, in forefront field (HE, B) Self-directed, theoretical and practical learning (forefront, originality,HE, ‘M’) Highly specialised, dealing with complex situations, (critical,‘PhD’)

Credit transfer ECTS (workload, duration, higher education) ECVET (competence and learning outcome for each level) knowledge skills personal and professional outcomes European Learning Credits (ELC) ???

Common principles for validation of non-formal and informal learning Individual entitlements Obligations of stakeholders Confidence and trust Credibility and legitimacy Council conclusions, Dublin, May 2004

Main methods for validation of non-formal and informal competences Examination (Self-)declaration Observation Simulation Documentation (portfolios, specimens) - and combinations of these Danielle Colardyn, (ADMEE, 2004)

Main purposes of VPL Descriptive, ‘guide’ Measure, ‘gauge’ ‘mapping of competences ‘, formative Measure, ‘gauge’ substitute, give rights (access, credit, certificate), summative

VPL & mobility (across sectors, systems, countries) VPL should take place in a given, defined context Once competences have been identified, described and validated up against a given system, credit can be given

Holistic vs. “compartmentalized” (modules, units etc.) Do we have valid methods to describe Context dependant ‘soft skills’ The “ethos” of a trade Tacit skills

VPL & mobility (across sectors, systems, countries) What are the gains? Lower training costs Better utilisation of human resources ??? What are the risks? More exclusion in a highly competitive labour market

VPL & mobility (across sectors, systems, countries) What do we need? Better understanding of the nature of competences A non-exclusive language to describe them Knowledge and tolerance Same value does not mean “identical” “Use showels, not tweezers” ???

CEDEFOP CONTRIBUTION Virtual communities to support the Copenhagen Declaration set up by Cedefop in partnership with the European Commission. http://cedefop.communityzero.com

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