VPL the unfinished story European conference on VPL and lifelong learning Utrecht, 21-24 September 2005 European Union http://www.europeancompetencenetwork.org

VPL in 10 steps The story so far Ruud Duvekot Foundation EC-VPL European conference on VPL and lifelong learning Utrecht, 21-24 September 2005 European Union

Statements on VPL 1. The Glass is Half Full. 2 Statements on VPL 1. The Glass is Half Full! 2. There’s always good practice out there! 3. Two perspectives: summative & formative 4. It’s about I, we and us 5. what’s new? It’s my career! European Union

A VPL-procedure is …. 1. Recognition of competences 2a A VPL-procedure is …. 1. Recognition of competences 2a. Valuation of competences 2b. Validation of competences 3. Development of competences VPL- summative is certification VPL- formative is (career) development European Union

Targets of VPL Individual: Targets of VPL Individual: stimulating self-investment in learning organisation: (a) facilitating self-investment and (b) articulation of compentencies system: learning (matching) made to measure midterm-effect: turning learning into employability end-effect: turning employability into enjoyability European Union http://www.europeancompetencenetwork.org

Ten steps of VPL 1. Committment and awareness Ten steps of VPL 1. Committment and awareness ... of the value of your own competences 2. Recognition (formal and informal) … of my competences, retrospective 3. Valuation and validation … of my competences, formal, informal, prospective 4. (Advice concerning the) Development … of my competences 5. Structurally embedding VPL … European Union

State of the art: VPL & committment Learning culture government employers tradeunions VET Anglo-Saxon 1 3 2 Dual system Eastern European French-romanic Mediterranean Mixed model Northern European Scale 1-3 1 = no committment 2 = average 3 = very committed European Union

State of the art: VPL & embeddiment Learning culture national sector/region organisation individual Anglo-Saxon 2 1 3 Dual system Eastern European French-romanic 4 Mediterranean Mixed model Northern European Scale 1-4 1 = low 2 = growing 3 = staying 4 = strong European Union

State of the art: VPL & summ-form Learning culture government employers tradeunions VET Anglo-Saxon SF S Dual system Eastern European French-romanic Mediterranean Mixed model Northern European S = summative high - low F = formative high - low European Union

State of the art: VPL & targetgroups Learning culture workers jobseekers volunteers learners Anglo-Saxon 3 1 Dual system 2 Eastern European French-romanic Mediterranean Mixed model Northern European Scale 1-3 1 = no VPL 2 = developing 3 = a lot of VPL European Union

Conclusion the main challenges: 1 Conclusion the main challenges: 1. opening up the learning system for VPL 2. motivating people 3. creating demand-steering 4. cross border recognition of competence 5. Learning from each other 6. making learning enjoyable European Union