THE PORTUGUESE EXPERIENCE PROJECT VALEU Natália Vara CNO NERBA and IPB

Slides:



Advertisements
Similar presentations
A Presentation to the Cabinet A Presentation to Stakeholders
Advertisements

The Apprenticeship Framework
The linkages between non-formal education and quality formal education
“Putting the pieces together – as a community”. Certification recognizes the experience, knowledge and skill of an individual as measured against a standard.
The Learning Success Pipeline AN EMILY GRIFFITH SUCCESS STORY.
The SWOT Analysis of VET
In Europe, When you ask the VET stakeholders : What does Quality Assurance mean for VET system? You can get the following answer: Quality is not an absolute.
Prior Learning Assessment: Take Their Knowledge to the Next Degree Mary Beth Lakin, Associate Director Center for Lifelong Learning 4 th Annual Plus 50.
Croatian Chamber of Trades and Crafts APPRENTICESHIP AS A SUCCESSFUL TRADITION AND AN INNOVATION IN CROATIAN EDUCATION SYSTEM Mr.sc. Olga Lui Mirela Franović,
European Framework: Milestones in formal and social recognition of non- formal and informal learning in youth work Hans-Joachim Schild, European Commission,
Validation of non formal and informal learning – the case of Portugal Glasgow, 17 May 2012 Elsa Caramujo National Agency for Qualification and Vocational.
Reform of Higher Education in Morocco Achievements and Perspectives Presented by El Bachir Kouhlani Director of Higher Education Kingdom of Morocco Ministry.
“Electrical engineers vocational education transparency - ELEVET” „Przejrzystość kształcenia zawodowego inżynierów elektryków”
Diploma of Project Management Course Outline NSW Course Number Qualification Code BSB51407.
What do we mean when we talk about PD?
The Education System of Slovakia M.Valent, D. Výbohová.
Integrating Project Work into Distance Education Courses Prof. Dr. Ing. habil. Christian-Andreas Schumann University of Zwickau, Germany International.
Open University Centre Quality Assurance of UCE at the University of Tartu Ülle Kesli Open University Office
Working Group „Europe“ State School for the Visually Impaired, Schleswig Contact: European Agency Assessment in Practice.
European Agency for Development in Special Needs Education Assessment Project Cavendish, M arch 2008 Cavendish, M arch 2008.
Quality assurance in IVET in Romania Lucian Voinea Mihai Iacob Otilia Apostu 4 th Project Meeting Prague, 21 st -22 nd October 2010.
Center for Educator Recruitment, Retention, & Advancement From Recruitment to Retention: A Continuum That Works!
General evaluation of the process and results of the preparation of the Innovative master program "Biodiversity and nature protection" Kseniya Kamenskaya,
Aldona Kowalczyk-Rębiś Agnieszka Kowalska
Portuguese Higher Education: a view from outside (perceptions, observations and challenges) Learning, teaching and lifelong learning Maria de Lurdes Correia.
The Carl D. Perkins Act of 2006 An Overview for Career and Technical Education WI Dept. of Public Instruction Academic Excellence Division Deborah Mahaffey,
Welcome to the Pocketfit Training Academy (PTA) Leading the UK’s Fitness Professionals Preparing for “YOUR” future.
Transfer and adaptation of the French Certification : Renewable Energy Technician (RET) The project Steering Committee Karabuk -Nov GIP FIPAG.
Decent Work for All ASIAN DECENT WORK DECADE Ray Grannall Regional Senior Specialist for Skills Development for Asia Pacific Region Asia Pacific.
THE CERTIFICATION SYSTEM OF COMPETENCE IN ITALY. In Italy, the birth of a certification system in line with the objectives of Lisbon and the Bruges process-Copenhagen.
Validation of non formal and informal learning : the French Model Michel Feutrie Université de Lille 1.
Verification: Quality Assurance in Assessment Verification is the main quality assurance process associated with assessment systems and practice - whether.
Chapter 2 The Athletic Health Care Team Start today by taking out your notebooks. Brainstorm all of the people you think are part of the ATHLETIC HEALTH.
Multigrade School Training Course - Summer 2007 New Educational Methodologies for the "Standard" and Multigrade Schools 19 July – 27 July Rhodes, Greece.
Professional Qualifications System in Estonia European Bank for the Development of Modular Curricula and Educational Technologies EMCET-2 Svetlana Kozlovskaja.
King Mongkut’s University of Technology North Bangkok Prachyanun Nilsook Ph.D. Associate Professor “ e-Training for Classroom-based Action Research” Kanphitcha.
Ways for Improvement of Validity of Qualifications PHARE TVET RO2006/ Training and Advice for Further Development of the TVET.
Lifelong Learning Policies in a Context of Crisis Portugal Maria Cândida Soares Gabinete de Estratégia e Planeamento Strategic and Planning Office Conference.
Nordplus Adult AD_2012_1a28886 How to Challenge an Adult to Teach an Adult.
PA CTEC 2009 Conference PRESENTED BY: Debbie Handschue Supervisor of Special Education Lehigh Career & Technical Institute June 25, 2009 Achieving Appropriate.
NSI Business eLearning Project Quality Assurance in eLearning.
Leipzig Chamber of Skilled Crafts Welcome to the presentation of the Activities and results of the HWK at Leipzig Im ECOA+ transfer project.
7th MEETING OECD NETWORK ON EARLY CHILDHOOD PROFESSIONAL DEVELOPMENT AND QUALITY ALEXANDRA MARQUES LILIANA MARQUES.
The impact on practice, costs and outcomes of New Roles for health professionals in Europe (MUNROS) Antoinette de Bont/ associate professor/ Erasmus University.
1 VOCATIONAL QUALIFICATIONS SYSTEM INTURKEY İbrahim BÜKEL Board Member Turkish Board of Education Ministry of National Education Budapest
Professional Administrative Support for Adult Learning Pro- SAL PROJECT INFORMATION.
Romanian VET following ECVET recommendation National Centre for TVET Development Romania.
VOCATIONAL TRAINING CENTRE OF CYCLADES KEK KYKLADON.
European Commission, DG Education and Culture,
Trans e-facilitator Project The 2-tier approach September 24 th.
Career Academic Technical Institute (CATI) Division of Career-Technical Education TN State Department of Education 25th NACTEI New Orleans, 2005.
In-service Teacher Education In-service Teacher Education refers to all programs and schemes through which teachers who are already employed avail teacher.
Eva Cendon Danube University Krems – University for Continuing Education The 3L System at DUK Quality Assurance in Lifelong Learning Dubrovnik Conference,
Recognition of Prior Learning in University of Western Brittany Rostov on Don Abdeslam MAMOUNE and Yannis Kablan 29 th of September 2015.
THE 4 DIMENSIONS OF QUALITY IN THE ERASMUS EXPERIENCE
The impact on practice, costs and outcomes of New Roles for health professionals in Europe (MUNROS) Antoinette de Bont Erasmus University Rotterdam European.
Seminario Internazionale Moda e Turismo Nell`Instruzione Professionale Seminario Internazionale Moda e Turismo Nell`Instruzione Professionale Abril, 2010.
The National System for Recognising, Validating and Certifying Competencies 64,2% of Portuguese working population does not have the compulsory 9 years.
CSODP Certified Senior Organization Development Professional September 2015.
Conducting Professional Development Programme LEADING TO LEARN, LEARNING TO LEAD.
Otago Home Exercise Programme (OEP) to prevent falls LEADERSHIP TRAINING.
About CERRA  Center for Educator Recruitment, Retention, and Advancement  Located on the campus of Winthrop University  Founded in 1986  Oldest and.
JM Filloque : CDSUFC December Dr. Jean-Marie FILLOQUE President of the French National Network of UCE department (CDSUFC) Vice-Rector for LLL of.
Guidance in LLL concept – from strategies to practice Career Guidance without Barriers Jakub Stárek.
Preschool Basic Education Secondary Education Superior Education Polytecnhic University 1.º degree 2.º degree 3.º degree PRESCHOOLEDUCATIONPRESCHOOLEDUCATION.
Perkins End of Year Evaluation Wayne Community College.
The National French educational system Compulsory education: 6 – 16 years 12 million pupils12 million pupils –6.5 million at primary school (up to 11 y)
Fitness and Conditioning
5th PASET Forum Kigali, Rwanda| May 22, 2019
Lifelong Learning and Validation Procedures
Presentation transcript:

THE PORTUGUESE EXPERIENCE PROJECT VALEU Natália Vara CNO NERBA and IPB

The system of recognition, validation and certification of competence/skills (RVCC) in Portugal…  …emerged because of the low levels of basic education, qualification and professional certification of the adult population, in comparison with European countries.  Necessity of recomposition of the educative systems…  … also the articulation of the systems of education and training. led to system of RVCC

A. Reception B. Diagnosis/triage C. Referral Educational and training pathways Outside the Center D. Process of recognition, validation and certification of educational and/or professional competences: B1, B2, B3 or secondary level and/or career options of the national catalog of qualificationsB1, B2, B3 or secondary level E. Personal Development Plan -Educational and training courses for Adults; -Educational and trainig courses for young; -Professional Courses; -Technological specialization courses; -... Certification by the training/educational Institution Parcial certification (jury) Total certification (jury) Flow diagram Phases of intervention Center of New Opportunities

Referral D. Process of recognition, validation and certification of educational competences Phases of the RVCC process D1. Recognition of competences (individual and/or group sessions for the balance of skills with the RVCC Team) D2. Validation of competences (session with the candidate and the RVCC Team to confront the Portfolio’s candidate with the Key-Competence Guide, and to decide the future course for the adult according to the validated skills) D3. Certification of competences (jury) - Total certification Emission of a personal plan of qualification (PPQ) Flow diagram Structural axes of RVCC process Conclusion of the RVCC process Certification Complete through modular training; educational courses for adults,… D3. Parcial certification (jury) Emission of PPQ E. Personal Development Plan

RVCC team  Technical Administrative  Technical of diagnosis and referral  RVC professionals  Trainers (professor/teacher) for the various key areas of competence  Coordinator  Director

A. Reception B. Diagnosis C. Referral Educational and training pathways Outside the Center D. Process of recognition, validation and certification of educational and/or professional competences Phases of the professional RVCC process D1. Recognition of competences D2. Validation of competences D3. Certification of competences (jury)

Educational and training pathways Outside the Center D. Process of recognition, validation and certification of educational and/or professional competences Phases of the professional RVCC process D1. Recognition of competences D2. Validation of competences D3. Certification of competences (jury) Referral to training course or especific training (FM) Emission of PPQ (when is necessary to adquire knowledge and professional competences) Auto-training or training in the work place Total certification Parcial certification E. Personal Development Plan (after RVCC)

Some instruments contruted instruments  Reception manual for the candidate  Data base of all educational and training offers existing near the Center  Autobiographical guide (one for the candidate, another for the team )  Grid to exchange feedback with the External Evaluator (previous to the jury)

Conclusion According to the interviews conducted, the RVCC process is considered as a process of great importance, not only in academic terms (because it confers a diploma), but especially in personal terms, because it allows individuals to become aware of their own competencies.

THANK YOU Natália Vara CNO NERBA and IPB