Validation of Adult Education Qualifications in Higher Education Ghent, Patrice Caremans, Flemish Education Council (VLOR)

Summary 1.Setting 2.Problem areas 3.Possibilities offered by decree 4.Objectives of the project 5.Approach of the project 6.Methodology of the project 7.Results of the1st period ( ) 8.Results of the 2nd period ( ) 9.General conclusions drawn from the matrix of competences 10.Organisation of the study paths in the 1st period 11.Surplus value of the project 12.Bottlenecks and achievements

1 Setting From the Flemish Ministry of Education to the Flemish Education Council 2 periods: and Development of a generic and transparent methodology for granting exemptions (to exams) to graduates in Higher Continuing Education (HCE) Development of study paths from HCE to a bachelor degree

2 Problem areas Start of the project (September 2005): no adequate position for HCE in the global higher education landscape (bachelor / master) No transparency and obviousness for HCE-graduates on a possible recognition of EAQ (Elsewhere Acquired Qualifications) and shortened study paths

3 Possibilities offered by decree EAQ (Elsewhere acquired qualifications) a college of higher education (CHE) grants (full or partial) exemptions (to exams) based upon a official degree or certificate, s.a. in HSE. EAC (Elsewhere acquired competences): a college of higher education (CHE) grants (full or partial) exemptions (to exams) based upon professional activities or professional experience.

3 Possibilities offered by decree (2) Enrollment based upon EAQ and EAC: -contract / admission to a degree -contract / admission to credits -contract / admission to an exam Consequences for a HCE-graduate: individual procedures and individual study paths No transparency and obviousness

4 Objectives of the project Primary objectives Development of a transparent system for granting exemptions and for creating transparent study paths which are clear at the moment of enrolment in HCE Development of generic study paths without individual administration Based on: Constructive co-operation between Centres for Adult Education (CAE) and colleges of higher education (CHE)

4 Objectives of the project (2) Secondary objectives: 1.Development of a system of common quality control 2.Development of a system of internal communication, furnishing the right on information to the staff at the right moment 3.Development of a system of measuring time investment in formation

5 Approach of the project Couples of related CHE- and CAE-formations (in 6 related formations – 13 couples) 1st period: development of the methodology for comparing the related formations and for developing study paths 2nd period: refinement of the methodology (in 12 related formations - 24 couples) Steering committee Communication to the other CHE’s and CAE’s

6 Methodology Starting from the comparison of the realised competences and their appropriate level ‘Competence’: Integrated (applied) knowledge, skills and attitudes, based upon which a starting employee is able to perform an effective and high-quality output in a specific function. The output should be noticeable in concrete actions undertaken in a specific framework/context. A chronology in this comparison should create mutual trust.

7 Results of the 1st period A methodology (competences) that can be multiplied in several HCE-degrees and their related (professional) bachelor-degree 6 study paths varying from 30 to 83 credits (most of them ca. 60 credits)

8 Results of the 2nd period Fine-tuning of the methodology By doing so, most HCE-formations are covered. Fine-tuning e.g. by introducing EQF (European Qualifications Framework) Study paths varying from 34 to 98 credits More variation in the number of credits than in the 1st period (especially due to the approach of languages and work placement)

9 General conclusions drawn from the matrix of competences Contents and skills in ‘core’ courses are comparable to a great extent, except when core courses concern a language. Differences are mostly related to non-core courses or to the deepening (level) of the core courses. Apart from 1 HCE-degree, work placement is lacking (Applied Psychology). Work placement can be compensated by a valuable working experience. The feasibility of the study path decreases considerably, when compensation is not possible.

10 Organisation of the study paths after the 1st period 8 study paths were offered, which are attended by 53 HCE-graduates:  17 - Applied Computer Sciences - KHKempen  24 - Social Work – KHLeuven ... Important:  Study paths should be limited as to the number of credits.  The concrete organisation is be adapted to the possibilities of HCE-graduates.

11 Surplus value of the project Clear study paths for the HCE- graduates Extra inflow of students in a CHE Easier EAQ- or EAC-procedures Better acquaintance between CAE and CHE and more mutual appreciation More collaboration (in the interest of the HCE-graduate)

12 Bottlenecks and achievements 1Number of credits of a study path 60 credits (1 year) are not evident. 2A vicious circle The organisation of a study path supposes supplementary means. No adapted path –> limited number of interested HCE-graduates –> less means to organize an adapted path 3Competences still in full development The more reasoning in terms of competences occurs, the more easily study paths are developed.

12 Bottlenecks and achievements (2) 4Limited appropriateness of study paths Not all HCE-formations are offered in a modular system. There are significant differences between the several CHE’s as to the contents of the courses. Methodology is transferable. 5Two cultures Different points of view on the organisation…, due to a different target group. CAE’s often expect to many exemptions. Mutual trust is still to grow. HCE-graduates underestimate the efforts to get a bachelor degree.

12 Bottlenecks and achievements (3) 6Work placement Working experience can lead to a partial or full exemption for work placement. No exemption from work placement can create problems (for HCE-graduates with a working experience in a different sector or when a unemployed HCE-graduate has to accept a job). 7Paid Study Leave Uncertainty on the recognition of a study path in the context of paid study leave hypothecates the feasibility for HCE-graduates to combine their study with a job.

As a conclusion Important are:  Initial mutual trust and appreciation  Initial co-operation… Still to be done: more feasible study paths and adapted guidance for the students involved …and less protectionism of de institutions involved?