Changing the focus of International Credential Evaluation Assessment of non-traditional qualifications Jindra Divis “Bologna” Seminar, Lisboa 2002

International recognition in Europe  Academic recognition  Professional recognition  Prior Learning Assessment and Recognition (PLAR)

Trends & developments in HE  Privatisation  Globalisation  Virtualisation  Lifelong Learning

Leading to:  Increasing differentiation in education providers (private, joint ventures education & industry, transnational providers)  Increasing differentiation in types of courses (short – long cycles, work based learning)  Increasing differentiation in modes of provision (virtual education)

Response at the political level: Bologna Process  Sorbonne Declaration  Bologna Declaration  Prague Communiqué – 2001  Berlin 2003

Main Objectives Bologna Declaration  Creating an European Education Area  Raising the attractiveness and competitiveness of European HE  Promoting European employability

 adoption of a system of easily readable and comparable degrees  reform of higher education systems – a system essentially based on two main cycles  emphasis on the role of higher education in preparing students for the labour market Main ways to reach the objectives

 establishment of a credit system – specific reference to ECTS  promotion of European co-operation in quality assurance Main ways to reach the objectives

Prague Communiqué  Stressing Recognition and Quality Assurance  both in their own right  and in co-operation: ENIC/NARIC networks and ENQA  ‘New’ issue: Lifelong Learning

 Focus on transnational and non-formal qualifications  Codes of good practice  Need to develop new forms of recognition One of the responses in the world of recognition

 From process evaluation to output assessment  Form curricula to learning outcomes to competencies New forms of recognition

 Implications:  Education described in competencies  Linked to standards: qualifications structures and/or competencies’ profiles New forms of recognition

Professional field Informal educational system A person’s compentencies Abroad Host Country Formal educational system Secondary level Tertiary level Professional field Formal Educational system From current focus of ICETo…… New forms of recognition

Steps in the PLAR procedure Intake interview Portfolio PF DEVELOPMENTPF INTERVIEW Additional assessment INTERVIEW OBSERVATION SIMULATION AUTHENTIC ASSIGNMENT Decision/recommendation

Credential evaluation PLAR Academic recognition Professional recognition de factode jure Labour market Education Education-oriented PLAR procedure Qualifying PLAR procedure Labour market-oriented PLAR-procedure

Professional recognition Instruments General Directives EC AdmissionSupplementary researchRejection

Compensate with work experience Aptitude test Adaptation periods Kowledge and skill test Personal interview Working under supervision AdmissionSupplementary researchRejection Qualifying PLAR procedure Professional recognition Education-oriented PLAR procedure

Transition year Enrolement in the first year: Supplementary: Intake interview Language test Knowledge test RejectionAdmission Advanced placement Supplementary: Intake interview Language test Knowledge test and/or skill test CV Portfolio Academic recognition Education-oriented PLAR procedure

Involvement ENIC/NARIC networks  ENIC/NARIC networks: “other forms of assessment” strategic top priority Pilot projects  Most recent project: establishing a physical and virtual European network for credential evaluation and PLAR (NARIC 2002)