VNIL: theory, history and practice Jon Talbot University of Chester, England

Defining VNIL Non-formal learning: structured, planned, often formally delivered education/ training outside the formal education system Informal learning: unplanned, unstructured everyday learning (experiential) learning, specifically in the workplace Validation: converting the above for purposes of admission, part or whole completion of a formal qualification

Existing practices Prior Learning Assessment and Recognition Recognition of Prior Learning Validering Accreditation of Prior Learning

Some history US origins from the 1930s Gradual global spread, led by academic tutors, often for reasons of social justice- for excluded groups and adult learners Developments in theories of learning and knowledge

Recent developments UNESCO Institute for Lifelong Learning (2012), UNESCO guidelines for the Recognition, Validation and Accreditation of the Outcomes of Non-formal and Informal Learning. OECD (2010), Recognising Non-Formal and Informal Learning: Outcomes, Policies and Practices. European Council (2012), Council Recommendation of 20 December 2012 on the validation of non-formal and informal learning (2012/C 398/01).

Globalisation and the knowledge economy Huge increase in global trade and foreign direct investment Rise of global multinationals Rise of global financial and commodity markets Global mobility of capital Rapid technological advances Elimination of communication and transaction costs Global economic inter-connectedness

Global labour markets Structural changes- from manufacturing to service, from agrarian to manufacturing Development of new specialist roles Shorter occupational life cycles Global convergence- incomes, mobility

Impact in western nations (Reich) Routine production workers Person to person services Government workers Symbolic analysts

What has this to with education? Sustaining economic growth Maintaining national economic advantage Meeting the aspirations of citizens All have led governments to invest in education especially higher education

Sustaining economic growth Trade? Technology? Human capital theory? The right social conditions? Modern Endogenous growth theory: supplants ‘technology’ in favour of ‘knowledge’

The principal mechanism by which economies grow is the rate at which technology improves but this is not fixed; technological progress in turn depends upon a number of other factors In order to raise the rate of technical progress, there needs to be increased investment (especially private)in Research and Development Investment in R & D is stimulated by strong competition and effective protection of intellectual property rights by means of patenting etc Investment in human capital, by means of education and training, is an essential element in raising the rate of innovation Growth is further facilitated by ‘Knowledge spillovers’ where new commercially relevant knowledge is communicated from and between universities and research centres to companies and individuals and from and between individuals and companies. Endogenous growth theory

Competitive advantage of nations A globally competitive economy is based upon factor advantages Eg Base advantages Best of all are Advanced specialist factors, which in turn rely upon heavy and continuing investment in education

Aspirations of citizens Huge global demand for education- evidenced by rise of private providers Increasing demand for postgraduate education Demand for greater relevance of education linked to opportunities in the labour market- lifelong learning

Can universities adapt? The increasing importance of Mode 2 knowledge Universities are organised on the principles of Mode 1 (universal, subject discipline knowledge) The global drive for VNIL is a challenge for universities to adapt

Varieties of practice Past learning- VNIL for admission, VNIL for credit- whole or part qualification Procrustean or Trojan horse VNIL for current learning

Assessment of VNIL: EQF Learning outcomes say what has been learned Focusses on learning not subject Enables decisions about level Enables quantification of learning, therefore transparency and transferability Creates foundations for QA Creates shorter Bachelor/Masters degrees and intermediate awards

Assessment: Credit exchange Student provides evidence of learning Decision about its value in terms of level and volume of credits Usually involves assessment by committee

Assessment: Development model Portfolio plus reflective learning Assessment of the reflective learning Involves new learning

Thank you! 19