1. 1 Community-University Collaborations: Exploring Models, Sharing Good Practice The example of the Vab project Dr Bénédicte Halba, Iriv, Paris, France. Grey College, Durham University 9th and 10th September 2010

2. 2 VAB–Valuing experience Beyond university a Leonardo da Vinci project (2009-2011) initiated by the Ueve together with Iriv (France) In 5 countries October 2009- September 2011

3. 3 Introduction  A crucial issue in Europe, the professional integration of youngsters  The Bologna process and the reform of the University  The VAB project and the lifelong learning perspective

4. 4 1.The general presentation of the VAB project 2.The special context of the Leonardo da Vinci programme 3.From assessing a voluntary experience to valuing experience beyond University 4.The benefits for the University 5.An example of Community-University Collaboration

5. 5 Enhancing professional integration  Unemployment of youngsters a crucial problem  Bridging the gap between University and the labour market  Formal, non formal and informal learning  The VAB, a new step towards skills and competences  A tool and method for valuing non formal and informal learning

6. 6 An e-portfolio and an e-training  A pedagogical tool, a portfolio  A digital development, an e-portfolio  A training course for the University teachers  An experimentation of the e-portfolio and e- training  Networks of University teachers around Europe  Exchanging good practices in the field of training for teachers and professional support for students

7. 7 The lifelong learning perspective  The knowledge society and economy  education and training policy, key issue  Lifelong learning : a key to growth as well as a chance to participate fully in society  A new strategic framework (LLL) with 4 long term strategic objectives  4 sub-programmes : Comenius, Erasmus, LdV, Grundtvig

8. 8 The Copenhagen process  Validating non formal and informal learning  Two approaches : formative and summative  Formative approach : identification of knowledge, skills and wider competences  Summative approach : link to the standards used in the national qualifications  VAB project integrates both approaches

9. 9 The basis of the VAB : the AVE  Assessing Voluntary Experience (AVE), LdV, 2003-2006, 7 countries  Main public : youngsters, parents, long term unemployed people  A first attempt to propose a tool and method, a portfolio, to identify and value skills and competences developed thanks to volunteering  Youth volunteering : an opportunity for youngsters for social and professional integration

10. 10 The holistic approach of the VAB  Personal, social and professional experiences are taken into account  4 types of activities will be assessed 1.Sport, culture and art activities 2.Involvement in associations and actice citizenship 3.Professional activities 4.Transnational/mobility activities

11. 11 The benefits for the University- teachers  Taking into account a learning acquired outside the University  non formal and informal learning, a new perspective  A global evaluation of the students  Using an interactive tool and method with the support of students and the Community  University teaches, mediators between University and the Community

12. 12 The benefits for the University- students  Personal, social and professional background of the students have to be taken into account to prepare their future  Life is no more linear, studies are not separate from “real life”  Students have to integrate this mobility together with a circular approach  The portfolio approach : a way to make the link between all the aspects of life  Learning is a lifelong process

13. 13 The VAB project, changing the perspective  University is not the only place where knowledge, skills and competences may be acquired  The official recognition of non formal and informal learning is a step forward to bridge the gap between University and Community  University is not a world apart

14. 14 The VAB project, a new approach  It is very much labour market oriented as it is a LdV project  Social integration is very linked to professional integration  The portfolio can be used in many ways : personal or professional  It is based on self-evaluation and should enhance self-esteem and self-confidence  An experience for the Community is as valued as a diploma

15. 15 The VAB project based on the experience  The diploma is no more the only key to enter social or professional life  Link between human capital and social capital  The social capital is a key issue to build and maintain democracy (cf Putnam, “Bowling alone”)  Benefits for the Community : students, youngsters, ready to be involved in many social activities  Contribution of the University : valuing and enhancing this social experience  University is also the place to become a citizen

16. 16 Conclusion  Close collaboration between University and Community is a key issue for preparing the future of the students, in any field  The VAB project is focussed on professional integration but it also proposes a holistic approach valuing all the areas of an individual  The social experience may appear as the most appropiate field for community-University collaboration but even the other ones are relevant  Valuing skills and competences is at the heart of the VAB : to become workers and active citizens

17. 17 Useful Contacts  http://vab-univ.eu  Ueve – www.univ-evry.fr  iriv – www.iriv.net  die Berater – www.dieberater.eu/  HOU – www.eap.gr  University of Limerick– www.ul.ie  University of Ljubljana – www.uni-lj.si/