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

PrivatisationGlobalisationVirtualisationLifelong 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 - 1998Bologna Declaration - 1999Prague 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 rightand in co-operation: ENIC/NARIC networks

and ENQA ‘New’ issue: Lifelong Learning

Focus on transnational and non-formal qualificationsCodes 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

competenciesLinked to standards: qualifications

structures and/or competencies’ profiles

New forms of recognition

Professional field

Informal educationalsystem

A person’s compentencies

Abroad Host Country

Formal educationalsystem• Secondary level• Tertiary level

Professional field

Formal Educationalsystem

From current focus of ICETo……New forms of recognition

Steps in the PLAR procedure

Intake interview

Portfolio

PF DEVELOPMENT PF INTERVIEW

Additional assessmentINTERVIEW

OBSERVATION

SIMULATION

AUTHENTIC ASSIGNMENT

Decision/recommendation

Credential evaluation

PLAR

Academic recognition Professional recognition

de factode jure

Labour marketEducation

Education-oriented PLAR procedure

QualifyingPLAR procedure

Labour market-oriented PLAR-procedure

Professional recognition

Instruments General Directives EC

Admission Supplementary research Rejection

•Compensate with work experience•Aptitude test•Adaptation periods•Kowledge and skill test•Personal interview•Working under supervision

Admission Supplementary research Rejection

Qualifying PLAR procedure

Professional recognition

Education-oriented PLAR procedure

Transition year

Enrolement in the first year:Supplementary:•Intake interview•Language test•Knowledge test

Rejection Admission

Advanced placementSupplementary:•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 projectsMost recent project: establishing a physical and

virtual European network for credential evaluation and PLAR (NARIC 2002)