Enhancing VPL as an access tool to learning – the role of networks

Antra CarlsenNordic Network for Adult Learning

(NVL)www.nordvux.net

Key issues

• NVL and Nordic cooperation

• Nordic Expert Network on Validation: process and results

• Work ahead with VPL

Nordic cooperation regarding adult education

• should eliminate barriers and enhance free mobility for students, researchers and knowledge

• should enhance public – private partnerships in order to develop competences of all citizens and employees and enhance the recognition of prior learning.

• should build on what we know and use different arenas for learning and in a collaborative way

The state of art• Strong record of public

policy for promoting adult learning

• Favorable structural conditions that ensure easier access and more flexibility

• Less barriers to learning • Support the vertical and

horizontal mobility in education and work

• There is still a need for a more goal oriented strategy which strives to further develop creativity, innovation and entrepreneurship in Nordic education systems

(Nordisk Ministerråd and Huset Mandag Morgen, 2011)

• HOW to create something new with limited resources?

Knowledge triangle

• Use the potential of cross-sectorial cooperation: Research

Working life Education

• Create new possibilities and innovation through networking

• Address concrete challenges and create solutions in cooperation

Nordic Network for Adult Learning

Nordic AE Networks

Set focus on prioritized fields of interest for Nordic governments

Initiate development work: effective and efficient response to current and emerging themes

Provide evidence that support policy development

Have access to expertise, collective knowledge, free and fast flow of information

Give added value to projects / national / local initiatives through broad

Is an economically efficient (more for less), inclusive and flexible way of working

Nordic Expert Network on Validation

2005: consensus of all 5 Nordic countries about the high priority of VPL

2006 – 2007: Structure and methodologydevelopment; learning practice exchange

2008: survey of e-tools, visibility to existing resources and specific expertise in each country

2009 - 2010: Agreed policy work: 15 Nordic recommendations to the decision makers

2011 – 2012: Professional standards and competence development in validation

Nordic Expert Network on Validation

2012: Focus on specific target groups in validation

2011 – 2012: Mapping of the existing validation research

2012 - 2013: synergies with EU work through the consultation process for the European recommendation on validation

2012 – 2013: Quality in VPL2013 - 2014: Agreed policy work: Roadmap 2018

and recommendations to the decision makers

How does it work?• Investment is important (NCM)• Consensus about the need (but not necessarily

the same needs), balanced contribution and concrete benefits through sharing (involved countries and organisations; projects)

• Overview of the field and synergies (NVL)• Coordination of activities and effective way of

using the resources (NVL)• Monitoring of the situation with VPL and

prioritising the development projects (Expert network)

Nordic challenges in VPL• Recognition and validation of prior learning mostly

used for entering education; less for shortening and module exemption

• Used more in vocational education; less in further professional education and university level education

• Insufficient public awareness - not fully used potential of VPL

• Resistance and suspicion in relation to the educational system

• Lack of professional staff• Lack of economic stimulus for ed. institutions

Next steps• Efforts made for developing validation in

practice, further development should be expected also when it comes to research

• Research results are still small in scope and rather scattered: improve formal educational level and employability, mobility and flexibility in private sector, e.g. banking, finance, and industry; in the public sector, e.g. among paramedics and mail staff

• Need to know more about the effects at personal, social and economic levels

Next steps

• A survey on the EQF / NQF work in the Nordic and Baltic countries with special focus on non-formal learning

• New Nordic Taskforce on validation and non-formal learning

• Synergies with other networks (guidance)

2013

Nordic Expert Network on Validation

NORDISKT NÄTVERK FÖR VUXNAS LÄRANDEwww.nordvux.net