Workshop C 1The VAE model and experimentation in

European countrieschaired by

Jean-Marie Filloque (UBO)Cécile Sztalberg (ULB)

Can the VAE contribute to solve a human resources problem?

A case study : the lack of teachersJonas Zilinskas, Maryline Almeida, Nathalie Sarradin,

Mauro Palumbo, Giuliana Meraviglia

Grundtvig Project IDEALContexte and global objectives

• Mutations in Europe: education is in the heart of consideration but we observe a real decrease of interest for the teacher’s career

• How to fight against teacher’s career shortage observed in certain countries in Europe?

• Setting up of an efficient framework of APEL

• Increase LLL training of the teachers by Universities

The consortium

• University of Brest (France)• Université libre de Bruxelles ( Belgium)• University of Gêne (Italy)• University of Lisbonne (Portugal)• University of Rennes 2 (France) (assoc.)• University of Šiaulai (Lithuania)

Detailed objectives

• Common willingness of the consortium

• Knowledge and know how transfer

• Apply APEL to potential teachers

– Develop a strong and robust methodology allowing to test and validate APEL model

• Organise common training for the APEL team in charge of the counselling

• Create an APEL competence centre inside university

• Develop a training offer to transfer knowledge and know how

Methodology

Methodology, deliverables

• National reports built in 3 steps with questionnaire• Practices : technical approach

• Representation: thinking about finalities

• Strategic analysis: evolution of the institutional and national APEL framework

• Comparison: synthesis

Partner case studiesFrench VAELithuanian

ItalianPortuguese

Conclusions

1. Practices

1. Practice, technical approach

• APEL tools implementation : various national contexts and practices

• Strong disparities concerning the framework, the financing and the amount of candidates

• In terms of counselling tool, amongst the consortium UBO is far behind

2. Representations

2. Representations

• Same vision of APEL framework but discrepancies concerning the way to apply it : tools, jury

• Discrepancies linked to the legal framework

• In terms of tools and jury composition, France and Belgium adopted different process discrepancies in the results

• Portfolio and skill framework remains compulsory tools but they are difference in practice.

• A clear role for the counsellor (coach and interface) : he is the link between APPEL and third missions

3. Strategic analysis

3. Strategic analysis,perspectives

• They strongly converge and 3 majors points need to be undelined :• Need for a strong and explicite institutional

support : structure development• Need for a legal framework including LLL

financing and valorisation • Need of increasing the investment of the

teachers : • More availability for LLL activities

• Institutional recognition• Adapted adult pedagogy

For more information contact :

Caroline CARLOTChargée de projets européens

FTLVService Universitaire de

Formation ContinueUniversité de Bretagne

Occidentale20 avenue le Gorgeu CS 93 837F-29238 Brest Cedex 3 FRANCEcaroline.carlot@univ-brest.frwww.univ-brest.fr/fc

Renaud MAESResponsable de la cellule VAE et

projets européens de projets européens FTLVService de Formation ContinueUniversité libre de Bruxelles50 avenue Fr. Roosevelt CP

160/261050 Bruxelles Belgiquermaes@ulb.ac.behttp://formcont.ulb.ac.be/

http://ideal.ulb.ac.be/