Transcript Validation

Validation
Validation is the process of
•
•
•
•
identifying,
assessing,
documenting and
Recognising
knowledge, skills and competences acquired in formal,
non-formal and informal settings.
CEDEFOP glossary, EU Communication on LLL:
„Validation is the process of identifying, assessing and recognising a
wider range of skills and competences which people develop
through their lives and in different contexts…“
Validation
Validation: Idea / Vision / Goals
Educational/System level
„The purpose of validation is to make visible the entire scope of
knowledge and experience held by an individual, irrespective of
the context where the learning originally took place.“
„Lifelong learning requires that learning outcomes from different
settings and contexts can be linked together.“
„In lifelong and life-wide learning, ‘validation’ is a crucial element to
ensure the visibility and to indicate the appropriate value of the
learning that took place anywhere and at any time in the life of
the individual.“ (Colardyn/Bjornavold 2004)
Policy level:
• Fostering European Mobility
• Acknowledgement of qualifications
• Transparency and comparability of knowledge, skills and/or competences
Validation
Validation Instruments of the EU
EUROPASS
->
EU Curriculum Vitae
Qualification Framework
->
Meta-Reference Systems
ECTS
->
Credit Transfer in HE
ECVET
->
Credit Transfer in VET
To be presented in the next slides
Validation
EUROPASS
The Europass CV enables you to make
your skills and qualifications visible,
and other Europass documents can be attached to the CV.
There are systembuilt links to ECTS and ECVET
Validation
EUROPASS
CV Personal data
Sector/Section
Certification System
Reference System
Higher Education
ECTS
EQF/NQF
Formal
VET
ECVET
EQF/NQF
Languages
Other formal certificates
different
IT-skills
Other formal certificates
IT-Sys
Orga. Skills & Comp.
?
Social Skills & Comp.
?
Personal Skills & Comp.
?
Validation
Informal
The Concept of Learning Outcomes
Learning outcomes are statements of what a learner
knows, understands and is able to do on completion
of a learning process (see the 2008 Recommendation
on the European Qualifications Framework - EQF2).
Learning outcomes are described along the three
dimensions:
• Knowledge
• Skills
• Competences
Validation
COMPETENCES (social, personal)
Personal, social and organisational competences
Teamwork
Communication
Flexibility
Autonomy
Problem Solving
Client orientation
Project management
Diversity management
Networking
Intercultural communication
Learning to learn (personal professional development)
….
Validation
Key COMPETENCES*
KC5
Learning
to Learn
KC 8:
Cultural
awareness
and expression
KC6 A:
Social
competences
4/8 KeyCompetences**
KC6 B:
Civic
competences
KC7: Sense of
initiative and
entrepreneurship
*European Reference Framwork 2006
** + language (mother tongue, foreign language), numerical and ICT competences
Validation
Conclusions
• Validation in AE still is under developed
• ECVET aims at standardised qualifications
• No possibility to include personal, social and‘
organisational competences
• No link to key competences
• Also EUROPASS does not consider these competences
adequately
• CPD (continuing professional development)
of educational staff is difficult to connect
which makes it difficult to use the system for the validation
requirements of KA1 in ERASMUS+
Validation
As additional approach to validate competences
Validation
(Our) Competence Definition
A competence is the ability to apply a synthesis of
• Knowledge,
• Skills and
• Attitudes
in a particular situation* and with a particular quality**.
*
**
Context
LEVEL
Based on this definition also Learning Outcomes have to be described
Along these three dimensions (Knowledge, Skills and Attitudes)
Validation
An approach and instrument
to document and visualise (evidence)
competence developments
Especially:
• Personal,
• Social and
• Organisational
competences
Validation
The LEVEL5 Cube as core element visualising the development of
Knowledge, Skills and Attitudes in a learning project (activity)
Validation
LEVEL
5
4
3
2
1
KNOWLEDGE
Know where else…
(knowledge for Transfer)
Know when…
Practical knowledge
Know how…
Theoretic knowledge
Know why…
(Distant understanding)
Know-that…
SKILLS
Developing/ Constructing
Transfering
Discovering/
acting independently
Deciding/
selecting
Applying
Imitating
Perceiving
Listening
ATTITUDES
Incorporation
(Internalising)
Affective
self-regulation
Appreciation
Perspective taking
Self oriention
Neutral
The general reference system
•
Is the basis to create a reference system for each competence
(e.g. networking, teamwork)
•
In the next step descriptors and indicators support the contextualisation and
•
The adaptation to the learning situation
Validation
Context
LEVEL5 Reference system
Integrating LEVEL5 in a learning activity (2)
Validation
European Qualifications Famework (EQF)
• A Meta-System to describe quality stages of
professional competences on 8 levels
(from helpers with basic skills to PhD level)
based on the three dimensions
• Knowledge
• Skills and
• Competences
• Based on this system professional qualifications can
be described (e.g. via the ECVET system)
Validation
European qualifications framework (EQF)
Validation
Knowledge[1]
Skills[2]
Competences[3]
LEVEL
1
basic general knowledge
basic skills required to carry out
simple tasks
work or study under direct supervision
in a structured context
LEVEL
2
basic factual knowledge of
a field of work or study
basic cognitive and practical skills
required
to
use
relevant
information in order to carry out
tasks and to solve routine
problems using simple rules and
tools
work or study under supervision with
some autonomy
LEVEL
3
knowledge
of
facts,
principles, processes and
general concepts, in a field
of work or study
a range of cognitive and practical
skills required to accomplish tasks
and solve problems by selecting
and applying basic methods,
tools, materials and information
take responsibility for completion of
tasks in work or study >adapt own
behaviour to circumstances in solving
problems
LEVEL
4
factual and theoretical
knowledge
in
broad
contexts within a field of
work or study
a range of cognitive and practical
skills
required
to
generate
solutions to specific problems in a
field of work or study
exercise self management within the
guidelines of work or study contexts
that are usually predictable, but are
subject to change >supervise the
routine work of others, taking some
responsibility for the evaluation and
improvement of work or study
activities
LEVEL
5
comprehensive,
specialised, factual and theoretical knowledge within a
field of work or study and
an awareness of the
boundaries
of
that
knowledge
a comprehensive
range
of
cognitive and practical skills
required to develop creative
solutions to abstract problems
exercise
management
and
supervision in contexts of work or
study activities where there is
unpredictable change >review and
develop performance of self and
others
Validation
EQF levels 6-8
Knowledge[1]
Skills[2]
Competences[3]
LEVEL 6 advanced knowledge of a field of work or advanced skills, demonstrating mastery manage complex technical or professional
study, involving a critical understanding and innovation, required to solve activities or projects, taking responsibility for
of theories and principles
complex and unpredictable problems in decision making in unpredictable work or study
a specialised field of work or study
contexts >take responsibility for managing
professional development of individuals and
groups
LEVEL 7 highly specialised knowledge, some of specialised problem solving skills manage and transform work or study contexts
which is at the forefront of knowledge in a required in research and/or innovation in that are complex, unpredictable and require new
field of work or study, as the basis for order to develop new knowledge and strategic approaches >take responsibility for
original thinking and/or research >critical procedures and to integrate knowledge contributing to professional knowledge and
awareness of knowledge issues in a field from different fields
practice and/or for reviewing the strategic
and at the interface between different
performance of teams
fields
LEVEL 8 knowledge at the most advanced frontier the most advanced and specialised skills
of a field of work or study and at the and techniques, including synthesis and
interface between fields
evaluation, required to solve critical
problems in research and/or innovation
and to extend and redefine existing
knowledge or professional practice
Validation
ECTS
European credit transfer and accumulation system
in Higher Education
• based on time
• 1 year = 60 credits
• EQF Levels 6 (Bachelor), 7 (Master), 8 PhD
Validation
ECVET
European credit system for
vocational education and training
Facilitating the compatibility, comparability and
complementarity of credit systems used in
VET (Vocational Education and Training)
Based on LEARNING OUTCOMES
•
•
•
•
First workgroups in 2002
Feasibility studies in 2007 (NA BIBB, DE)
EQF-Levels 1 to 5
In contrast to ECVET not based on time but on
learning outcomes
Validation