Changing the focus of International Credential Evaluation Assessment of non-traditional qualifications Jindra Divis “Bologna” Seminar , Lisboa 2002
Dec 23, 2015
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)
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