Recognizing Prior LearningFlexible Ties within Higher Education Quality assurance in the accreditation of prior experienced learning (APEL/RPL) Quality assurance
S U P P O R T I N G P R O F E S S I O N A L H I G H E R E D U C AT I O N I N E U R O P E
CONTENT What can KHLeuven offer you? 1. Introduction in Leuven university college (KHLeuven) and the Flemish context 2. RPL: how did it start?
3. RPL: how did it evolve? 4. RPL: what is the added value? 5. RPL: what’s next?
CONTENT What can KHLeuven offer you? 1. Introduction in Leuven university college (KHLeuven) and the Flemish context 2. RPL: how did it start?
3. RPL: how did it evolve? 4. RPL: what is the added value? 5. RPL: what’s next? Welcome to the KHLeuven
I. Ingelaere - International Officer KHLeuven
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Belgium (1) Location in Europe 11 million inhabitants 30.528 km²
Belgium (2)
Linguistic communities Federal country
Communities responsible for education
Flanders: -
6 million inhabitants 13.500 km² 210.000 students in higher education 7 universities 22 university colleges
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KHLeuven (1) 13 Bachelor programmes - EQF 6 - 180 ECTS credits - 3 year – 6 semester
7 Advanced bachelor programme -
EQF 6 in-depth or broadening programme; 60 ECTS credits 1 year – 2 semester
KHLeuven (2) Business and Management Studies Health Care and Technology Business • option • option • option • option
Management Accountancy & fiscal Studies Finance & Insurance Marketing Legal Practice
Office Management • option in Business Translation – Interpreting • option in Management Assistance • option in Medical Management Assistance
Social Work and Welfare Studies Social work – Community Studies • option Community Studies • option Professional Studies • option Social-cultural Studies • option Community Counselling Social Work – Child and Youth Care
Biomedical Laboratory Technology • option in Pharmaceutical and Biological Laboratory Technology • option in Medical Laboratory Technology Nutrition and Dietetics Applied Information Technology Chemistry • option in • option in • option in • option in
Biochemistry Chemistry Environmental Care Process Technology
Nursing Midwifery
Teacher Education
Department of Teacher Education - Provides a wide range of vocational training programmes: •
•
•
bachelor (180 ECTS credits) pre-school teaching (3-5) primary school teaching (6-11) lower secondary school teaching (12-16) advanced bachelor (60 ECTS credits) Special Needs Education post-graduate (20 ECTS credits) Mentoring for trainees and starters (in teacher education) School for all (inclusion)
CONTENT What can KHLeuven offer you? 1. Introduction of KHLeuven, university college 2. RPL: how did it start? A case study in Primary Teacher Education at KHLeuven 3. RPL: how it evoluated? 4. RPL: what is the added value? 5. RPL: what’s next?
Needs analysis in Primary teacher education POLICY PLAN
Top down MOTIVES
Quality assurance
Bottom up REAL LIFE EXPERIENCES
Target groups - ‘interne doorstromers’: candidates who already have a diploma in the field of teaching e.g.: Kindergarten teachers, first and second grade high school teachers, teachers with an academic teacher certificate…
- ‘zij-instromers’: candidates who have a diploma of Higher Education (outside the university) which is linked to the field of education e.g.: ergotherapists, orthopedagogists, welfare workers, nurses…
Previous training of the students
A certificate of pedagogical competence (GPB) An academic teaching certificate Teacher Education: general subjects Teacher Education: physical education Kindergarten Teacher
Age of students
Between 20 and 25 (years old) Between 25 en 30 (years old)
Between 30 en 40 (years old) Older than 40 (years old)
RPL procedure A pilot project, named APEL (Accreditation Prior Experience and Learning): ‘Fully equivalent: towards a formal recognition of elsewhere and prior experienced competencies’ was started in Primary Teacher Education at KHLeuven association with Diva, the Training and Alignment Information Service of the Flemish government and support of the European Social Fund.
Quality Assurance: Special recommandation in accreditation 2005
Competence based evaluation process
Step 1: recognition of competences
Step 2: evaluation of competences
Step 3: accreditation of competences
Competence based evaluation process EU recommendations Bologna 1999
Step 1:
London 2007
identification of competences
Transparancy of qualification frameworks (EQF) Link between learning outcomes and competences
Teacher’s profile as point of departure
Quality Assurance: profile based on empirical research
indicators
job profile
taskfields
training profile
competences
Example: competency number 9 RPL KHLeuven dealing with problematic behaviour of children Level 1
Level 2
Level 3
Level 4
Having little or no insight into the origin of problematic behaviour
Being able to recognise the correct ways of conduct between children
Recognising behaviour that can indicate socialemotional, psychosomatic and neurological problems. Making explicit children’s call for help with the help of colleagues
Having a clear image of the care-structure that is necessary to deal with desirable/ non-desirable behaviour of pupils.
Having little or no knowledge of factors which stimulate the communication.
Having sufficient insight in the world of experience of a child to place negative behaviour Recognising signals of problematic behaviour and being able to relate them to colleagues’ experience.
Having little or no insight into one’s own level of patience in dealing with problematic behaviour
Having a notion of factors which stimulate the communication Having an eye for relationships within the class group Not using pupils’ specific behavioural conduct to categorise them.
Quality Assurance: profile based on empirical research
Maintaining a good relationship with children and the group in different circumstances Handling ineffective behaviour with patience Influence desirable behaviour by sending out positive signals Confronting children with ineffective class behaviour, giving feedback and supplying behaviour alternatives Talking through conflicts with pupils Making one’s own pedagogical vision explicit
Involving parents and the environment of the child in the problem analysis and in the support of problematic behaviour Translate’ an own pedagogical vision into acting in class and guiding children.
Step 2: evaluation of competences Why and what do we want to evaluate? integration of knowledge, skills and attitudes What will we do with the information? selection, coaching, improvement of instruction, … To whom will we report the results? students, policy makers, accreditation committee…
process
product
coaching
self- and peerassessment
coaching reflection intervision POP (personal development plan
learningstyle personality test formative test
evaluation
(e-) portfolio 360° feedback criteriumbased interview
performance assessment assessment procedure intake assessment
essay overall-test knowledge test case worksample simulation skills test presentation master test
Quality Assurance: 3 different kinds of assessment
Assessors - Independent assessors • experienced teachers from the regular programme • trained mentors from associated primary schools
Quality assurance
- Assessors working in pairs for the portfolio, interview, the Over-All test and the final paper - Expert assessors
Step 3: accreditation of competences Assessment center: from overview of all test results
over qualitative discussion on mastery levels
to degree courses and credits
Level 4: (14/20 and more) : EXEMPTION = credits Level 3: (12 or 13/20) : substitute assignment often combined with practice and work placement
Level 2: appropiate programme refering to a course component of semester 2-4 Level 1: full programme
CONTENT What can KHLeuven offer you? 1. Introduction in Leuven university college (KHLeuven) and the Flemish context 2. RPL: how did it start? 3. RPL: how did it evolve? Embedded in the Association and the University College
4. RPL: what is the added value? 5. RPL: what’s next?
Policy Framework Start of RPL in Flemish Higher Education = “Decree on the Flexibilisation of Higher Education in Flanders” (2004)
Defines RPL/PAQ
Goals and instruments - To give every one the opportunity to study in flexible ties - in which competences are officially acknowledged, no matter where they have been developed
Accreditation of prior Access to HE experienced competences without a degree of secundary education Associations
Recognition of prior acquired qualifications
University / University College
The Association’s role - Validating authority for accreditation of prior developped competences and access to Higher Education - Regulate exemptions and access criteria - Quality assurance
Quality assurance
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Activities
- Registration of candidates
- APEL Monitor - Developing instruments for APEL - Quickscan intake AP(E)L-candidates - Online websurvey Quality APEL-procedures for co-ordinators and participants
- Organizing professionalization of assessors
Registration of candidates 2007-2001: Total of 714 candidates
In KHLeuven Central administration - Central coordination and link with the Association by member of staff
Departments -
Coaching (future) students Assessments Integration in an inflow policy of PAQ en RPL Common procedures for all departments Training of inflow escort and assessors RPL website information Tuning on the policy of the KU Leuven Association
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Procedure Acknowledgment of PEC 1. Information coaching & advice
2. Recognition the competences of the study
3. Assessment do the competences of the student and those of the study match?
4. Acknowledgement certificate of competence
5. Post-care
CONTENT What can KHLeuven offer you? 1. Introduction in Leuven university college (KHLeuven) and the Flemish context 2. RPL: how did it start? 3. RPL: how did it evolve? Embedded in the Association and the University College
4. RPL: what is the added value? 5. RPL: what’s next?
Opening perspectives - Provide perspectives to those who didn’t have / took them before - Build bridges between EQF-levels
EQF 4 EQF 5
EQF 6
EQF 7 EQF 8
- Build bridges between education and work
Making higher education more flexible Regarding access - more / different / new possibilities of education - more mobility between the education programmes - screening at the start
Regarding the learning environment -
more emphasize on self-motivation and self-study differentiation in function of target groups’ features directed more towards the field of action very high inter-subjective reliability of assessment by assessors
Regarding the curriculum -
increases familiarity with profile of basic competences less uniformity in the programmes with a pre-set structure shortened study programmes / lengthened study programmes acquiring a diploma by accumulating credits
Regarding the organisation of education - a more flexible arrangement of the academic year - management of competency within the staff - stimulates cooperation within the team
Quality assurance
Monitor KU Leuven Association (2005) Quality checklist Flemish Government (2010) AKOV
Quality assurance
CONTENT What can KHLeuven offer you? 1. Introduction in Leuven university college (KHLeuven) and the Flemish context 2. RPL: how did it start? 3. RPL: how did it evolve? Embedded in the Association and the University College
4. RPL: what is the added value? 5. RPL: what’s next?
What about the future? - Policy has made things possible, but did it work: • do employers accept certificates of PEC? • do students use these possibilities? still a lot of work to do!!!
Which obstacles to start an APEL-procedure?
Preparation of a Flemish Decree on RPL Ambitious timing:
rough draft decree: 30 april 2013 the date of commencement: 1 september 2014
Goal: integrated RPL-policy within the domain of work, education and training, culture, youth and sports
Financial means? Expence monitoring? Geographical localisation ? Quality control?
Quality assurance
Primary Teacher Education New target groups - improvement of the recognition of informal and non-formal learning should attract other target groups - implementation in regular educational settings and not only for ‘zij-instromers’
- focus on competence clusters in stead of on the whole teachers profile
PTE: optimizing the asssessmentprocedure Inflow General bachelor Competences
Kennis- en vaardigheidstoetsen
General teacher competences
Didactical skilss Portfolio + CI Practice test
Specific teacher competences
By flow
Outflow Presentation Portfolio en CI Casus /overall test
Skillslab Simulatieles Over All Portfolio + CI
Over All Portfolio + CI
Didactical tests Simulation Portfolio + CI
In service action Portfolio + CI
SP
integratie
deel van opleidingsonderdeel
doorgroei
SP
elementair
beheersingsniveau
opleidingsonderdeel
Leergebiedoverstijgende thema's VOP 1 Partner van kinderen
4
VOP 2 Begeleiden van leren en ontwikkelen elementair
5
VOP 3 Begeleiden van leren en ontwikkelen doorgroei
4
VOP 4 Begeleiden van doorgaande leerlijnen onderbouw4 VOP 5 Onderwijs ontwikkelen
VOP 6 Omgaan met verschillen in een leerzorgkader VOP 7 Samen school maken
VOP 8 Ondersteunende leraarsvaardigheden
VOP 9 Religie, zingeving en levensbeschouwing SUBTOTAAL
5
4 4
3
VOP 1.1 soc. en com. vaardigheden als partner van kinderen
2
x
VOP 1.2 ontwikkelingspsychologie
2
x
VOP 2.1 didactisch referentiekader
3
x
VOP 2.2 leerpsychologie
2
x
VOP 3.1 denkstimulering
3 1
x x
VOP 3.2 doorgaande leerlijnen bovenbouw VOP 4.1 drempelproblematieken en aanvankelijke leerprocessen 2
x
VOP 4.2 schrift
2
VOP 5.1 effectief kwaliteitsonderwijs in internationaal pespectief
2
x
VOP 5.2 cultuureducatie
2
x
VOP 5.3 educatieve software en media
1
x
VOP 6.1 referentiekader
2
x
VOP 6.2 exemplarische uitdieping
2
x
VOP 7.1 soc. en com. vaardigh. in team / met ouders
1
VOP 7.2 structuur onderwijsgemeenschap
1
VOP 7.3 intercultureel onderwijs en wereldgodsdiensten
2
x
VOP 8.1 lesontwerpvaardigheid
1
x
VOP 8.2 IC T en klasadministratie
1
x
VOP 8.3 EHBO
1
3
x
x
x x
x
3
x
VOP 10.1 elementair werken met het leerplan godsdienst
1
x
VOP 10.2 kerkelijk jaar
1
VOP 10.3 inhoud en didactische suggesties godsdienst
3
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Leergebiedgebonden competenties VOP 10 Godsdienst
VOP 11 Nederlands elementair
5
3
3
VOP 13 Nederlands taalgebruiksdidactiek en kinder- en jeugdliteratuur
3
VOP 14 Frans
5
x x
elementair grammatica
x
mondelinge taalbeheersing VOP 12 Nederlands taalbeschouwingsonderwijs
x
elementair spelling
x
VOP 12.1 vakdidactiek schrijven en spellingsdidactiek
1
x
VOP 12.2 vakdidactiek TBO
2
x
VOP 13.1 kinder-en jeugdliteratuur en vakdidactiek VOP 13.2 vakdidactiek luisteren en spreken
2 1
x x
VOP 14.1 taalvaardigheid Frans elementair
1
VOP 14.2 taalvaardigheid Frans doorgroei
2
VOP 14.3 didactiek Frans
1
VOP 14.4 vreemdetaalinitiatie Frans
1
x x x x
VOP 15 Wiskunde elementair
3
VOP 16 Wiskunde didactiek
6
VOP 16.1 wiskunde doorgroei
4
x
VOP 17 WO inhoud
6
VOP 16.2 wiskunde integratie VOP 17.1 inhoud tijd en samenleving
2 2
x
VOP 17.2 inhoud natuur
2
x
VOP 17.3 inhoud mens en ruimte VOP 18.1 didactiek tijd en samenleving
2 1
x x
VOP 18.2 didactiek natuur en technologie
1
x
VOP 18.3 didactiek mens en ruimte
1
x
VOP 19.1 basisopleiding bewegingsopv. en bewegingsexpressie
2
x
VOP 19.2 aanvullende opleiding bewegingsopvoeding
1
x
VOP 20.1 beeldende ateliers
2
x
VOP 20.2 didactiek beeldopvoeding
1
x
VOP 21.1 zang en ritme
1
x
VOP 21.2 begeleiding muziek
1
x
VOP 21.3 didactiek muzikale opvoeding
1 3
x x
VOP 23.1 professionele identiteit
2
VOP 23.2 stagebeleiding
2
VOP 18 WO didactiek
VOP 19 Bewegingsopvoeding VOP 20 Muzische vorming: beeldopvoeding VOP 21 Muzische vorming: muzikale opvoeding
VOP 22 Muzische vorming: dramatisch spel SUBTOTAAL
3
3 3 3
3
3
x
x x
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Professionele groei en reflectie * VOP 23 Stage AE didactische begeleiding
4
VOP 24 Stage AE professionele identiteit
5
x
VOP 25 Stage AE stimulerende leeromgeving
7
x
VOP 26 Stage AD jonge schoolkind
4
x
VOP 27 Stage AD omgaan met verschillen
4
x
VOP 28 Stage AD zorgstage
4
x
VOP 29 Stage AD planmatig en innoverend werken
7
SUBTOTAAL stage A VOP 30 Stage B stimulerende leeromgeving VOP 31 Stage B integrerend en innoverend werken
x x
x
35 3
x
4
x
VOP 32 Stage B planmatig werken en omgaan met verschillen 7
x
VOP 33 Stage C integratie
10
x
TOTAAL STUDIEPUNTEN
120
werkplekleren (duaal leertraject)
Thank you very much….
Mrs. Kristien Carnel Programme director of Bachelor in Primary Education Hertogstraat 178, B-3001 Heverlee +32 16 375600
[email protected]
www.leuvenuniversitycollege.be
