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Margarita Teresevičienė
Recognition of non-formal open
learning in formal curriculum
• Recognition of prior learning has been a key
priority of the European educational policy
since the Lisbon convention of ...
“Bologna Open Recognition Declaration” (2016)
Objectives:
• Open recognition for all: It means encouragement of everyone—
...
Recognition is a two step process
(Witthaus et al., 2016: 5)
• Learning carried out through non-formal OL must be
described in the form of learning outcomes.
• Where the OL brings wit...
• Through recognition of non-formal open
learning individuals can gain access to study
programmes offered by HE institutio...
• The value of online assessments is perceived less
than traditional forms of testing;
• High effort has to be undertaken ...
The traffic light model
(Witthaus, et al.,2016)
• to support learning providers in the
development of their offers so credentials can
be issued suitable for recognition, ...
• What challenges do you see for creating
recognizable open learning offers? Which
elements discussed in the model can be
...
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Recognition of non-formal open learning in formal curriculum

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Author: Margarita Teresevičienė

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Recognition of non-formal open learning in formal curriculum

  1. 1. Margarita Teresevičienė Recognition of non-formal open learning in formal curriculum
  2. 2. • Recognition of prior learning has been a key priority of the European educational policy since the Lisbon convention of 1997; • CEDEFOP developments, namely “The European Guidelines for Validating non-formal and informal learning” (2015). Short overview of European policy
  3. 3. “Bologna Open Recognition Declaration” (2016) Objectives: • Open recognition for all: It means encouragement of everyone— learners, educators, citizens and organisations—to participate and foster the open recognition movement. • Open recognition technologies and infrastructure: an invitation to establish a trustworthy system of human and machine verifiable learning credentials; comparability and transferability of learning credentials. • Open recognition policies: policy makers are called to implement inclusive policies facilitating and encouraging the recognition of learning achievements whether in formal, non- formal and informal settings, with bridges between all three. Short overview of European policy
  4. 4. Recognition is a two step process (Witthaus et al., 2016: 5)
  5. 5. • Learning carried out through non-formal OL must be described in the form of learning outcomes. • Where the OL brings with it some form of internal credit, for example badges, these must explained and documented in a transparent way encouraging trust. • Standards underpinning credits or badges must be clearly explained. • Arrangements for quality assurance underpinning OL must be transparently presented. • Methods for assessment must be transparently explained. The main cornerstones for recognition of non-formal open learning results in formal curricula (Cedefop 2015):
  6. 6. • Through recognition of non-formal open learning individuals can gain access to study programmes offered by HE institutions; • registered students can be exempted from part of the study programme in order to be fast-tracked through their studies; • a full HEI qualification could be provided as distance learning offer (Witthaus et al. 2016). Benefits of recognition - HE
  7. 7. • The value of online assessments is perceived less than traditional forms of testing; • High effort has to be undertaken to integrate open learning into existing strategies and policies for RPL; • Tension between the accessibility ideal and cost- effectiveness for providing these offers in the form of OL. • Assessment and recognition are challenged by existing regulations, both in HE and VET. Barriers to recognition of open learning (Witthaus, et al.,2016; Hoffmann & Olmstead,2013)
  8. 8. The traffic light model (Witthaus, et al.,2016)
  9. 9. • to support learning providers in the development of their offers so credentials can be issued suitable for recognition, formal education institutions and employers to assess and evaluate whether a particular open learning course qualifies for recognition, and to guide learners who seek to gain recognisable credentials, which learning offer to decide for. The model intends
  10. 10. • What challenges do you see for creating recognizable open learning offers? Which elements discussed in the model can be strongly present, presented to some extent or not presented at all? Discussion question

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