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Background

One of the aims of Validation of Prior Learning (VPL) is to promote personal development of individuals and to strengthen human capital management within private and public institutions. VPL has also been an important means for realising labour market suitability or employability.

For people already employed, VPL can help to further their competences. VPL can also help to identify the overall stock of competences and qualifications in an organisation, thus making it easier for employers to invest in the training of its employees. The training becomes more profitable to invest in for the organisation when it is expressed in terms of national qualifications or industry sector standards, which employers and employees regard as relevant in the changing world of work. Also, in the case of people who become redundant, VPL can help to find jobs that are suited to their current competences.

In the Netherlands, both private and public sector organisations may offer VPL if they are registered as a VPL provider with the Kenniscentrum EVC (Knowledge Centre) and adhere to the Quality Code agreed to by the government and social partners. Currently, there are 69 organisations providing VPL (Register EVC, 2013).

Procedures and processes

The VPL procedure in the Netherlands normally entails the following stages:

• Information, advice and guidance for candidates, employers or organisations;
• Candidates decide on the qualification or sector standard against which their competences are assessed;
• Documentation of competences through the portfolio method is supported by a facilitator;
• Validation of competences/assessment by the assessors;
• The VPL report includes a description of results and accreditation by the assessor, together with advice on the further personal development of individuals in relation to their defined career goals.

Assessment includes a formative recognition and a summative recognition:

• The ‘Ervaringsprofiel’ (Competence Profile) is a formative procedure that sets up a personal portfolio. It aims at validation of a candidate’s generic competences. It advises on steps towards accreditation or personal development. It also points to procedures for obtaining a specific qualification or diploma.
• In the case of summative recognition, candidates who want to reflect their prior learning outcomes in relation to a qualification have to fill in a portfolio in which they can demonstrate how their learning experiences match with the competences in the qualification they have chosen. In an assessment they are judged and given a report called the Ervaringscertificaat (Certificate of Experience) stating all the learning outcomes that match with the learning outcomes in a qualification. With this Certificate of Experience, they can approach an awarding body (examination committee) of a school or university. Only the awarding body is allowed to convert the Certificate of Experience into an official exemption and on the basis of this advice it is possible to achieve a partial or full qualification.

A mix of assessment methods is used depending on the situation. This mix includes portfolio-assessment, interviews, observations and other forms of testing.

Generally, VPL practitioners are recruited from different professional groups (teachers, trainers, counsellors or personnel managers):

• VPL practitioners fulfil various functions such as assessors, portfolio-advisers, developers of VPL procedures based on national standards, or trainers of assessors and advisers;
• According to the Quality Code for VPL, only trained professionals can be VPL assessors/advisors and their competences must be documented;
• Guidance is a responsibility of any VPL provider in helping candidates to fill in their portfolios once a specific standard has been chosen. VPL providers receive training on how to guide candidates in a professional way through the VPL procedure and give candidates advice on the opportunities open to them;
• The CH-Q System of Managing Competences (a Swiss vocational qualifications programme that has developed tools to document skills) is used to address issues in career management. This system contains the competences for portfolio development, the formal and non-formal evidences needed for qualifications, the application forms, as well as the special instruments to prepare validation and accreditation procedures (Schuur, 2011; ww.ch-q.nl). The CH-Q System has helped several candidates to find jobs or start a study programme at a VET school or a university;
• A regional system for the dissemination of information, career guidance and training has been set up with 35 local career guidance offices (Leer Werk Loketten) across the country. These offices apply VPL as a career-guidance tool by actively linking training providers to employees and employers;
• Information and guidance practitioners work independently of the educational sector and the world of work. They focus not only on employability or gaining a qualification, but also on the benefits VPL has for the employer or organisation as well as for the individual.

Private sector stakeholders play an important role in the implementation of VPL by customising work-based learning, providing guidance in the workplace, and by valuing the workplace as a learning environment.

Outcomes and ways forward

With regard to the next steps to be taken, the following issues need to be highlighted:

• There is growing awareness in private and public institutions alike that learning on-the-job or via other non-formal learning situations can deliver as significant competences as learning within formal (classroom-based) situations.

• VPL provides valuable feedback to educational providers on the content and methods of both formal and non-formal/informal learning.
• More and more flexible and customised training courses are being offered by private and public sector institutions by using VPL to gauge the existing skills levels of individuals.
• By using VPL, private and public sector organisations are increasingly formulating existing and required demand for competences in a more effective way. It is also enabling educational institutions to integrate VPL in their teaching and learning processes.
• VPL has encouraged employees in taking the initiative to independently shape their own paths for career and personal development.

References

Schuur, C.C. M. 2011. Life and work demand for a meaningful self-management of competences.

Stoel, D., and Wentzel, E. 2011. Beloften, feiten en ongekende mogelijkheden.Amsterdam, Profitwise.

Wageningen, Foundation Competentie Management CH-Q NL/B.

Background

The recognition of labour competences for workforce development and employability is closely associated with the National System of Competency Standards (NSCS), which has been developed by the National Council for Standardisation and Certification of Labour Competences (CONOCER) and under which the recognition of non-formal and informal learning is organised, regulated and implemented (García-Bullé, 2013). In accordance with Agreement 286 of the Ministry of Education (Acuerdo 286 de la SEP; issued on 30 October 2000) CONOCER promotes the development of certifiable standards for recognising the competences of employers and workers, accredits the assessment and certifications unit standards, and issues the official “labour competence certificates”.

To promote mobility within the country and in the region, CONOCER relates the NSCS with formal educational degrees and the Mexican Qualifications Framework.

Procedures and processes

Relaying information to key players is an important element of the NSCS. Following initial contact, candidates, firms, trade unions and institutions wishing to engage with the recognition of non-formal and informal learning receive a statement detailing their rights and obligations and the cost of the process.

Recognition of labour competences is voluntary. Applicants undertake a voluntary diagnostic test in order to receive a preliminary assessment of their level of competence. Various options for addressing skills gaps are available. Based on the preliminary assessment of their level of competences, applicants decide whether they want to go directly to the assessment process, or improve their competences through a particular training programme or additional work experience. Feedback is important in this process.

The accreditation of labour competences uses standards developed by sector councils. These are panels of employers and trade unions that represent specific branches of the economy.

Assessment centres use the standards to determine whether workers are competent in specific job roles. A holistic notion of competences is used. The various types of competences include:

• functional and labour competences (e.g. knowledge and abilities required to execute a particular function in any service or manufacturing activity);
• social competences (capability to build relationships of trust with others through productive collaboration both in work teams and social networks);
• attitudes (referring to entrepreneurship, capability to achieve goals, self-esteem, resilience, personal motivation);
• capabilities to generate new ideas and innovation;
• and ethical competences.

Different methods and instruments are combined. The certification of competences is based on:

• evaluation of a portfolio of workers’ achievements;
• observations of real life performance;
• interviews;
• assessment of knowledge by means of a written test;
• evaluation of attitudes, behaviour and personal values carried out through workshops, case resolution and presentations, as well as simulated scenarios and assessment centre models.

Assessment is accessible to all. CONOCER does not deny access to any candidate, firm, trade union or institution that approaches an evaluation centre to go through the assessment and further certification processes. All candidates who decide to participate in the process are accepted for the evaluation and certification process.

The cost of RVA depends on the market of service providers in addition to a fee to be paid to CONOCER (this depends on the level of the certificate). The majority of the applicants are recommended by trade unions, employers’ associations, individual firms or educational institutions for recognition and certification. Rarely do individuals demand certification of their own.

The CONOCER certification of competences is official and valid throughout Mexico, as it is issued by an entity that belongs to the Ministry of Public Education. In addition, equivalency with credits of formal education programmes at the vocational or professional levels is guaranteed through an agreement issued by the Secretary of Education (Acuerdo 286). Employers and trade unions, through their sector committees, also endorse the certifications, thereby providing the certificates in the labour market with credibility.

Outcomes and ways forward

The recognition model of CONOCER is succeeding in Mexico. More than 706,000 were issued until 2016 and there is an expected growth of 36 per cent annually.  The National Competence Standard System in Mexico, although promoted and regulated by government, is driven by employers and workers. Social partners (employers, trade unions, and the voluntary sector) participate in the design and development of competence standards through sector committees responsible of evaluating and certifying workers in their sectors. These standards are then utilised by the educational sector for curricula adjustments and validation.

Currently, in some international companies learners are involved in designing their own learning processes.

Overall, however, summative and formative models of assessment and recognition of previous competences have not yet been developed, although the Mexican Bank of Academic Credits (launched in 2012) will certainly contribute to this process.

The Ministry of Public Education is currently identifying targets for formal training and recognition of non-formal education in some specific industries and areas of the country. The programme has identified 12 major sectors of Mexico’s economy as targets, which are already being addressed by CONOCER. Employers and trade unions have a significant role in deciding upon this training, evaluating and certifying workers.

References

Acreditación de Centros de Evaluación y Evaluadores Independientes [Guide for accreditation of evaluation centers and independent evaluators]. http://www.conocer.gob.mx/pdfs/libreria_doc/acreditacion_de_centros_de_evaluacion_y_evaluadores_independientes.pdf(Accessed 6 January 2012).

Acuerdo 286 publicado por la Secretaría de Educación Pública de Mexico[Agreement 286 published by Mexico Secretariat of Public Education].

Automotriz [Automotive]. http://www.conocer.gob.mx/pdfs/documentos/2009_12_23_CONOCER_resumen_sector_AUTOMOTRIZ_VF.pdf(Accessed 6 January 2012).

Cómo se lleva a cabo la evaluación de competencia [How to execute an evaluation of competence]. http://www.conocer.gob.mx/pdfs/libreria_doc/como_se_lleva_a_cabo_la__evaluacion_de_competencia.pdf(Accessed 6 January 2012).

Derechos y Obligaciones de los Usuarios del SNC [Rights and obligations of users of the National Competence Standard System]. http://www.conocer.gob.mx/pdfs/libreria_doc/derechos_y_obligaciones_de_los_usuarios_del_snc.pdf(Accessed 6 January 2012).

Desarrollo de software [IT: Software development]. http://www.conocer.gob.mx/pdfs/documentos/2009_12_23_CONOCER_resumen_subsector_DESARROLLO_DE_SOFTWARE_VF.pdf(Accessed 6 January 2012).

El ABC de los Comités de Gestión por Competencias [The ABC of Sectoral Committees]. http://www.conocer.gob.mx/pdfs/libreria_doc/el_abc_de_los_comites_de_gestion_por_competencias.pdf(Accessed 6 January 2012).

El ABC del desarrollo de Estándares de Competencia [The ABC of Competence Standard Development]. http://www.conocer.gob.mx/pdfs/libreria_doc/el_abc_del_desarrollo_de_estandares_de_competencia.pdf(Accessed 6 January 2012).

Estatuto Orgánico del CONOCER [Organisational Statute of CONOCER]. Presentación institucional CONOCER [CONOCER institutional presentation]. http://www.conocer.gob.mx/index.php?option=com_wrapper&view=wrapper&Itemid=100 (Accessed 6 January 2012).

Estudios sectoriales para la definición de agendas de capital humano para la competitividad [Sectoral studies for the development of human capital].

Evaluación de Competencia de las Personas [People´s competences evaluation]. http://www.conocer.gob.mx/pdfs/libreria_doc/evaluacion_de_competencia_de_las_personas.pdf(Accessed 6 January 2012).

Externalización de procesos [Business Process Outsourcing –BPO]. http://www.conocer.gob.mx/pdfs/documentos/2009_12_23_CONOCER_resumen_subsector_BPO_VF.pdf(Accessed 6 January 2012).

García-Bullé, S. 2013. Mexico. National System of Competence Standards (NSCS). In: M. Singh and R. Duvekot. eds. 2013. Linking Recognition Practices and National Qualifications Frameworks: International benchmarking of national experiences and strategies on the recognition, validation and accreditation of non-formal and informal learning. Hamburg, UIL. pp. 197–206.

Guía para la certificación de mis competencias [Guide for the Certification of my competences]. http://www.conocer.gob.mx/pdfs/libreria_doc/guia_para_la_certificacion_de_mis_competencias.pdf(Accessed 6 January 2012).

Guía de acreditación de Entidades de Certificación y Evaluación de Competencias[Guide for accreditation of certification and evaluation entities]. http://www.conocer.gob.mx/pdfs/libreria_doc/guia_de_acreditacion_de_entidades.pdf(Accessed 6 January 2012).

Guía para acreditación de Organismos Certificadores [Guide for accreditation of certification entities]. http://www.conocer.gob.mx/pdfs/libreria_doc/guia_para_organismos_certificadores.pdf(Accessed 6 January 2012).

La evaluación y certificación de competencias [Evaluation and certification of competences]. http://www.conocer.gob.mx/pdfs/libreria_doc/la_evaluacion_y_certificacion_de_competencias.pdf(Accessed 6 January 2012).

Material informativo del CONOCER [Information Brochures by and about CONOCER].

Qué es el CONOCER [About CONOCER]. http://www.conocer.gob.mx/pdfs/libreria_doc/que_es_el_conocer.pdf (Accessed 6 January 2012).

Normateca del CONOCER (Manuales operativos) [CONOCER operational manuals].

Qué hacemos en el CONOCER? [What do we do at CONOCER?] http://www.conocer.gob.mx/pdfs/libreria_doc/que_hacemos_en_el_conocer.pdf(Accessed 6 January 2012).

Por qué y cómo me certifico? [Why and how can I obtain a certificate of competence?] http://www.conocer.gob.mx/pdfs/libreria_doc/por_que_y_como_me_certifico.pdf(Accessed 6 January 2012).

Registro Nacional de Estándares de Competencia del CONOCER [National Registry of Competences Standards]. http://www.conocer.gob.mx/index.php?option=com_wrapper&view=wrapper&Itemid=11 (Accessed 6 January 2012).

Reglas Generales y criterios para la integración y operación del Sistema Nacional de Competencias. [Rules of operation of the National Competences Standard System] http://www.conocer.gob.mx/pdfs/documentos/reglas_generales_criterios.PDF(Accessed 6 January 2012).

Reporte de resultados 2009 CONOCER [CONOCER annual report 2009).

Turismo [Tourism]. http://www.conocer.gob.mx/pdfs/documentos/2009_12_23_CONOCER_resumen_sector_TURISMO_VF.pdf(Accessed 6 January 2012).

Un trabajador certificado vale por dos [A certified worker is twice as valuable]. http://www.conocer.gob.mx/pdfs/libreria_doc/un_trabajador_certificado_vale_por_dos.pdf(Accessed 6 January 2012).

Video institucional CONOCER [CONOCER institutional video]. http://youtu.be/PWhSij6pAHc (Accessed 6 January 2012).

Y tú estudias o trabajas? [Are you a student or a worker?] http://www.conocer.gob.mx/pdfs/libreria_doc/y_tu_estudias_o_trabajas.pdf(Accessed 6 January 2012).

Background

In Mexico, alternative pathways for basic education for youth and adults as well as certification are the main responsibility of the National Institute for Adult Education (INEA). It was created on 31 August 1981 as a decentralised organ of the Secretariat for Public Education (SEP) to provide literacy, primary and secondary education, as well as non-formal training for work and community education to the population aged 15 and older who has not had access to or has been left out of the regular education system.

To meet the challenge of addressing the learning needs of around 32 million people lacking basic education, INEA has developed the Mexican government’s flagship programme Educational Model for Life and Work (Modelo Educación para la Vida y el Trabajo, MEVyT). Within this model, modules are organised around everyday life skills and oriented towards the development of competences around themes such as – “Youth and Work”, “My Business”, “Homes without Violence”, and “Numbers and Counting for Trading” – delivered with the help of new Information and Communication Technologies (ICTs).

Procedures and processes

In primary and secondary education, successful assessment can result in the award of credits or certification through the recognition of skills relevant to the Educational Model for Life and Work (Modelo Educación para la Vida y el Trabajo, MEVyT).

Rigour and fairness are maintained through the use of assessors who are neither involved in the educational process nor work as learning facilitators. Instead, the final assessment, accreditation and certification are undertaken by a third party assessor authorised by the Secretariat of Public Education.

Recognition of non-formal and informal learning in basic education begins with a series of diagnostic tests. A diagnostic test allows individuals to discover how their knowledge, skills and wider competences align to basic education and schooling certification. These tests result either in the issuing of a primary or secondary certificate, or the applicant’s referral to the appropriate level of participation in basic education.

Mexico also uses traditional examinations for assessment in the basic education sector, as certification at these levels is a requirement for admission to programmes leading to baccalaureate and higher education qualifications. While this may appear to create inflexibilities, the broader standards described in the MEVyT programme help to ameliorate this by enabling broader learning to be directly assessed.

Outcomes and ways forward

The assessment processes have facilitated learning and accreditation for people from diverse geographical and socio-cultural environments. The assessment of learning outcomes is viewed as a formative and ongoing process, allowing young people and adults to identify the progress and limitations of their learning.

References

Castro-Mussot, L.M. and de Anda, M.L. Mexico’s National Adult Education Programme. In: M. Singh and L. M. Castro Mussot. 2007. Literacy, Knowledge and Development: South-South policy dialogue on quality education for adults and young people. Hamburg/Mexico City, UIL/INEA. pp. 117–139.

Background

Recognition of non-formal and informal learning at the baccalaureate and higher education levels is organised around a set of national criteria and standards and is directed at citizens aged 25 years and older who have acquired knowledge corresponding to this level through self-guided learning and work experience.

Procedures and processes

For attaining a baccalaureate, competences are assessed through a process divided into three parts:

• First, knowledge of Spanish, Mathematics, Natural Sciences, Social Sciences and the Contemporary World, as well as reasoning and verbal skills are assessed through a general knowledge examination.
• Second, candidates complete a written examination covering the subjects Science, Technology and the Arts, including themes related to social, historical, and current affairs.
• Finally, students are required to take an oral examination chaired by two examiners. Candidates are evaluated against a baccalaureate graduate standard on verbal expression and their cultural and educational background.

In the case of citizens aged 30 years and older wishing to pursue a bachelor degree:

• Interested people over 30 years old receive information from the Ministry of Education about the requirements for the degree they are interested in. If they fulfil all requirements they are granted admission and directed to the National Centre of Assessment for Higher Education (CENEVAL).
• Both standardised tests and practical assessments are used.
• General examinations, interviews by a jury, presentation of a thesis and a final oral exam are used to determine candidates’ performance against the criteria specified for the level and subject.
• An additional practical assessment is required in some areas such as health and engineering. Bachelor degrees in early childhood education follow a slightly different process. Students in this area take a general exam and those who do not pass must complete a second practical assessment, which includes the presentation of a lesson plan and a video of the candidate teaching a sequence of activities related to their lesson plan.
• The awarding body is the Ministry of Education, which is responsible for issuing bachelor degrees and professional licences. Professional bodies are involved in the whole accreditation process from examination design through to the oral examination of candidates.

Outcomes and ways forward

A crucial element of recognition practices at the baccalaureate and higher education levels is the close cooperation between the Ministry of Education and professional bodies.

Background

The Mauritius Prisons Service and the Mauritius Qualifications Authority (MQA) are collaborating to establish an RPL system within prisons in Mauritius. It is an attempt to keep convicted persons gainfully occupied in order to maintain peace and stability of prisons as well as to increase the rehabilitation chances of offenders. RPL can help offenders to have their non-formal and informal skills recognised and to obtain a vocational training certificate. RPL not only enhances employability, but also helps prisoners to integrate into society.

Procedures and processes

In implementing RPL, prisons register with a training institution called the Tremplin Vocational and Trade Training Centre, where programmes in different fields (such as literacy and numeracy, basketry, metal fabrication, plumbing and pipe fitting, masonry, garment making, furniture making, mechanics, electronics, handicrafts and agriculture) are offered and detainees receive a certificate of attendance. In addition, the National Certificate Level 3 of the Mauritius Qualifications Framework in Pastry is offered.

Detainees deliver a wide range of goods and services for the public sector in a cost effective manner through these training programmes. Examples are office furniture, staff uniforms, baskets, handicrafts, breads and all types of infrastructure projects.

RPL is done as a follow-up after years of coaching, training and skills acquired by the prisoners.

Prison inmates obtain a certificate in which the competences in the field of the proficiency attained is stated officially.

Outcomes and ways forward

The provision of technical and vocational training to offenders has proved to be an important component of the rehabilitation regime in prisons.

The RPL project has resulted in a market of training providers offering a series of diversified, market-oriented and accredited technical and vocational training programs organized for both young and adult offenders to strengthen their capabilities.

The RPL prisons project has strived to become sustainable through the training of prison officers facilitators by the MQA in collaboration with the Mauritius Prisons Service.

Background

Globalisation, the rapid expansion of the knowledge economy and the demand for new skills have intensified the necessity for cross-border education and training and the mutual recognition of qualifications. This is leading to the crucial need for Mauritius to harmonise its qualifications framework with the frameworks of other countries and regions around the globe.

In Mauritius two main dimensions of mutual recognition of qualifications are considered: recognition of domestic qualifications in other countries or regions; and the recognition of qualifications from another country or region.

Procedures and processes

The Mauritius Qualifications Authority (MQA) has extended its collaboration to the Small States of the Commonwealth countries^[1] through the Virtual University for the Small States of the Commonwealth (VUSSC), which is an initiative of ministers of education of small states. The main objective of the VUSSC is to build human resource capacity in small Commonwealth countries through the exchange of qualified people.

The MQA has also consolidated its relationship with the the Southern African Development Community Regional Qualifications Framework (SADC RQF)^[2]. SADC RQF is seen as a means for classifying and valuing the many existing qualifications and awards from all areas of education and training within SADC Member States and across the sub-region. The SADC RQF will be useful in facilitating the mobility of learners and skilled workers in the region. However, much has to be done to make the RQF operational.

To promote mutual recognition of qualifications, the MQA has signed Memoranda of Technical Co-operation and Partnership (MTCP) with the following countries: Botswana, Namibia, Seychelles, Ghana, Gambia, Zambia and Barbados. A MTCP is currently under process with the United Republic of Tanzania.

Various foreign institutions have visited the MQA with the aim to learn about the Mauritius Qualifications Framework, amongst them the Namibian Training Authority, the Barbados Accreditation Council, the Ministry of Education and Training in Swaziland and the Vocational Education and Training Authority (VETA) in the United Republic of Tanzania.

Outcomes and ways forward

With regards to the recognition of domestic qualifications in other countries and regions, most of Mauritius qualifications are recognised in the Small States of the Commonwealth.

As for the recognition of qualifications from other countries and regions Mauritius has focused on mechanisms through which foreign qualifications are recognised within Mauritius. These mechanisms include the National Equivalence Council, Mauritius Qualifications Authority, and the Tertiary Education Commission in Mauritius.

Activities with regard to the mutual recognition of qualifications have provided a momentum to transfer courses, qualifications and learners between Mauritius and other countries. There is an increase in the courses offered in these countries, as well as an increase in efforts to create mechanisms to transfer credits and qualified people across borders. Foreign learning visits are on the increase, paving the way for a strengthened relationship between countries. Mutual recognition is also a way to make up for deficits in skills.

In Mauritius, the process of designing qualifications for the MQF has led to the development of an enhanced synergy between academia, the TVET sector and the economic sector.

References

Allgoo, K. 2007. The National Qualifications Framework in Context: The Mauritian experience. (Paper delivered at the IVETA Conference Mauritius). Port Luis, MQA.

Allgoo, K. 2010. The Introduction of Recognition of Prior Learning in TVET Mauritius – The Mauritian RPL model. Mauritius Qualifications Authority Report. Port Luis, MQA.

Keevy, J., Charraud, M. and Allgoo, K. 2011. National Qualifications Frameworks developed in Anglo-Saxon and French Traditions: Considerations for sustainable development in Africa. (Triennale on Education and Training Africa, Ouagadougou, Burkina Faso, November 27-December 2, 2011). Tunis, ADEA.

Allgoo, K. 2013. Mauritius: The Mauritian model of Recognition of Prior Learning (RPL). M. Singh and R. Duvekot (eds), Linking Recognition Practices and National Qualifications Framework. International benchmarking of experiences and strategies for the recognition, validation and accreditation of non-formal and informal learning. Hamburg, UIL.

Source: UNESCO UIL