A VINCE case studies Commentary Report · VINCE | Validation for inclusion of new citizens in...

VINCE | Validation for inclusion of new citizens in Europe 580329-EPP-1-2016-1-BE-EPPKA3-IPI-SOC-IN Project coordinated by eucen | [email protected] TheEuropeanCommissionsupportfortheproductionofthispublicationdoesnotconstituteanendorsementofthecontentswhichreflectstheviewsonlyoftheauthors,andtheCommissioncannotbeheldresponsibleforanyusewhichmaybemadeoftheinformationcontainedtherein.

Validationofnon-formalandinformallearningforhighereducatedrefugeesandmigrants

A VINCE case studies Commentary Report 19 October 2018 | Version 2.5

A VINCE case studies Commentary Report

VINCE | Validation for inclusion of new citizens in Europe | http://vince.eucen.eu | [email protected] 580329-EPP-1-2016-1-BE-EPPKA3-IPI-SOC-IN | Project coordinated by eucen

2

Publisher: eucen, Barcelona, Spain, 2018, http://www.eucen.eu Authors: Rosa Duvekot, Ruud Duvekot, Carme Royo, Francesca Uras on behalf of the VINCE project consortium Editorial Board: Carme Royo, Francesca Uras Design, Typeset and Layout: Jordi Sanchez Citation: Rosa Duvekot, Ruud Duvekot, Carme Royo, Francesca Uras (Ed.) (2018): Validation of non-formal and informal learning for higher educated refugees and migrants – A VINCE case studies Commentary Report. © The VINCE consortium, 2018 An electronic version of this document can be obtained at the project website http://vince.eucen.eu The VINCE project (580329-EPP-1-2016-1-BE-EPPKA3-IPI-SOC-IN) has been funded with support from the European Commission. This publication reflects the views only of the authors, and the European Commission cannot be held responsible for any use which may be made of the information contained therein. This document and all the products of the VINCE project are licensed under the attribution 4.0 international: CC BY-NC-SA 4.0 license (https://creativecommons.org/licenses/by-nc-sa/4.0/) VINCE consortium: eucen (BE) | SOLIDAR (BE) | Université de Bretagne Occidentale (FR) | VIA University College (DK) | EC-VPL (NL) | NOKUT (NO) | Danube University Krems (AT) | CPZ (SI) | Ludwig-Maximilians University (DE) | Fachhochschule Burgenland (AT) | University of Pecs (HU) | IVC (NL) | Club for UNESCO of Piraeus and Islands (GR)



3

Contents

1.Background....................................................................................................................4

2.WhatisVINCE?...............................................................................................................5

3.OverviewofHEVNILinEurope-SystemanalysisofVNILinEuropeanHEIs.................6

4.TheVINCEcasestudies–Phase1................................................................................104.1Cross-caseanalysis..............................................................................................................21

5.Conclusionsandlearnedlessons–Phase1..................................................................25Professionalismandqualityassurance.................................................................................29

5.1Recommendations..............................................................................................................305.2.Finalremarks......................................................................................................................34

6.Nextsteps–Phase2....................................................................................................35

7.References....................................................................................................................367.1.Literature............................................................................................................................367.2.Sources...............................................................................................................................38

8.Annexes........................................................................................................................398.1Annex1–IntroductiontoVNILandtothiscommentaryreport........................................39



4

1.Background

Thenumberofrefugeesandmigrants(newcomers)whoreachEurope,escapingfromwarsorcriticallifeconditionsandlookingfornewlifeopportunities,hasincreaseddramaticallyinrecentyearsandislikelytocontinuegrowinginthecomingyears.ThesenewcomersfacemanychallengesinsettlingintoEuropeandamongthesearetheobstaclestoaccessingthelabourmarketorcontinuingtheirstudies.

Educationplaysacrucialroleinhelpingmigrantsandrefugeessettleinnewcountriesandenvironments.Fromlanguagelearningtotherecognitionofqualifications,educationisapartofthesolutionthroughouttheintegrationprocess.Theroleofeducationisnotlimitedtohelpingmigrantstobetterintegrateintosociety–educationisavaluableinstrumentthatpromotessocialcohesion,solidarity,tolerance,diversityandhumanrightswithinthewholeEuropeanpopulation.

Migrantsandrefugeesareinpracticeoftenpreventedfromenjoyingtheirrightsbymanylegalandpracticalbarriers.Oneofthemainchallengesnewcomersandrefugeesfaceisthat,althoughtheyareofteneducatedandskilled,theircompetencesmaynotberecognisedinthehostsociety.Therearemanyreasonsforthis:theirskillsandknowledgemaynotfitintopredefinedbureaucraticpoliciesandprocedures;documentationislacking;orthecurriculumtheyfolloweddoesnotmatchcertificationstructuresinthehostcountry.Thishinderstheiraccesstothelabourforceandtocontinuingtheirstudies,jeopardisingtheirchancesoffullyintegrating.

AnaddedproblemishowVNILprofessionalsarepreparedtoworkwiththesenewstudentsarrivingfromaliencountriesandintraumaticconditions.Veryfewstructuredtrainingprogrammesareinplacefortheseprofessionalsinnormalconditions,butevenfewerforthosefacingthesespecialcircumstances.



5

2.WhatisVINCE?

VINCEisanERASMUS+co-fundedproject,undertheSupportforpolicyreformsub-programme(action:Socialinclusionthrougheducation,trainingandyouth).TheprojectstartedinJanuary2017andwillfinishinDecember2019.

TheprojectintendstodeveloptrainingmaterialsforuniversitystaffworkinginprocessesofValidationofPriorLearning(VPL)or/andValidationofNon-formalandInformalLearning(VNIL)withmigrantsand/orrefugeestudents.ThemainobjectiveistoprovideuniversitystaffwithtoolstobemorepreparedwhenworkingwithnewcomerswhowanttoaccessHigherEducation(HE)andwanttobemoreawareandintegratedintheEuropeansociety.

Theoutputsoftheprojectare:

- Apeerlearningseminarwith11differentcountriesanddifferentsectors.Ananalysisandagraphicofthebarriersandmitigatingfactorsforlearningthatmigrantsencounteremergedfromthisseminar

- Asetof37countryprofiles,explainingthecurrentstateofimplementationofVNILinHElevelinthesecountries

- Asetoftemplatesof5differentguidelinestohelpuniversitystafftoworkwithnewcomersandaglossary.Thesetemplateshavebeentranslatedupto13differentlanguages

- Anonlineplatform,usefultouniversitystaff,policymakersandalsonewcomerstudentslookingforhelponhowtoproceed

- AprototypegenericstructureofprofessionaltrainingcourseforVNILprofessionals(forpublicationinDecember2018)

- Asetofpolicyrecommendationsaddressedtodecisionmakersatpolicyleveltobringaboutamoreefficientvalidationsystemtoplace(underdevelopmentnow)

- AVINCEVPLPrizethatwillbeawardedtothebesttransferablecasestudysubmitted



6

3.OverviewofHEVNILinEurope-SystemanalysisofVNILinEuropeanHEIs

ThecountryanalysisisessentiallyasystemanalysisofthefeaturesofEuropeanHEIsoperatingVNILwithinnationaldomainsforlearning(qualificationstandards/frameworks,non-formaleducation),working(HumanResourcesManagementsystems,3rdsectorsystems,occupationalstandards)andliving(civilsocietystandards,citizenship,‘Bildung’,personallife).ThissystemanalysisgivesusanoverviewofthesituationinEuropeoftheimplementationofVNILstructuresatHElevel.

Theinputcomesfrom34Europeancountriesbasedon37country-basedreports(BelgiumandtheUnitedKingdomcomprisetwoandthreeregionalreportsrespectively).Nexttothesereportsatotalof11interviewswithVNIL-staffmembersinvariouscountriesalsoprovideinputforthisanalysis.

Thedata-collectionwasstructuredingenericquestionscoveringfivecategories:A. TheapproachtoVNILonnationaland/orregionallevelasrecordedinlaws,creatingalegal

frameworkforopportunitiesofdesigning,applyingandevaluatingVNILinthedomainsoflearning,workingandliving.

B. VNILofferedinHEIbylinkingpriorlearningexperiencesofformal,non-formalandinformalnaturetoqualificationsbymeansofaffordingtheidentification,documentation,assessmentandcertificationofpriorlearningoutcomes.

C. VNILofferedonthelabourmarketbysocialpartners(employers,tradeunions)forlinkingpriorlearningexperiencestoemployabilityperspectivesbymeansoffacilitatingtheidentification,documentation,assessmentandcertificationofpriorlearningoutcomes.

D. VNILofferedinthethirdsectorforlinkingpriorlearningexperiencestocivilsocietyperspectivesbymeansofaffordingidentification,documentation,assessmentandcertificationofpriorlearningoutcomes.

E. ThefundingofVNILonnationalleveland/orbyNGOsorHEIs.

Thecollecteddatafromthe37Europeancountries/regionsweregroupedinfivecategorieswith13distinctiveaspects.Thisgroupingisshownintable1(seeoverleaf).



7

Table1.Country-analysisforVINCE(system-analysis)



8

Withrespecttothedatasomeremarksareneeded:- Thesourcesforthisanalysisarethecountryreportsand11interviewswithstaffmembers

involvedinVNILinthesecountries,bothproducedintheproject.ThesereportsarebasedonthecountryreportsoftheInventoryofNon-formalandInformalLearning(Cedefop,2017;web.ref.Cedefop).DataarealsoderivedfromtheOECD,national,sectorandregionalreports,producedbyministries,researchinstitutes,socialpartnersand/orregionalauthorities(Singh&Duvekot,2013;Singh,2015;Braňka,2016;OECD,2017)

- Someboxesmightbeemptyduetoalackofinformationoruncleardata.- SeeFigure2forthevarietyofperspectivesopenedupbyapplyingVNILinthevarious

domains.- WhenvalidationinHEIsonlyencompassesidentificationanddocumentationofprior

learningoutcomesthisgenerallymeansthatonlyformallearningoutcomesareaddressed.- Indicator7on‘certification’mightentailpartialorfullcertification.

Thecountry-analysiswascarriedoutonthebasisofaframework(seetable2)withfourcriterialeadingtoaclassificationofcountriesandtheirVNIL-applicationinHEIs:1. Thepresence–ornot–ofalegalframeworkforHEIstobuildaVNIL-policyon.2. ThescopeofVNIL:integratingVNIL-procedurewithafocusonformal,non-formaland/or

informallearning.3. ThefundingofVNIL(publicfunds)throughNGOsand/ortheHE-sector.4. Thelinkageoftheshort-termimpactofVNILforaccessingHE-programmeswiththelonger-

termimpactofperspectivesforemployabilityonthelabourmarketorinthethirdsector.

Table2.Frameworkforsystem-analysisofVNIL-applicationinEurope’sHEIs.

Thedatafromtable1wasinterpretedaccordingtotheanalyticalframeworkandledtoagroupingof4existingsystemsoncountry-levelinwhichthefivephasesoftheVNIL-processareapplied,rangingfrombroadlyappliedtomarginallyornone.

Group1consistsofcountrieshaving(1)afavourablelegalframeworkforapplyingVNILineducationandpublicandprivatesectors,(2)operationalisedVNILinHEIs,abletotakecareofpriorlearningexperiencesofformal,non-formalANDinformalnature,(3)fundingavailableonnationANDsectorand/orNGOlevelsand(4)opportunitiesforanchoringtheoutcomesofVNILtoallsystemsinHE,labourmarketANDthirdsector.

Group2consistsofcountrieshaving(1)afavourablelegalframeworkforapplyingVNILineducationandpublicandprivatesectors,(2)operationalisedVNILinHEIs,abletotakecareof



9

priorlearningexperiencesofformalandofnon-formalORinformalnature,(3)fundingavailableonnationalORsectorand/orNGOlevelsand(4)opportunitiesforanchoringtheoutcomesofVNILtotwoofthesystemsinHE,labourmarketORthirdsector.

Group3consistsofcountrieshaving(1)afavourablelegalframeworkforapplyingVNILineducationandpublicandprivatesectors,(2)operationalisedVNILinHEIs,abletotakecareofpriorlearningexperiencesofonlyaformalnature,(3)fundingavailableonlyonnationalleveland(4)opportunitiesforanchoringtheoutcomesofVNILtoonlyoneofthesystemsinHE,labourmarketORthirdsector.

Group4consistsofcountrieshaving(1)nofavourablelegalframework,(2)nooperationalisedVNILinHEIs,(3)nofundingavailablewhatsoever,and(4)noopportunitiesforanchoringtheoutcomesofVNILtothesystemsinHE,labourmarketorthirdsector.

ThemapofEurope(Figure1)visualisesthefollowinggeographicalpattern:- ThecountriesinGroup1aresituatedinthenorthandnorth-westofEurope:Scandinavia,

Finland;theBenelux(Belgium,theNetherlands,Luxemburg),FranceandSwitzerland(esp.French-speaking).

- Group2consistsofcountriesspreadacrossnorth-west,southandcentralEurope:CzechRepublic,Germany,Ireland,Italy,Portugal,Spain,TurkeyandtheUnitedKingdom.

- Group3isspreadacrossthecentral,easternandsouth-eastpartsofEurope:Austria,theBalticStates,Cyprus,Greece,Liechtenstein,Malta,Poland,RomaniaandSlovenia.

- Group4islocatedineasternEurope:Bulgaria,Croatia,Hungary,SlovakiaandRussia.

Figure1.VNIL-applicationinHEIsinEuropeancountriesin2017.



10

4.TheVINCEcasestudies–Phase1

VINCEindividualcasestudiesofVNILinHEIsforrefugeesandmigrants

Thetemplateforcollectinggoodpracticesofindividualcasesinwhichanykindofvalidationofthetargetgroup’spriorlearningexperienceswaspartoftheintegrationprocessinthenewcountry,wasstructuredaccordingtosevenphasesofthevalidationprocess.Thetemplatecontainsanumberofguidingquestionsforeachphaseoftheprocess:1. Onthedataingeneral:actorsinvolved,andatypologyoftheVNIL-processesofferedtothe

respondents.2. Onthe‘awareness’ofthevalueofpersonalskillsandcompetencesandhowtheymightbe

usedinthenewcountryforaccesstoHEandtailoredHE.3. On‘startingup’thevalidation-processbymeansofinformationonvalidation-opportunities.4. Onthe‘documentationandsupport’givenand/orself-helpinthisphaseinpreparingthe

personalportfolio.5. Onthe‘assessment’process:thestepstaken,theobjectivity,thepersonalexperience.6. Onthe‘directimpact’oftheassessment:accessto,(partial)certificationand/ortailored

learningoffers.7. Onthe‘longer-termimpact’:linkingtheoutcomesofVNILandfurtherlearninginHEwith

labourmarket,thirdsectororpersonalopportunities.

Atotalof43individualcasesfrom8Europeancountrieshavebeencollectedandanalysed.Thecountriesreportingonindividualcasesare:Austria(7cases),Denmark(3),France(6),Germany(5),Greece(5),Hungary(2),theNetherlands(10)andNorway(5).ThirteenmorecaseswerecollectedwithevidencefromVNIL-professionalsinvolvedintheprocessofintegrationofrefugees/migrants.Thiscase-analysishoweverisonlybasedonthe43individualcasesofhighereducatedrefugeesandmigrants.ThetargetgroupsofmigrantsandrefugeesexperiencedtheVNIL-processmoreorlessinthesamemanner,beingindividualsseekingrecognitionandaccreditationforcivil,socialand/orpersonalperspectivesintheirnewcountry.Thecasespresentedinthisreportarenotintendedtogeneratestatisticalanalysisasthenumbersarerelativelysmallanddonotconstitutearepresentativesample.Nevertheless,theyprovideaveryusefulandrichinsightintothecurrentstateofplayandhavehelpedustodrawsomegeneralconclusionsandrecommendations.Notwithstandingthedifficultyofgivingstatisticalrelevancetothefindings,therepliesandinputscollectedprovideaveryusefuloverviewofthesituationthathashelpedustodrawsomegeneralconclusionsandrecommendations.

1stindicator:origin

MorethanhalfoftherespondentsoriginatefromArabstates:14fromSyriaandninefromEgypt,Iraq,Lebanon,SudanandTunisia.NinecasesoriginatefrommigrantswithinEurope(Albania,Bosnia,Bulgaria,Germany,Kosovo,Romania)and11intotalfromAfrica(Angola,RepublicofCongo,DemocraticRepublicoftheCongo,Ethiopia,Gambia)andAsia(Afghanistan,Kurdistan,SriLanka).1

1 Seefortheclassificationofcountriesinworldregionshttp://www.unesco.org/new/en/unesco/worldwide/regions-and-countries/



11

Originofrespondents

AsiaAfricaArabstatesEurope

T56239

%11,614,053,320,9

2ndindicator:typologyofVNIL

AtypologyoftheVNIL-servicesexperiencedbytherespondentsisbasedonquestionsinseveralcategoriesinthecasestudiestemplate.Thistypologyconsistsofthescopeofrecognisinglearningoutcomes(formal,non-formalandinformal)andtheVNIL-servicesofferedforgettingaccesstoVNIL(informationandguidance,diagnostictools,portfolio-training)andgettingaccesstotheHEI(languagetraining,mentoring,additionalcompetencecapacitation,acculturation).

TypologyofVNILofferedin European HEIs torefugees/migrants

GeneralinformationonVNILandaccesstoHEAccesstoVNIL:- InformationonVNIL- Focusonformallearning- Focusonformalandinformallearning- Portfolio-template- GuidanceonVNIL- Diagnostics(digital,self-assessment)- Portfolio-trainingAccesstoHE:- Languagetraining- Mentoring/tutoring/guidance- Acculturation- Preparatorycompetencedevelopment- Formativeadviceon(further)learningoptions- Tailored(flexible)learningoptions

T41

3841292930912

26162681212

%95,3

88,495,367,467,469,820,927,9

60,537,260,518,627,927,9

Information-provisiononVNILforstudentsisingeneraldeemedcrucial(Cedefop,2017).Incountriesofcategory1withadevelopedVNIL-systemandwithHEIswillingandabletouseVNILinawidesense,information-provisionisgearedatlinkingamigrant’sorrefugee’slearningwishtothebestfitinHE:informationonVNILontheonehandandonthetailoredlearningoptions[theprogramme(why),thecontent(what)andtheformoflearning(howandwhere)]ontheotherhand.

InSaeed’sopinionitisveryeasytoobtaininformationabouthowtogetyoureducationrecognizedinNorway,andtofindinformationaboutrequirementsforadmissiontostudies.Allinformationisalsoeasilyaccessibleonline.[NO2]



12

XgotguidanceinAustria-mosthelpfulwerehisfriends.Peoplefromofficialservicesdidn’thelphimmuch,mostlybecausetheycouldn’tgiveadviceinEnglishlanguage,butalsobecausetheadvicegivenwasn’tusefulorevenharmfulregardinghissuccessattheassessmentprocedure.Hisfriendsandpeerwereagreathelptohim,butalsogeneraladvicebytheuniversitywasimportant,eventhoughtheuniversitystaffwasn’ttrainedtogiveproperadviceinEnglishlanguageandtheywerenotalwaysassupportiveastheycouldhavebeen.[AU9]

AccesstoVNILdependslargelyonthedesignoftheVNIL-process(i.e.ifitisaimedatformalaswellasnon-formalandinformallearning,ifthereisguidanceavailableintheVNIL-process,ifitoffersportfolio-trainingoriftheachievementofcompetencesisself-managed)

AlmostallHEIsprovideinformationontheirVNIL-supplyandareabletovalidateformallearningoutcomes.About2/3oftherespondentswereofferedguidanceintheirVNIL-processandwereoffereddiagnosticaltoolsforself-assessment(SWOT-analysis,competence-diagnostics).Lessthan1/3hadtheoptionofastructuredportfolio-trainingforpreparingtheportfolio-assessment.Aportfolio-templatewasissuedto2/3also.Whenonlyvalidatingformallearningexperiencesthetemplateisnotnecessary.

AccesstoHEisdividedintooptionsforintegratinginHE-programmes(languageandacculturation),guidance(mentoringandformativeadvice)andtailoredlearningoptions.

Languagetraining(thenewcountry’slanguage)andthepossibilityoflearningthecultureofthehostcountrywereofferedtomorethan60%oftherespondents.TheseofferswereingeneralpartofapreparatoryphasebeforeenteringtheHE-programmeitself.ThesamegoesforthetimeinvestedinpreparatorycompetencedevelopmenttofillinspecificgapsfortheHE-programmetobeentered,e.g.statistics,English;asmallgroupofeight(18,6%)respondentsgotthisoffer.Morethan1/3hadtheassistanceofamentorortutorandlessthan30%wassupportedbyformativeadviceontheirfurtherlearningandhadtheopportunityofenteringatailoredprogrammeinHE.

3rdindicator:priorsituationoftherefugee/migrant

ThemainbackgroundoftherespondentsisacombinationofHE-qualificationandrelatedworkexperienceatHE-levelandthisformsthebasisoftheinputforavalidationprocessatHE-levelintheirnewcountry(morethan50%).Morethan¼eitherhasabackgroundwithaHE-qualificationfromthecountryoforiginorworkexperienceonHE-level.Lessthan20%donothaveaHE-qualificationnorHE-levelworkexperiencebuthavetheambitionandself-knowledgeofreachingouttoaHE-level.

Priorsituationofrefugee/migrant

HEdiploma+workexperienceHE+noworknoHE+worknoHE+nowork

T22777

%51,216,316,316,3



13

4thindicator:Awarenessofpersonalvalue

Almostallrespondents,especiallytheoneswithanHE-qualificationandHE-levelworkexperiencesareawareofthepotentialvalueoftheirpriornon-formalandinformallearningoutcomesforlinkagewithHE-levels.Morethan60%oftherespondentswerealreadyawareofthisbeforetheirVNIL-processwhilsttherest(about37%)becameawareduringorrightaftertheVNIL-procedureataHEI.Theirconviction,however,wasprimarilybasedontheirpriorformallearningandlessontheirnon-formallearning.

Besidesteaching,Abadihasworkedwithmanagement.Tohisopinion,heshouldbeanattractiveemployeeasquitemanyDanishcompaniesemployEnglish-speakingspecialists.HewonderswhytheEmploymentCentredidnotintroducehimtosuchcompanies.[DK1]

Awarenessofthevalueofpersonallearningexperiences

BeforetheprocessDuringAfter

T27115

%62,825,611,6

5thindicator:motivationforintegrationintoHE

‘Motivation’referstotherespondent’swillingness,need,desire,andcompulsiontoparticipatein,andbesuccessfulin,thelearningprocess.Almost70%oftherespondentswasalreadymotivatedforintegrationbymeansofmatchingpersonalqualitieswiththedemandforqualitiesinthenewcountry.DuetotheirHE-levelintheircountryoforigintheirmotivationwastargetedatHE-level.16%becamemotivatedduringtheVNIL-processand14%basedtheirmotivationpurelyontheoutcomeoftheVNIL-procedureandonlythereafterlinkedtheirmotivationtoamorepersonalaspiration.

WhenhearrivedinAustria,Mohamedwas70%awareofhispersonalcapacitiesbutnotsurehowhiscapacitiescouldbeusedforintegration.ThefirstimportantstepforhimwastolearntheGermanlanguage.[AU2]

Motivationforintegrationinthenewcountry

Fullyself-motivatedbeforeVNILMotivatedduringVNILFullysteeredbyVNIL

T3076

%69,816,314,0

6thindicator:objectivesforintegrationintothelabourmarketandbeyond

AlthoughthefocusoftherespondentswasonutilisingVNILforaccesstoHE,almosthalfoftherespondentslookedbeyondHEIsandaimedatsocialandeconomicopportunitiesintheirnewcountry.VNILinHEisthereforemoreatemporaryphaseintheirpersonalplanforintegrationonthelongerterm.

Nexttotheseobjectivesseveralrespondentsindicatedthatthevalidationandsubsequentlearningprocessalsocontributedtotheirintegrationbecauseithelpedtheminmakingcontacts



14

withlocalorganisationsandpeople.InthiswaytheintegrativeprocessisstrengthenedbothbyHEIsandbytherespondent’smoreprivateenvironment.

J.saidthatitwouldbeveryimportanttobeopen-mindedtogetincontactwithpeoplelivinghere.HemanagedtogetincontactwithGermansafterlivinginthecountryforthreemonths.Makingmusic(asasingerinbands)orcookinghelpedhimverymuchtomakenewfriends.[DE1]

ObjectiveforintegrationwithVNIL

EnteringHEStrengtheningpersonalqualitiesSocial&economicopportunities

T22219

%51,24,744,2

7thindicator:awarenessofthevalueoflearning

ThemajorityoftherespondentsarenotawarethatthevalueofpriorlearningexperiencescanleadthemtotheachievementofHEqualifications.Thisachievementwouldhelpthemintheirprocessofintegrationbecausetheywouldbeequippedwiththeneededqualificationstoaccesslabourmarketorfurtherstudies.

ThenextstepIwanttotakeistoworkinITasasoftwaremanager.Ofcourse,Iwilllearnalotinformalandinformalways.AtthemomentIdon’twanttofollowanyformaleducation.Iratherwanttofocusonmyintegrationinthehostcountry.[NL9]

Importanceoflearninginordertointegrateinthenewcountry

Linkagewithaspecificobjective(forparticipation)Self-review(whatcanIdo?)

T2518

%58,141,9

8thindicator:facilitationofVNIL

VNILprocessesarestronglyfocusedoninformationontheVNIL-process,explainingthewaysofworkingoftheVNILattheHEIandontheguidanceforVNIL.17oftherespondents(39,5%)alsogotpost-VNILguidanceintheformofaformativeadviceforfurtherlearning.

FacilitationoftheVNIL-process*moreanswerspossible

InformationontheVNIL-processGuidanceduringtheprocessAssistanceaftertheprocessNofacilitation

T3830174

%88,469,839,59,3

Thereweretestsavailableforassessingmycompetencesandskillsformeetingtheentry-requirementsofthebachelor-programmeinlaw.Knowledge-testswereofferedandtestsonlearningstyleatuniversitylevel.MypriorlearningexperienceswereactuallyDutch-basedexperiences.So,theywereintegratedintheoveralltestingifIcouldmeetuptothestandardofthebachelor-programme.[NL10]



15

9thindicator:fundingofVNIL

MorethanhalfoftheVNIL-procedureswasfundedbynationalgovernmentsortheEU.Morethan30%wasfinanciallysupportedbytheHEIitselforbyanNGO,liketheUniversityAssistanceFundintheNetherlands.

FundingoftheVNIL-process?

ProcessfundedbygovernmentProcessfundedbyHEorNGOProcessfundedbyEUNoanswer

T171466

%39,532,614,014,0

10thindicator:guidanceinVNIL

Themajorityoftherespondentsdocumentedpriorlearningexperienceswithassistanceofamentororguide,eitherfromtheHEIoranNGO.About1/3tookcareofthedocumentationthemselves.

Jawadespeciallyappreciatedtheguidanceandsupportfordocumentationandtoidentifyalltheworkexperienceandlearninghecoulddescribeanddocument.“Itwassurprisingformetorealisetherelevanceofallmyworkforthefieldofthisstudy”.[DK3]

Agroup-steeredguidancewasofferedattheInternationalWomen’sCentreinDenHelder,theNetherlands.Ninerespondentstookpartinthistraining.

GuidanceinVNIL*moreanswerspossible

PriorlearningdocumentedbylearnerPriorlearningdocumentedguidedPriorlearningdocumentedinagroup-steeredprocess?

T14299

%32,667,420.9

11thindicator:assessment

Theindicator‘assessment’dealswithdifferentformsofassessmentwhichallfocusontheassessmentofaperson’slearningexperiences,whetheracquiredinformally,formally,ornon-formally.Inallformsofassessment,thepersonalnormofvaluationisalwaysleading,whilethesocialnormsofvaluationfromqualificationsystemsandjobsystemsmaypossiblybeusedasframesofreference.Suchanassessmentfirstlyincludesalltypesofself-assessment,suchasself-examinationandself-valuation.Thenextpriorityislinkingwhathasbeenlearnedpersonallytothenormativeframeworkofanorganisationorqualification,orapersonally-setobjective.Assessmentthenacquiresthesignificanceofassessmentof,fororaslearning:thereiseitheradirecteffect(cashinginontheoutcomeoftheassessment)oraprospectiveeffect,orcontinuityoflearningthroughdevelopmentandfurtherdevelopmentofapersonintermsofsetlearningobjectives:



16

AssessmentofLearningmeasureslearnerperformance.AssessmentforLearningprovidesfeedbackthroughouttheprocess.AssessmentasLearningencompassesAssessmentforLearningwherethelearnermonitorstheirprogressandreflectsontheirownlearning.(BrayenMcClaskey,2013,p.11)

Summativeoutcomes

SummativeoutcomesofVNILaregearedataretrospectivevaluation,meaninglookingbackintoone’spersonallearninghistoryandvaluatingitsworthsetagainstanaspiredlearningobjective.

60%ofthesummativeoutcomeswaslinkedtoaqualificationstandardinHE.Agroupoflessthan30%usedtheVNIL-processforgettingabettergriponacareer-ambitionand,withthisobjectiveclear,linkedthisoutcometosummative-usageforgettingexemptionsandshorteningthenecessaryHE-qualificationforreachingouttotheircareer-perspective.Suchacombinationofqualificationandemployabilityingeneralstrengthensarespondent’sagencyforgoingthroughVNILforaccesstoHE(Duvekot,2016).

Mirtchohadtofaceaparticularproblemwiththeassessment.Hewasawareofhiscapacities,althoughithastobeconsideredthathehadnoevidenceofhispreviouseducationattheAgriculturalAcademy.‘’Ihadtoprovemycapacities.IhadtobetrustedbyanemployerevenifIcouldnotdocumentmyformereducation.''[GR2]

Assessmentoflearning:summativeoutcomes

Summativeoutcomequalification-orientedSummativeoutcomecareer-orientedSummativeoutcomeforrecognition

T26125

%60,528,611,9

Formativeoutcomes

FormativeoutcomesofVNILaregearedataprospectivevaluationofone’slearningbiography,meaninglookingforwardintoone’spersonallearningpathandusingthelearner’shistorytodesignatailoredprogramme.

Almost80%oftherespondentsreceivedformativeadvice,ofwhichthemajoritywasalsogettingadvicespecificallyorientedonlearningopportunities.Themajorityofthisgroupdidexpectaformativeoutcome.

Thenatureoftheformativeadvicewasformorethanhalfoftherespondents’groupspecificallytunedintolanguagelearningforrealising(more)tailoredlearning(48%)orworking(11%).ForsmallergroupsthiswasmorethanadviceformeetinggeneralrequirementsofHEintheirnewcountryandwasdirectlylinkedtothepersonaldesignoftheirtailoredlearninginHE(14%)oranoccupation(16%).



17

ResumptionofstudiesandrecognitionofpriorlearningofficesuggestedhimtostartavalidationprocessthroughaVAPP:Validatingprofessionalexperienceprocess.HeagreedtoredefinehisprojecttobecomeEnglishteacherinFrance.Anadvisorwillsetupanappointmentwithhimtoadvisehimandtofindacurriculumfornextacademicyear.[FR4]

Assessmentforlearning:formativeoutcomesofVNIL*moreanswerspossible

AgeneralformativeadviceisformulatedTheadviceislinkedtoalearningobjectiveTheoutcomewasanexpectedoutcomeNooutcome

T3432319

%79,174,472,120,9

Formativeoutcomefunction-orientedLanguage-learningforqualificationFormativeoutcomequalification-orientedLanguage-learningforajobNoanswer

721654

16,348,814,011,69,3

Reflectiveoutcomes

ReflectiveoutcomesofVNILisapersonallyinternalisedreflectionoftherespondentonherVNIL-process.Itentailsareflectionontheprocessitself(theownroleandresponsibilityinVNIL)andontheoutcomes(personalawarenessofpriorlearninganditsvalueforfurtherlearning;personalownershipintermsofhavingabettergriponthewhat,howandwhyofthetailoredlearningahead).

Inthisdualsense,almost60%perceivedtheVNIL-processasalearningprocessinitselfandmorethanhalfoftherespondents’groupbecamemoreself-awareoftheirstrengthsandpersonalownershipofthelearningpathaheadduetotheVNIL-process.Alsoseeindicator12formoreinsightinthekindofpersonalownershipoflearningoccurring.

Suchreflectiveoutcomesingeneralstrengthenownershipoflearningbytransferringresponsibilityforsuccessfromothers(HEI,employer,etc)tothelearner.Consequently,thelearnervaluestheexperienceandtheresultoftheeffortdone.Whenlearnersunderstandhowtochanneltheirinterestandcuriosity,theygaintheabilitytomotivatethemselves.Whenlearnersactontheirinterestsandmotivation,theybegintounderstandthepowertheypossesstosupporttheirlearning.Whenlearnersunderstandtherelationshipbetweeneffort,strategy,persistenceanduseofresourcestomeetlearningchallenges,theygainthepowertocontrolwhattheylearn.Andwhenlearnersbegintoowntheirlearning,theygainaprizedpossessiontoprotect,build,andmaintainforalifetime.Inotherwords,theycreatetheirlearningindependence.(Rickabaugh,2012;Duvekot,2017).

Assessmentaslearning:reflectiveoutcomesofVNIL

TheassessmentitselfisexperiencedasalearningexperienceNoanswer

T25

18

%58,1

41,9IamawareofmyskillsIamawareofperspectivesforintegrationIamempoweredNoreflection

186217

41,914,04,639,5



18

12thindicator:articulationofownership

Inthelightoftheformerindicator,therespondents’ownershipoccurringduetotheVNIL-processcanbeinterpretedas‘strong’.Ifalearnerbecomesawareofthevalueofherlearningexperiencesforherpursuitofgoalsinlife,shealsomightacknowledgefullownership,entailingtheownresponsibilityforcreatingopportunitiesforparticipationorevenco-designofherownlearninganddevelopmentprocessinlife.

IntheVNIL-processoftherespondentsthiskindofownershipalreadyoccurredwhiledocumentingpersonallearningexperiencesforalmost¼ofthegroup.Morethan2/3becamemoreempoweredorintrinsicallymotivatedforcreatinglearningopportunitiesbuiltonthevalueandacknowledgementoftheirpriorlearning.Onlyasmallgroupofabout10%wasn’tstrengthenedintheirownershipbyVNIL.

Duringtheinterview,itbecameverycleartome,whatIamabletodonowandwhatisrequiredbymetoachievetheoryandterminology.IrealisedthatImissedtheprofessionalpre-understandingofpedagogicworkandthereasonsforactingprofessionallyintheexactsituation.[DK3]

Articulationofownership

Ownershipraisedbydocumenting&presentingTheprocessstrengthenedempowermentOwnershipwasintrinsicOwnershipstilllackingNoanswer

T10

24342

%23,3

55,87,09,34,7

13thindicator:ownershipoflearning

Ownershipreferstotheautonomyoftheindividuallearnerandherpersonalsenseofowningherlearningprocess.Thisincludesboththepreparationandimplementationofthislearningprocess,aswellasachievingmilestonesinthisprocess:thesemightbesummative(qualifications,partialqualifications,formalvalidationofinformalwork,etc.),formative(shapinglearningandcareeropportunities,etc.)orreflective(empowerment,shapingidentityandbecomingawareofpersonalvalues).

Whilstalmost40%oftherespondentsalreadyfelttheirownershipoflearning,theVNIL-processstrengthenedfurthermoreforalmosthalfofthegroup(47%)thisownershipintermsofempowerment.

FormethemostimportantthingIlearnedduringtheassessmentwasnottheoutcome.Forthefirsttime,IwaslookingatmyownfuturebyfocussingonwhatIwantedandnotwhatotherswantedforme.[NL1]



19

WemightstateinthisrespectthatVNILisausefulprocessforsteeringtherespondent’sempowermentwithafocusontheexpansionoffreedomofchoiceandactiontoshapeone’slife.Thisimpliescontroloverresourcesanddecisionsandfocusesonthevoiceofthepeoplewhentheystartparticipatingandnegotiatingwiththeotheractorsinthelearningarenaonthewhy,howandwhatoffurtherlearning(Narayan,2005).Suchempowermentchallengestheexistingeducationsystemanddemandsthedesignoflearning-made-to-measureindifferentsettingsandfordifferentpurposes.

AsanextstepintheirownershipoflearningamajorityoftherespondentsfelttheVNIL-processcalledforfull(65%)orpartial(28%)responsibilityformanagingandfollowing-uptheirparticipatoryobjectivesinthenewcountrythroughanHE-learningpath.

Asforcreatingasustainablelifelonglearningattitudeforstayingtunedintothecompetence-needsoftheirnewcountry,therespondentsonlyformulatedthisinconfirmingtheimportanceofinformallearningexperiences(37%)or–moregeneral–thenecessityofstayingontopoftheirpersonalcapacities.Practicinglifelonglearninghoweverremainedforhalfofthegroupanobscureactivity.

IthinkIcandoalotofthingshereandIamintherightcounty.Buttherearesomanybarriers.Itisnotalwayseasytogetwhatyouwant.E.g.Iwanttoworkasaninterpreterhere.ButhereinGermanythereisaspecialtrainingincertifiedschoolforinterpreters.ButasIgetmoneyforunemployedpeople(HartzIVinGerman)IwillnotgetanymoremoneyifIamastudent.Andthereisnofinancialsupportforstudents(BaFög)ifyouvisitsuchaschoolforinterpreters.AndIwouldgetmuchmoneyifIworkedasaninterpreterwithoutacertificate.ButifIstartstudyingEnglishliteratureattheLMUIgetfinancialsupport(BaFög).AndthenIhopethatIcanworkasaninterpreterbecauseofmyuniversitycertificateplusthelanguagesIlearnedthroughmywholelife.And:IstudiedEnglishliteratureinSyriaforthreeyearsandIdon’twanttothrowthisaway.[DE6]

1stownership=personalempowerment

OwnershipalreadybeforetheprocessOwnershipduringtheprocessNoownership

T19205

%39,547,413,2

2ndownership=personalresponsibility

IamfullyresponsibleIampartlyresponsibleIamnotresponsibleNoanswer

281311

65,828,95,35,3

3rdownership=lifelonglearning-attitude

FocusoninformallearningImportanceofowncapacitiesNoanswer

16621

37,214,048,8

14thindicator:co-designoflearning

Co-designisthethemethatdefinesthetruenatureofownershipoflearning.Withoutanelementofco-design,anindividualcanneitherbea'partnerinlearning’,norcantherebeanypersonalisedlearning(Duvekot,2016).Thisisbecauseunlesstheindividualcanparticipateinshapingandimplementingthelearningprocess,learningcannotbefully/partiallytailoredtotheinputandlearningneedsoftheindividuallearnerconcerned.Inthissense,co-designisthe



20

activatingagentinusinglearningtrajectoriesforobjectiveslikeintegrationandparticipationinanewcountry.Moreover,whereownershipprincipallyfocusesoncreatingasenseofownershipofpersonalvaluesandlearningexperiences,co-designcreatesa‘learningactionplan’fromthesevaluesandlearningexperiences,allowingtheoveralldesignoftherespondenttobemadeincloseconsultationorevenanopendialoguewiththeotherlearningpartners(teachers/HEIs,employers/labourmarketa/o3rdsector)involvedintheselectedlearningprocess.

Whenconsideringthiskindofco-designinglearningalmosthalfoftherespondentsbecameawareoftheimportanceoreventhenecessityoflearningandactivelyself-steeredthisawarenesstocreatingadialoguewiththeHEIstoestablishapersonalisedlearningtrajectorythatwouldmeetthepersonallearningneedsintermsofco-designingcontent,formandobjectiveofthelearningprogramme.Thesmallerhalf(41%)wassteerableinco-designingthesamedialogue.

InadditiontostartingataNorwegianlanguagecourse,shestartedvolunteeringasaneventassistantatoneoftheuniversitiesinOslo.Slowlyshewasexpandinghernetworkinhernewhomeland,andshemanagedtogetajobasaresearchassistantattheDepartmentofJournalismandMediastudiesattheuniversity.[NO4]

Co-design(1):activatedownershipoflearning

ArticulatedlifelonglearningattitudeNoarticulatedlifelonglearningattitudeUnclear

T20149

%46,532,620,9

Co-design(2):thelearnerperceivesherselfas‘partnerinlearning’

Thelearneractivelyseeksalliancewithpartners(schools,employers,etc.)ThelearnerissteeredincreatingallianceThelearnerdoesn’tseekallianceNoanswer

21

1831

48,8

41,97,02,3

15thindicator:actualimpactofVNIL

WhenanalysingtherealimpactofVNILfortherespondentsadivisioncanbemadebetweenlearning,workingandpersonalimpact.Allformsofimpactarelinkedtoparticipatoryobjectivesoftherespondentsintheirnewcountry.

ActualimpactofVNIL

ImpactisenteringHEImpactisexpectedtoenterHEImpactisself-responsiblefornextstepImpactisenteringotherlearningImpactisgettingajobImpactisexpectedtogetajobNoanswer

T15425746

%34,99,34,711,616,39,314,0

ThelearningimpactisabouttrulyenteringHEforthesakeofgettingaqualificationthatwillhelpacquiringemploymentinalaterstage.1/3ofthecasesreallyenteredHE,withasmall



21

group(9%)expectingtodosoafterbridgingactivitieslikelanguagelearningandfilling-indeficitsinpre-education.Anothersmallgroup(11%)enteredotherlearningprogrammesataVET-level.

Interestingisthatasubstantialgroup(16%)foundajobduetotheVNIL-processorexpecttofindajob(9%)quicklyandonlyasmallgroup(14%)couldn’tanswerthequestiononactualimpact(yet).

Andlastbutnotleast,asmallgroup(4%)becameself-responsibleforthenextstepintheircareer,beingenteringHEoranotherkindofparticipatorystep.Althoughsmall,thisgrouprepresentsanimportantcornerstoneoftheVNIL-process:becomingempoweredandownerofone’slearningforanypurpose:civil,socialorpersonal.

ThepotentialapplicationofthisrefugeemeetsthecriteriathatarepartoftheprofileofapplicantwhowanttovalidateaPhD.Heislecturerandpublishedpapersininternationalmagazine.ThespecificschemethatwillbeproposedtothisapplicanttovalidatehisPhDisavailablesince2008atUniversitédeBretagneOccidentale.Presentationoftheprocedure:

-RPLandresumptionofstudiesofficestudiestheconsistencyoftherequest-Themanagerofthedoctoralschoolstudiesthepedagogicaladmissibilityoftherequest,onthebasisofapre-applicationform-TheapplicantmustwriteanapplicationformexplaininghisorherexperiencewiththehelpofaRPLcounsellorandwiththesupportofanexpert(teacher,theownerofaHigherdegreeresearch)-Ajuryassessthefileandmeettheapplicant(thejurydeterminesifknowledgeandskillsareacquiredandifhehastoprovideanextraassessment).

[…]HeispresentlyfollowingFrenchasaforeignlanguagecoursesatUniversity.WewillorganiseforhimameetingwiththeVicerectorforinnovationandresearchatourUniversity,tofindasolutiontogivehimaccesstoalaboratorywithinUniversitytocontinuehisworkandresearch.[FR5]

4.1Cross-caseanalysis

Thecross-caseanalysisofthecountryandindividualcase-studiesyieldsmoredetailedinformationon(1)theVNIL-systeminHEIsformigrantsandrefugeesand(2)theimpactofVNILinHEIsonmigrantsandrefugees.

Systemanalysis

Onthesystem-levelthemainanalyticalaspectsofVNILinHEIsareafavourablelegalframework,fundingandaffordanceofVNILinpracticeandlinkagewithsocialperspectivesonthelabourmarketand/orinthethirdsector.IntheEuropeancontext,VNILcanresultinaparticularperspectiveoffurtherlearningoranotherparticipatoryobjective.ThisimpactcanbestrongerthemorefavourableconditionsareinplaceinHEIs.

Themostfavourableconditionsarepresentincountrieswith(1)afavourablelegalframeworkforapplyingVNILineducationandpublicandprivatesectors,(2)anoperationalisedsystemforVNILinHEIs,abletotakecareofpriorlearningexperiencesofformal,non-formalandinformal



22

nature,(3)fundingavailableonnation,sectorand/orNGOlevelsand(4)opportunitiesforanchoringtheoutcomesofVNILtothevariouscompetence-basedsystemsinHE,labourmarketandthirdsector.

FourgroupsofEuropeancountriescanbedistinguishedwheretheVNIL-processwithregardtotheseconditionsisoptimallylocated,semi-optimal,marginalandabsent.SeeFigure1forthisgeographicaldivision.InEuropetherewith,favourableconditionsareeitherinplace(group1)orpartiallyinplaceandunderconstruction(groups2and3).Asmallgroupofcountrieswheresuchconditionsarestillabsent(group4)shouldbeabletofollowthegoodpracticesinothercountrieswhenthetimeisripe2forthemtoalsodesign,implementandevaluateVNILtheirlearningandsocialsystems.

Crosscheckingtheevidenceinthecountry-reportsandtheinterviewswithstaffmembersandwithregardtothegroupingofthecountriesintofourcategoriesofcountries,thecasestudiescollectedhereconfirmandillustratethesuccessfactorsorenablersindicatedbyCEDEFOPintheirreportsandothers(suchaseucendidinearlierprojectresultssuchasTRANSFINE,REFINEorOBSERVALandOBSERVAL-Net):- Onnationallevel,policiesandlegalframeworkssupportingtheVNIL-processneedtobein

place.- Theexistenceofatransparentnationalqualificationsystemorframeworkinwhichalsothe

HE-levelsaredescribed,isapreconditionforthesetting-upofaccessibleVNIL-processes.- Activeinformation-provisionandraisingawarenessofthevalueofpeople’sinformaland

non-formallearningexperiencespayoffwhenlinkingtheseexperiencestoobtainingcivil,socialorpersonalimpact.

- OfferingcounsellingandguidancetotargetgroupswithdifficultiesinaccessingHEIs.- Assessment-servicesarecrucialinVNIL-processes.Summativeassessmentisgenerally

executed,althoughformativeassessmentorreflectiveassessment(bymeansofself-assessment)isalsopossibleincaseofdesigningfurtherlearningtrajectories.

- Forallservicesoffered,professionalisingstaffmembersisimportant,notonlyformethodologicalexpertisebutespeciallyforcreatinganopenmindtowardsandawarenessofthevalueofinformallyandnon-formallyacquiredlearningoutcomesthatmightbeassessedasequivalenttoformallearningoutcomesinHE-programmes.

- Intermsoffunding,initiativesaremostlygovernment-fundedbutthereisalsoevidenceofNGOsandHEIsinvestinginVNIL-processesforspecifictargetgroups.

2 ItgoeswithoutsayingthatforEUmemberstatesthetime’sactuallyalreadyripesincethechallengeputforwardbytheCouncil

of the EuropeanUnionwas to recommendallMember States tohave inplace, no later than in 2018, arrangements for thevalidation of non-formal and informal learningwhich enable individuals to obtain a full or part qualification on the basis ofvalidatednon-formalandinformallearningexperiences(CEU,2012).



23

Individualanalysis

Onthelevelofindividualrefugeesandmigrantsthemainanalyticalaspectsareagency,informationandguidance,theVNIL-processphasesandownership.Theindividualcase-analysisdemonstratesthat:- Ingeneral,thecharacteristicsofpolicydevelopmentnotonlyshowtheslownessof

implementationofpoliciesinpractice,butalsothatanopendialogueisconducivetotheactivationoftheindividuallearner.

- Ingeneral,refugeesandmigrantsarehesitantinaccessingVNIL-processesatfirst,butonceinformed,guidedandreflectiveontheirlearningexperiences,theyclearlybecomeempoweredandengaged.

- InformationprovisiononthepotentialbenefitsofVNILiscrucialfortheagencyofthetargetgroups.Theyfeelinformallyvaluedwhenevertheyarehelpedindemonstratingtheirpriorlearningandworkingexperiences.Theyfeel‘listenedto’andaremoreencouragedtoengageinparticipativeactionsintheirnewcountry.

- ThetargetgroupsofrefugeesandmigrantsprofitlikewisefromVNILintermsofpsychology(empowerment,self-esteem),educationalattainment(exemptions,-ifavailable–tailoredlearning)andcareer-perspectives(clarityaboutsocialopportunities,tuningintothebestfitinpersonalexperiences+HE-qualification+career-options).

- ThetargetgroupsexperiencethesamedifficultiesinformulatingandprovingtheirpriorlearningexperiencesasotherstudentstobeenrolledinHE.Amainaspectinthisdifficultyisthedominantlearningparadigminwhichpeoplewereeducatedanddisciplined.LikeEuropeanstudents,refugeesandmigrantswereeducatedinamonologicaleducationsysteminwhichtheteacheristheknowledge-bearerandthepupil/studenthastolistentotheteacher’svoice.

- IndividuallearnerswhotooktimetoreflectontheirownlearningexperiencesstrengthenedtheirpositioninthedialogueonfurtherlearningwiththeHEIand/oremployer.Inmostindividualcases,thedialogue,inaccordancewithPaoloFreire'shumanisingvision,operatedasa‘gap-closer’betweentherefugees/migrantsandportfolio-trainer/teacher/employer;inthisway,theymanagedtobuildabridgetoapersonalisedfollow-upprogrammeinoneormoreareasoflife.

- Competencesdemonstratedbypriorlearningexperiences–tobeprovenintheassessment-fillandcolourthedialogueinthelearningtriangle(seeFigure4,Annex1)forallstakeholdersinvolved.

- TheportfolioisthecarrieroftheVNILprocess.Guidanceormentoringinthedocumentationphaseisclearlybeneficialfortherefugees/migrants.

- Withthecreationofatransparentportfolioofpersonal,priorlearningexperiences,theownershipof(lifelong)learningstartsfortheindividuallearner.Byarticulatingone’slearningachievementsandreflectingonthevalueofthem,byself-assessingone’sstrengthsandweaknesses(SWOT)onthatbasis,self-efficacybecomesoneoftheenginesforturningthisretrospectiveownershipoflearningintoadialogueforactivatingprospectivelearning.

- ThesupportiveandfacilitativeroleofNGOsismanifestinsomecountries,notonlyinfundingVNILbutalsoinprovidinginformation,guidanceofrefugeesandmigrantsforVNILinHEIs.NGOsalsoplayastimulatingroleinbuildingupaffordanceofVNILinHEIsforrefugeesandmigrants.Theydothisbynetworkingandlobbying.TherewiththeycanplayadecisiveroleinconvincingHEIstoaffordVNIL-facilitiesforthetargetgroups.



24

- Thereturnoninvestmentofstructuredportfolio-trainingforpreparationofaVNIL-procedureisbeneficialforthetargetgroups.Thesamegoesforlanguagetrainingandbridgingcourses(learningaboutthehostcultureandadditionalcompetencedevelopmentforsolvingknowledgedeficits).

- Assessmenthelpstoconnectthestakeholdersinthelearningtriangle(Figure4).Thiseffectoccursinallthethreeformsofassessmentthatareanalysedinthecases:assessmentof,forandaslearning,resp.summative,formativeandreflectiveassessment.

- Thereisarealdynamicspacebetweenthesystem(top-down)andtheprocess(bottom-up),butdependingontheintendedlearningobjective,resultsarealwaysobtainedfordifferentstakeholders.



25

5.Conclusionsandlessonslearned–Phase1

VNILisacknowledgedforopeninglearningopportunitiesforrefugeesandmigrantsbyrecognisingandvaluingwhattheyhavelearnedsofarintheirlives.TheobjectiveofthisanalysiswastoanswerthequestionsofhowandtowhatextentVNILisfacilitatedinHEIsacrossEuropeandhowitisaccessibleforthetargetgroupofhighereducatedrefugees/migrants.Theapproachchosenconsistedindrawingoncross-caseanalysesofsystemandindividuallevelstodescribethestateoftheartofVNILinHEIsforthetargetgroups,toanalysegoodpracticesandtorecommendhowVNILforrefugeesandmigrantscanbeimplementedeffectivelyacrossEurope’sHEIs.

Theseconclusionsaredrawnfromtheinformationprovidedinthecountrycasesaswellastheindividualcases.Theseconclusionsfocusonthetopicsofinformationandguidance,rolesandresponsibilities,objectivesandimpact,andprofessionalismandqualityassuranceofVNILinHEIsforrefugeesandmigrants.

Informationandguidance

ThecrucialroleofinformationprovisionandguidanceintheVNIL-processcomestotheforewhenanalysingnotonlytheinterviewswiththemigrantsandrefugeesbutalsotheinterviewsoftheVNIL-staffmembersinHEIs.TheroleofinformationprovisiononVNIL-processesforaccessingHEandthereaftertheavailabilityofcounsellingandguidanceservicesplaysanimportantroleintheutilisationofVNILbythetargetgroups.Informationandguidancearethefunctionsthataretheso-called‘front-office’forhavingpeople’spriorlearningexperiencesrecognisedonHE-levels.ThereflectionoftheinterviewedVNIL-staffmembersinthiscase-studyresearchshowsthatinordertofillininformationprovisionandguidanceproperly,thesestaffmembersnotonlyneedtobewell-trainedinguidanceandcounsellingpeoplebutalsoneedtobeabletooverseethewholeprocessofVNILincludingthefurtherlearningprogramming.Thisexpertiseisextendedtotheresponsibilityofprovidingadequateinformationandraisingawarenessofthepotentialvalueofone’slearningachievementsinaccessingHE.Furthermore,thesestaffmembersperceiveVNILasanopenprocessthatdependslargelyontheinternalpolicyfor(1)facilitatingVNILnotonlyforformallearningbutalsofornon-formalandinformallearningexperiences,(2)theabilitytocreateanopendialoguebetweensomeonewithpersonallearningexperiencesandtheHEIwithstructuredandstaticqualificationstandards.It’slikebeingabletoreallylistentotheindividualexperiencesandembedthesepriorexperiencesinaflexiblelearningprogramme,tailoredtotheindividual’slearningbiographyandcorrespondinglearningstyle.



26

Rolesandresponsibilities

TheresponsibilitiesofthestakeholdersandactorsinVNILarelinkedtospecificpurposesforengaginginVNIL-processes.Intable3thedifferencesbetweenthestakeholdersinthelearningtrianglecanbeexplainedbypointingouttheirrespectiverolesandresponsibilities.Thetableshowsthemainobjectivesforeachstakeholderasshowninthecountrycasesintheirlinkagewithspecificresponsibilities.Manyobjectivescanoccurinthesameinstanceinaspecificnationalorsectorcontext,especiallysincethetrueimpactofVNILliesinthecombinationofcertification,strengtheningone’sself-esteemandthearticulationofthecompetence-needsoflearners.Inthisway,allstakeholderscooperatewithinaVNIL-processinaholisticwaybyinterlinkingeachother’sobjectivesandresponsibilities.

ImportantistocreateimpactofVNILontheindividuallevel.Thisentailsgivingavoicetothelearner.ThisworksoutbestifthelearnercangetagoodgriponsocialoreconomicperspectiveswiththeassistanceoftheVNIL-process.Creatingperspectiveis,nexttogood-qualityguidanceandassessment,acriticalsuccessfactorofVNILinHEIs.TheindividualcasesinthisanalysisdemonstratethisbybeingabletolinkrefugeesandmigrantswithHE-levelcompetencesbymeansoftheirinformalandnon-formallearningexperiencesnotjusttoaqualificationbuttofindingajobandstayingemployablethereforebeingabletointegrateinanotherculture,empoweringoneselfincreatingself-esteemandotherimpactandresultsfromengaginginaVNIL-process.

ThisisalsothecontextinwhichVNILenablesthelearner’svoicetobeheard.Thisvoiceinitsturnchangesthenatureoflearningandchallengesthelearningsystemtodesignlearningstrategiesfordifferentsocietalpurposes.Inthissense,learningfitswellintosocietaldevelopmentasoneoftheso-calledinstrumentalfreedomsthatcontribute,directlyorindirectly,totheoverallfreedomthatpeoplehavetobeabletolivethewaytheywouldliketolive(Sen,1999).NobelprizewinnerAmyartaSenformulatedthat‘socialopportunities’,asoneofthefiveinstrumentalfreedoms,refertothearrangementsthatsocietymakesforeducation,healthcareandsoonwhichinfluencetheindividual’ssubstantivefreedomtodo,beorbecomethatwhichpeoplevalue.Thesefacilitiesarenotonlyforthesakeofconductingprivatelivesbutalsoofgreatvalueformoreeffectiveparticipationineconomicandsocialactivities.Learningaffectspeople’sprivateaswellastheirpubliclives.Therefore,itisvitalforpeopletohaveaccess–orbetterinstrumentalfreedom–toallformsandphasesoflearningtoshapetheirowndestiny.CrucialinthisempowermentoftheindividualistheconceptofVNILwhichisnotdesignedtohighlightthelackofknowledgeandskillsbutpreciselytheopposite–totakestockofexistingknowledgeandskills.



27

ACTORS OBJECTIVES RESPONSIBILITIESRefugees,migrants

- Strengtheningself-esteem- Creatingnewor2ndchangesinlife- Stimulatingself-investmentinlearning- Gettingaccesstotheeducationsystem- Linkingintosocialoreconomiccareeropportunities

- Buildingupalearningbiography,portfoliooranyotherformfordocumentingpersonallearningexperiences

- Agency:ambitionsandlearningobjectives- Strength/weaknessanalysis(SWOT)- Completionofportfolio- Self-assessment

HEIs- Accreditingpriorlearningoutcomesforfurtherlearning(formally,informallyandnon-formallyacquired)

- Offeringlearning-made-to-measure- Innovationofeducationprocesses- Socialengagement

- Openmindtoformal,informalandnon-formallearning- Focusonlearningoutcomestobeassessedirrespectiveoftheenvironmentwheretheywerelearned

- Facilitatinglifelonglearningstrategies- VNILinformationonprocedures- Trainingofassessors,guidesandcounsellors- Assessment,incl.draftingadvisingoncertificationand/orcareeropportunities

- Offeringtools:portfolio-formats,portfolio-training- Flexible,tailoredlearningoptions

Organisation- Buildingupcompetencemanagementandfacilitatingself-managementofcompetences

- Formulatingdemandarticulationofcompetences

- DesigninglifelonglearningstrategiesinHumanResourceManagement

- Formulationofthemissionoftheorganisation- Inventoryoforganisation’sskillsneeds- Strength/weaknessanalysisorganisation- Competence-basedjoboroccupationalprofiles

Civilsociety,NGOs

- Activatingcitizenshipactivitiesandvolunteering

- Fillinginvacanciesinthecivilsociety- FacilitatingtargetgroupsintheirVNIL-process(information,guidance,training,solvingdeficits,funding)

- Creatingtransparencyoftheneedforcompetencesinthecivilsociety

- Offerlinkageswithotherperspectives(qualification,careers)

Nationallevel - Policiesofgovernmentsandsocialpartnersandtheirresponsibilitiesforcreatingfavourableconditionsforlifelonglearningthroughlawsandregulationsandfunding.

- Specific,promotingVNILandfacilitationfortheintegrationof‘newcomers’(refugees,migrants)

- FacilitatingVNIL-processesbylegislationandfunding,opening(learning)centres

- Bringingactorstogether- Raisingawarenesscampaignsontheequivalenceofinformal,non-formalandformallearning

- Focusonsocialandeconomicmobility(esp.labour,migrantworkers)

- Creatingqualificationstructuresorframeworks- Quality-assuranceofVNIL

Table3.Responsibilities&objectivesinVNILinHEIsforrefugeesandmigrants

Objectives&impact

VNILisnotonlyaprocessunderpinninglifelonglearningstrategiesbutalsoanorganisingprinciplefordesigningsuchstrategies.Evidencecomesfromavarietyofresearchprojectsacrosstheglobe,supportingthevisionthatsocietyisintransitiontoanopen‘learningsociety’inwhichtheneedforagoodbalanceofpowerbetweenthemainstakeholdersinlifelonglearning-individuals,organisationsandHEIs-isreshaped.ThemainfeaturesofthistransitioncanbereflectedonfivelevelswitheachtheirownimpactandlinkagetoVNIL.Thecountriesinthisanalysisarerepresentedinoneormoreoftheselevelsasshownintable4.



28

Inthecolumn‘geography’onlythemaindriversofVNILinHEIsarelisted.Thisdoesn’tmeanhoweverthatotherrationalesarenotinplacetoo.

TheobjectivesandimpactofVNILinHEIsaretiedinwiththefourmainrationalesforintegratingVNILinaspecificnational,sectororregionalcontext:educational,employability,HRDandlifelonglearning.Theeducationalrationaleinwhichobtainingexemptionsforapartialorafullqualificationprevailsinmostcountriesandregions.NexttothateconomicallymotivatedusageofVNILonHE-levelsthattakescareofcompetencerecognitionandemployabilityforcareermotivesisaclearrunner-upasmaindriver.ThemoresociallyengagedVNILisinfewercountriesapparentbutit’sastrongdriverforgovernmentstofacethechallengeofdealingwithcompetentbutunqualifiedorunderqualifiedtargetgroupsinsociety.VNILforparticipativeaimsinthethirdorvolunteeringsectororthecivilsocietyisleastpracticed;onlyintheNetherlandsandtheScandinaviancountrieswhereitisutilisedforrecognisingindigenousvaluesofminoritygroupsorforstrengtheningthequalityinvolunteeringandcivilsocietyactivities,thereisaclearfocusonthislevelforpracticingVNILinHEIs.LEVEL IMPACT GEOGRAPHY:MAINDRIVERS

Economic Gettingand/orkeepingajob(employability),battlingskillsmismatch,investinginhumanpotential.

Scandinavia,Finland,Belgium,theNetherlands,Luxemburg,France,Switzerland;CzechRepublic,Germany,Ireland,Italy,Portugal,Spain,TurkeyandtheUnitedKingdom.

Social Aimingatmotivation,self-managementofcompetencesandpersonaldevelopment(empowerment),redressforpastinequalities,re-integrationinsociallife,integrationofmigrants/refugees

Scandinavia,Finland,Belgium,theNetherlands,Luxemburg,France,Switzerland;Portugal,Spain.

EducationalAimingatqualification,updating,upgradingorportfolio-enrichmentbymeansofcreatingoutput-orientedstandardsfocusingonlearningoutcomesandtailoredlearningmadetomeasure.

ThecountriesofGroup1and2withVNILinHEIs,abletotakecareofpriorlearningexperiencesofformalandofnon-formaland/orinformalnatureThecountriesingroup3haveVNILonlybaletotakecareofpriorlearningexperiencesofformalnature

ParticipationThecivilsociety,aimingatsocialactivation,voluntaryactivities,socialawarenessandcitizenship(activatingcitizenship).

Netherlands,Scandinaviancountries

Political Authoritiesandsocialpartners(employers,tradeunions)areresponsiblefororganisingthematchbetweentheselevelsbymeansoflegislation,regulations,labouragreements,fiscalpolicy,trainingfunds,etc.

AllEuropeancountries

Table4-Levels,impactandgeographyofVNILinHEIs(Duvekot,2017;adaptedversionwithdatafromVINCE)



29

Professionalismandqualityassurance

TheexpertiseofVNILstaff(portfolioguides,advisorsandassessors)isveryimportantinachievingmaximumawarenessofthevalueofpersonallearningexperienceswhenrefugees/migrantsreachouttoHE-levels.Theirinstrumentalexpertiseequalstheimportanceofthemincreatingmotivationandambitionforaccessing/applyingVNILinHEIs.Furthermore,thequalityassuranceofaVNIL-systemdependsontheclearformulationofwhattheexpertiseofVNIL-staffentails,howthisexpertiseislearnedandmaintainedandhowstaff-membersareembeddedandacceptedinqualificationsystemsandsystemsofhumanresourcesmanagementsystemsonthelabourmarketandinthethirdsector.

TheseconclusionsonprofessionalismandqualityassuranceshowthattheVNIL-processcomesintoitsownandenablesrefugee’sandmigrant’sagencytoacquireHE-levelsintheirnewcountryfor2mainreasons.FirstlybecauseVNILisaffordedbytheawarenessinHEIsofthevalueofpriorpersonallearningexperiencesandsecondlybyprofessionalisingHEIstaffmembersinthevariousVNILskillsandcompetencesofinformationprovision,guidance,assessmentandVNIL-management.



30

5.1Recommendations

AnumberofrecommendationsorchallengestoanchoringVNILinHEIsforrefugeesandmigrantscanbeformulatedwhenlookingattheconclusionsbasedontheinformationprovidedinthecountrycasesaswellastheindividualcases.

Frompolicytopractice

MovingfrompolicytopracticeisimperativetocreatingamoreinclusiveHEI.VNILisrecognisableasakeycomponentfortheindividual´spossibilitytomanageshiftsinmodernlifeintermsoflifelonglearningandcareer-guidance.Thisisalsothecaseforrefugeesandmigrantstryingtobuildupacareerinanewcountry.TomakeVNILacoreelementinintegration/participationinthenewcountry,theindividualneedsinformation,guidanceandcounselling,emphasisingbothlearningandworkperspectivesinordertosecurelongertermrelevanceandvaluefortheindividual.

StrengtheningVNIL-practiceentailsupscalingtheinvestmentinraising-awarenessofthevalueofpriorlearningexperiences,information-provisiononVNIL-servicesoffered(information,guidance,assessment)andstrengtheningthelinkageofnationalqualificationstandardsandoccupationalstandardsandcoordinationbetweennationalstakeholdersandHEIs.Tofulfilthisupscaling,themainquestionsanHEIneedstobeabletoanswerare:- HowtomovefromexclusivetoinclusiveVNILarrangementsforthetargetgroupsofrefugeesand

migrants?- HowtosupportandservethelearnerinVNIL-processes(identification,documentation,assessment

andcertification,longer-termimpact)?- HowtounderstandtheusefulnessofVNILseenfromthelearner’sperspective?- Howtounderstandthebiographyandcareerdevelopmentfromtheindividualperspective?- Whicharetheprofessionalrolestobefilled-in?

Thekeyquestionhoweverremains:howtoimproveVNILpracticesinHEIswiththelearner-inthiscasethemigrantandrefugee-atthecentre?

Raisingawarenessandinformationprovision

TheawarenessofthevalueofaVNIL-approachinHEIsfocusedonlearnerneedsandtakingaccountofthevalueofnotonlyformalbutalsoinformalandnon-formallearningresultsdependsontheconsensusamongallactorsinVNIL-processes.Suchconsensuscanbeinitiatedbyanyoftheactors.Theactorscansupportawarenessandconsensus.Insomecases,theycanalsoinitiatelegislationandregulations(includingfinancialregulations)bysupplyinginformation.Moreover,anyactorcanhelpstrengtheninformation-provisiontothetargetgroupsbyreachingouttothemdirectlyorindirectlytotheirrepresentatives/spokesmenintheirnewcountry.Information-provisionalsoimpliesbeingabletopresentcase-studiesofsuccessfulinitiatingVNILinHEIsandofferingrolemodelsforrefugeesandmigrants.



31

Thelearner’svoice

ThecrucialaspectinallapproachesofHEIsistheimportanceofengagingdesignatedtargetgroupsbymakingVNILapersonalisedapproach.Peopleneedtobeabletoarticulatetheirlearningexperiences,identifytheirpersonalcompetencesandlinkthesecompetencestoperspectivesandrolesinsociety.Thelearner’svoiceisthereforemorethantheneedofpeopletohavetheirvoiceslistenedtobutalsoneedtoarticulatetheirownvoice.

Suchalearner’svoice–articulatedandlistenedto–isnormallyhardtohearinformalprocessesofcertificationandemployabilitybecausetheparametersofeducation-andlabour-systemsforinclusionarehardtocalibratewiththeindividualneeds;leastofallwhenitcomestomanaginganopendialoguebetweentheformal,non-formalandinformallearningexperiencesofalearnerasinputandthecriteriaofaqualificationoranoccupationalstandardasoutputoftheVNIL-process.

Thelearner’svoicehighlightstheneedforownershipbylearnersandtheensuinginclusionoftheirpreferencesandpossibilities–regardingsettings,time,cost,progression–intheformulationofVNIL-strategiesandtheexecutionofVNIL-processesinHEIs.GoodqualityofguidanceandassessmentofthelearnerisessentialintheVNIL-processforincludingsuchindividualownershipoflearningexperiences.TheInstituteforPersonalizedLearninginWisconsin,USAadvocatesinitseducationalservicesforschoolsandeducatorsthat:

Thegreatestgifttolearnersistogivethemthetools,insights,andunderstandingnecessarytobeinchargeoftheirownlearningandlives.Whenlearnersunderstandhowtochanneltheirinterestandcuriosity,theygaintheabilitytomotivatethemselves.Whenlearnersbegintoowntheirlearning,theygainaprizedpossessiontoprotect,build,andmaintainforalifetime.(Rickabaugh,2012)

SuccessfullyapplyingVNILholdsinthiswayapromiseofcreatingsocialand/oreconomicperspectiveforpeoplethatcanbelinkedtotheirintrinsicvaluesandagency.BrayandMcClaskey(2015)perceivesuchpersonalisationasthenextdevelopmentinthelearningsystembasedontheengaged,self-managing,learningindividualoperatinginasupportivenetwork,allwithinthemodern,learningsociety.Theofferofashortened,self-steeredandflexiblelearningpathforobtainingHE-levelsisinthisrespectmorethanformalisingpersonallearningexperiences;it’smoreanofferofpersonalempowermentintermsofstrengtheninglifeskills,incl.literacyandnumeracy,andsocialparticipationinthelearningsociety.

ProfessionalisationofHEIsstaffandresearchprogrammes

Theexpertiseofportfolioguides,counsellors,advisorsandassessorsisveryimportantinachievingmaximumawarenessofthevalueofpersonallearning,andcreatingmotivationandambitionforVNILandlearning/socialopportunitiesinHEIsandsociety.HEIsshouldthereforeinvestinthecreationandmaintenanceofoccupationalstandardsforVNILinformation-



32

providers,-guides,-assessorsand-managers.Evenmore,thesestandardsshouldbelinkedtointernalhumanresourcemanagementsystemsinHEIsandofferthechanceforcareer-pathsinHEIsforVNIL-professionals.

Nexttocareer-pathsinVNIL-professionalisms,HEIscouldalsoinvestinresearchprogrammesforVNILineducational,socialandeconomicdomains.ResearchisneededintotheaddedvalueofVNIL,amongotherthingsfocusedonitseconomic,financialandsocialeffects.Furthermore,anarchiveshouldbebuiltupofexamplesofgoodpracticesinVNILonindividual,organisationandsystemlevels.IftheseexamplesdemonstratethevalueofinvestinginVNILforobtainingeducationallevels,thiswillspreadastrongpositivemessage.ThisreturnoninvestmentintheVNILneedstobeanalysedonthelevelsofmaterialandimmaterialbenefits.Researchintothepractical‘upsanddowns’ofVNILanditsfollow-upprojectsisalsoanenrichingfactorforHEIslearningprogrammes,andyoumayexpectacademicstobecuriousaboutthevaluethatnewcomersbringwiththemtotheirnewcountry.

Demandarticulationforperspective

WhenachievingaspecificoutcomeofVNILforHE-competentrefugeesandmigrants,itisacriticalsuccessfactortoofferactualsocialoreconomicperspective.Sector-basedandregionalVNIL-practicespresentsuccesses(Singh,2015),especiallyifinvolvedorganisations/companiesensurethattheirformulationofdemandsforfunctionsandactivitiesonHE-levelsistransparent.Thisstrategyworksespeciallywellwhenfocusingontacklingskillsgapsorofferingfurtherlearningpaths.

FurtherlearningoptionsAsafollow-uponVNIL-processes,tailored,furtherlearningoptionsneedtobeofferedbyHEIs.Theseoptionsneedtobeflexibleinordertoboostpeople’sdesiretokeeponlearning.TheVNILapproachbenefitsfromoptimisingotherformsoflearning:otherlearningenvironmentsandformsoflearningmustbeformulatedand/orutilisedmoreeffectively,sincetheoutcomeofaVNIL-processalsoshowswhichlearningenvironmentand/orformoflearningisbestforanindividual.Thiscouldinclude(combinationsof)work-basedlearning,mentoring/tutoring,self-steeredlearning,distancelearning,andsoon.

ThedialogueonvalidationandlearningAnopendialogueonvalidationandlearningbetweentheindividualandthelearningand/orworkingsystemscanbeeffectivewhentheroleoftheindividualinshapingherownfutureistrulyacceptedandafforded(Duvekot,2017).Thesubsequentopendialogueisabletoconnect-retrospectively-thelearninghistoryofhighereducatedrefugeesandmigrantswith-prospectively-whattheystillneedtolearnintheirnewcountry.VNILcanbeastrongguidingvisionandtoolinthisbyaffordingsuchanopendialogicalprocessofvalidationandlearningbetweenthelearnerandtheteacher/employer.Inthevalidationprocess,thetesting(summative)andadvisory(formative)functionsofvalidationinthedialoguebetween(theportfolioof)thelearnerandthe(qualificationstandardsofthe)teacherand/orthe(occupationalstandardsofthe)employerareusedtorecognize,value



33

andaccreditlearningoutcomes.Thelearnerisassistedinthisprocessbytestformsthatareproduct-orprocess-oriented.Process-orientedmeansthatlearningoutcomesareassessedintegratedandinterlinked,whereasinproduct-orientedvalidationthisisbasedonthevalueofthelearningoutcomeinitself.Thelearningprocessaimsatofferinglearningthatcannot(yet)berealisedthroughvalidationorofwhichthelearnerbelievesthatthislearningisdesirable.Thisprocessispersonalizedintermsofcontent,formandmeaning.Thelearnercanhaveasayinthedesignofthepersonallearningtrajectorywithintheframeworkofthestudyprogram.Thisgoesaswellforrefugeesandmigrantsasforanyotherlearner.



34

5.2.Finalremarks

Themainconclusionofthiscase-studyresearchisthatVNILstillhasalongwaytogobeforeitisembeddedalloverEurope’sHEIs,especiallyformigrantsandrefugees.GoodpracticesfromDanish,Dutch,FrenchandNorwegianHEIsdemonstratethatmuchispossibleinsupportingrefugeesandmigrantswhentheyneedorwanttoaccessHE.OfferingVNILasanopengatewayforlinkingaperson’sformally,informallyandnon-formallyacquiredcompetencestoaHE-programmeisoneofthecriticalsuccessfactorinthesepractices.Furthermore,offeringtheremainingcompetencestobeacquiredaftertheassessmentinatailoredandflexiblelearningpathistheothercriticalsuccessfactor.Bothcriticalsuccessfactorsdependstronglyuponthewillingnessandtheabilitytorecognisethecompetencesacquired‘outsideofacademia’;thatismoreamatterofambassadorshipofcommittedVNIL-staffinHEIs,openmindednessandembracingofthedialogueofvalidationandlearningthanofassessment-methodologyorinterview-techniques.

LookingatVNILfromeveryperspective,itcanbestatedthattheVNILprocessreallycomesintoitsownandhelpsenablingmorepersonalisedlearningifthereisanopendialogueandindividualownershipoflearningispermitted.Thegroupingofcountriesinfourexistingsystemsoncountry-levelinwhichthefivephasesoftheVNIL-processareappliedrangingfrombroadlyappliedtomarginallyornone,mightbehelpfulinlocatinggoodpracticesfromuniversitiescapableorpreparedtodesignandimplementVNILtoitsfullpotentialforthesakeofassistingrefugeesandmigrantstoreachouttoaHE-levelandintegrateintheirnewcountry.Atleastinallcasestudies,invariousdegrees,VNILhaditsimpactonthedesignandimplementationoflifelonglearningand,moreover,agenuineimpactonpersonalisingthelearningtakingplaceaftertheVNILprocess.Afterall,individualownershipoflearningcanclearlybeenhancedbyVNILthrough(1)raisingtheawarenessofthevalueofprior,personallearningexperiencesand(2)groundingfurther(lifelong)learningonpersonaldesignandmeaning.

ThisanalysisalsoillustratesPaoloFreire’sstatementinthe1970sthatlearningneedstobeaddressedasadevelopmentalanddialogicalprocessof‘action-reflection-praxis’ofandbypeople(i.e.teachersandlearners).Itshouldbeananti-depositaryprocess,contrastingthetraditional‘banking-system’(Freire,1970).Suchprocessesofdialogicalvalidationandlearningsuiteverylearner,includingrefugeesandmigrantswithpriorlearningexperiences.With‘banking’Freiremeantaprocessinwhichknowledgeisdirectlytransferredtolearnerswiththeteacherasthesoledistributorofknowledgeandthelearnerasthepassivereceiverofthisknowledge.Insteadof‘banking’thegroundfloorforlearningcanbetterbe‘portfolio-ing’,inwhichlearningisbasedonpersonal,priorlearningexperiencesandtheself-managementofrecurringlearningprocesses.Moreover,theroleoftheteachercanalsobefilledinbyamanagerorteamleaderontheworkfloor.InthiswayVNILaddsvaluebymakingthelearningprocesstheobjectoflearning,withthelearnerandteacher(ormanager)as‘partnersinlearning’,openlydebatingthedesignandimplementationofthelearningneededordesiredonthelevelofthelearner,teacherandmanager.



35

6.Nextsteps–Phase2

TheVINCEprojectisnowopenedtocollectfurthercasesandexpandthecommentaryreportcontainedinthisdocument.Thenewcasescollectedwillbeanalysedandwillcomplementit.

VINCEhaslaunchedaCallforcasestudiesassociatedtotheVINCEVPLAward2019.TheValidationPrizewillbegiventothemostinnovativeandpromisinginitiativesintheareaoftheValidationofPriorLearning(VPL)andValidationofNon-formalandInformalLearning(VNIL),withafocusoncasesillustratinginspiringandinnovativesolutionstohelpnewcomers(especiallyindividualswithamigrantorrefugeestatus)togettheirskillsandcompetencesrecognisedandvalidated.TheprizewillbeawardedaspartoftheVINCEprojectandwillshowcasebestVPL/VNILpracticesinordertohighlighttheexcellenceofexistingprojectsandtospreadtheawarenessaboutVPL/VNILinitiativesamongprofessionalsaswellasamongcommoncitizens.

Annex2showsthefullcallandtheformtousewhenpreparingacasestudy.

ThethreebestcollectedcaseswillbeinvitedtoparticipateinthefinalconferenceofVINCEandpresenttheirwork.ThefinalconferencewillbeheldinBarcelonainNovember2019.

ApartfromtheVINCEawards,VINCEisalsoorganisingnowasetofeTalks(orwebinars).AnintroductoryeTalkwillbeorganised05November2018and3morein-deptheTalkswillbeorganisedthroughout2019inadifferentlanguageeach(EN,FR,DE).Participationwillbefreeandopenedtoanyoneinterestedtojoin.MoredetailsabouttheseonlineactivitieswillbeavailableintheVINCEplatformhttp://vince.eucen.eu



36

7.References

7.1.Literature

Braňka, J. (2016a). Understanding the potential impact of skills recognition system on labourmarkets:researchreport.Geneva,ILO.

Bray,B.&McClaskey,K.(2013).PersonalizedLearningChartv2.Z.pl.http://www.theholler.org/download/project_based_learning_resourses/PDI-report-v2-8.pdf.

Bray,B.&McClaskey,K.(2015).Makelearningpersonal:thewhat,who,wow,where,andwhy.ThousandOaks,Corwin.

Cedefop (2009). European Guidelines for validating non-formal and informal learning.Luxembourg,EuropeanCommunities.

Cedefop (2015). European Guidelines for validating non-formal and informal learning.Luxembourg,EuropeanCommunities.

Cedefop(2017). EuropeanInventoryonvalidationofnon-formaland informal learning–2016update.Synthesisreport.Luxembourg,EuropeanCommunities.

CommissionoftheEuropeanCommunities(CEC)(2006a).EuropeanCreditsystemforVocationalEducation and Training (ECVET). A system for the transfer, accumulation and recognition oflearningoutcomesinEurope.Brussel,CEC(SEC1431).

CommissionoftheEuropeanCommunities(CEC)(2006b). ImplementingtheCommunityLisbonProgramme.ProposalforaRecommendationoftheEuropeanParliamentandoftheCouncilontheestablishmentoftheEuropeanQualificationsFrameworkforlifelonglearning.Brussel,COM(2006-479final).

CounciloftheEuropeanUnion(CEU)(2012)‘Councilrecommendationof20December2012onthevalidationofnon-formalandinformallearning’.Brussels:EU,2012/C398/01.

Delors,J.(2013),Thetreasurewithin:learningtoknow,learningtodo,learningtolivetogetherand learning to be. What is the value of that treasure 15 years after its publication?. In:InternationalReviewofEducation,2013/59,pp.319-330.

Duvekot,R.C.,Scanlon,G.,Charraud,A.,Schuur,C.C.M.,Coughlan,D.,Nilsen-Mohn,T.,Paulusse,J. & Klarus, R. (eds.) (2007). Managing European diversity in lifelong learning. The manyperspectives of the Valuation of Prior Learning in the European workplace.Nijmegen/Vught/Amsterdam:HAN,EC-VPL.

Duvekot,R.C.,LifelonglearningpolicyandRPLinthelearningsociety:thepromiseofFaure?In:Harris, J., C.Wihak, C. and Kleef, J. van (eds.) (2014)Handbook of the Recognition of PriorLearning.Researchintopractice.Leicester:NIACE,pp.65-86.



37

Duvekot, R.C. (2016). LerenWaarderen. Een studie van EVC engepersonaliseerd leren. Thesis.Houten, CL3S. [Valuing Learning. A study of VPL and personalised learning]http://cl3s.com/leren-waarderen-download

Duvekot,R.C. (2017).Als leren jehele levenomvat.Van levenlang lerennaargepersonaliseerdleren. Houten: CL3S & IA. [If learning involves all of your life. From lifelong learning topersonalisedlearning]http://cl3s.com/als-leren-je-hele-leven-omvat/

Ecclestone,K.(1994)Understandingassessment.Leicester:NIACE.

Faure,E.,Herrera,F.,Kaddoura,A.,Lopes,H.,Petrovsky,A.V.,Rahnema,M.&ChampionWard,F. (1972). Learning to be. Faure, E., Herrera, F., Kaddoura, A., Lopes, H., Petrovsky, A.V.,Rahnema,M.&ChampionWard,F.(1972).Learningtobe.Theworldofeducationtodayandtomorrow.Paris,UNESCO.

Freire,P.(1970).PedagogyoftheOppressed.NewYork,Continuum.

Freire,P.(2004).PedagogyofIndignation.Boulder:Colorado,Paradigm.

Gelpi,E.(1985).LifelongEducationandInternationalrelations.NewHampshire,CroomHelm.

Hobsbawm,E.(1994).AgeofExtremes.Theshorttwentiethcentury1914-1991.London,MichaelJoseph.

Narayan,D.(ed.)(2005).MeasuringEmpowerment.Cross-disciplinaryPerspectives.Washington:TheWorldBank.

Organisation for Economic Co-operation and Development (OECD) (2004). Lifelong Learning.PolicyBrief.Paris,OECD.

Organisation for Economic Co-operation andDevelopment (OECD) (2017).Making IntegrationWork.AssessmentandRecognitionofForeignQualifications.Paris,OECD.

Rickabaugh,J.R.(2012).LearningIndependenceContinuum.Pewaukee,CESA.

Sen,A.(1999)Developmentasfreedom.Oxford:OxfordUniversityPress.

Singh, M. (2015). Global perspectives on recognising non-formal and informal learning. Whyrecognitionmatters.Heidelberg/Hamburg,Springer/UIL.

Singh,M.&Duvekot,R.C.(eds.)(2013).LinkingRecognitionPracticesandNationalQualificationsFrameworks.Hamburg,UIL.

Web.ref.Cedefop:http://www.cedefop.europa.eu/nl/events-and-projects/projects/validation-non-formal-and-informal-learning/european-inventory.ConsultedJanuary-July2018.



38

7.2.Sources

CEDEFOP:http://www.cedefop.europa.eu/

eucen(Europeanuniversitycontinuingeducationnetwork)http://www.eucen.eu

EuropeanInventoryontheValidationofNon-formalandInformalLearning,2016:http://www.cedefop.europa.eu/en/events-and-projects/projects/validation-non-formal-and-informal-learning/european-inventory

FoundationEuropeanCentreValuationofPriorLearning:https://ec-vpl.nl

REFINEproject:http://www.eucen.eu/REFINE/All.html

OBSERVAL-Netproject:http://www.observal-net.eu

UNESCO:http://uil.unesco.org/lifelong-learning/recognition-validation-and-accreditation/capacity-building-implementing-unesco-VNIL

UtrechtUniversityofAppliedSciences:www.versneldstuderenia.hu.nl.

VINCEproject:https://vince.eucen.eu/vincelibrary/



39

8.Annexes

8.1Annex1–IntroductiontoVNILandtothiscommentaryreport

Learningthroughoutlifeisimportantforeveryone,whetherindividuals,organisations,schoolsorinstitutions.Linkingeducationor,tobemoreprecise,learningtosocialparticipation,inclusionandcareer-opportunities,andthechangesinprevailingattitudesonlearning,areimportantthemesthatallowustounderstandthecurrenttransitiontowardsalifelonglearningsociety.Thisisallthemorerelevantifweanalysethistransitiononthepersonallevelofhighereducatedrefugeesandmigrants,integratingina‘new’country.

TheErasmus+projectValidationforinclusionofnewcitizensinEurope(VINCEhttp://vince.eucen.eu)focusesonakeyphenomenonthatcanbedistinguishedaschange-makerinthetransitionofrefugees/migrantstonewcareersintheirnewcountry:theprocessofValidationofNon-formalandInformalLearning(VNIL).Thisshortreporttriestoframethephenomenonfromboththetop-downorsystem-perspectiveaswellasthebottom-uporindividualperspective.Itcombinesadescriptionofthehesystembasedoncountry-levelanalysisacrossEuropeandontheinputfrom11interviewswithstaffmembersinvolvedintheVNIL-processinseveralcountrieswiththeanalysisoftheindividuallevelbasedon43in-depthcasestudiesofmigrantsandrefugees.Themainquestionsthereporttriestoanswerare:howandtowhatextentisVNILfacilitatedacrosscountriesinEuropeandhowaccessibleisitforthetargetgroupofhighereducatedrefugeesandmigrants?ThetwogroupsaredefinedasmigrantswithinEuropeandrefugeescomingfromoutsideEurope.BothgroupsareexpectedtoundergosubstantiallytheVNIL-processandexperiencethesamekindofimpactontheirlearning-,career-andlife-objectivesintheirnewcountry.TheobjectiveofthisreportistodescribethestateoftheartofVNILinHEIsforthetargetgroups,toanalysegoodpracticesandtorecommendhowVNILforrefugeesandmigrantscanbeimplementedeffectivelyinEurope’sHEIs.

VNILispresentedinitsprocess-orientedframework,coveringtherolesandresponsibilitiesofthemainstakeholders:refugees/migrants,highereducationinstitutes(HEIs)andemployers.TheaimoftheframeworkistoshowthepotentialofVNILindealingwithadiversityoflearninggoalsasamatchmakerbetweenthesemainstakeholders.ThiswillhelpindemonstratinghowandwheretosetupinterventionsforstrengtheningVNILasamatchmakerforthesakeofcreatingtime-andmoney-effectiveandtailoredlearning-strategiesonawin-win-win-basisforallstakeholders.Isn’titafterall–asstatedbyPaoloFreireinthe1970s–thatlearningaboveallisapersonalandsocialprocessthatmakessense‘becausewomenandmenlearnthatthroughlearningtheycanmakeandremakethemselves,becausewomenandmenareabletotakeresponsibilityforthemselvesasbeingscapableofknowing—ofknowingthattheyknowandknowingthattheydon't.’(Freire,2004,p.15).



40

TheVINCEproject

TheVINCEprojectaddressestheobjectiveoffosteringtheinclusionofhighereducatedmigrantsandrefugees,whilepreventingandcombatingdiscriminatorypractices.Thisgeneralobjectiveismorespecificallytuned-intoaspectslikeassessingknowledgeandvalidatingpriorlearningofnewlyarrivedmigrants/refugees,enhancingaccesstoqualityandinclusivemainstreameducationandtrainingwithafocusontheneedsofdisadvantagedlearners,andfacilitatingtheacquisitionofthelanguageofinstructionfornewlyarrivedmigrants.

TheprojectaimsatenhancingrelationsbetweenHEIsandhighereducatedrefugees/migrantsandstrengthentrustandcommunicationbetweenstaff-membersfromHEIsandtheproject’stargetgroupontheabove-mentionedaspectsthataresuppliedacrossEuropebyseveralHEIs.Theproject’sprocessandoutputreachouttoawidegroupofHEIsstaff-membersthatwillallowthemtolearnfromrealsituationsandtransfertheseexperiencesintotheirownHEI.

TheVINCE-partnershipiscomposedofHEIs,VETproviders,NGOs,associations/European-widenetworksandanationalQualityAssuranceAgency.Thepartnersrepresent10countries:Austria,Belgium,Denmark,France,Germany,Greece,Hungary,theNetherlands,NorwayandSlovenia.Togethertheycoverawidevarietyandrangeofindividualandinstitutionalexperiencesandexpertisethatenrichestheproject’sperspectivesandfacilitatesacomprehensiveapproachtoansweringthequestionsconcerningVNILinHEIsforhighereducatedrefugeesandmigrants.

ThephenomenonofVNILThephenomenonofValidationofNon-formalandInformalLearning(VNIL)issetagainstthebackgroundofthetransitionfromtheindustrialageto‘thelearningsociety’(UNESCO,1996;WRR,2013).Inthistransition,thefunctionofeducationandtrainingandtheroleoflearningisacriticalsuccessfactorforsupportingandguidingthetransformationofthesocialandpoliticallifeintoaparticipatorysocietyinwhichthedisseminationofknowledgeandtheprovisionoflearningopportunitiesareimportantpillars(Gelpi,1985;Hobsbawm,1994;Delors,2013).Sucha‘learningsociety’canbedefinedasasocietyinwhichlearningisconsideredimportantorvaluable,wherepeopleareencouragedtocontinuetolearnthroughouttheirlives,andwheretheopportunitytoparticipateineducationandtrainingisavailabletoall.3TheUNESCOInternationalCommissionontheDevelopmentofEducationalreadyin1971perceivedthemakingofsuchasocietyasamajorchallenge:

Iflearninginvolvesallofone'slife,inthesenseofbothtime-spananddiversity,andallofsociety,includingitssocialandeconomicaswellasitseducationalresources,thenwemustgoevenfurtherthanthenecessaryoverhaulof'educationalsystems'untilwereachthestageofalearningsociety.Forthesearethetrueproportionsofthechallengeeducationwillbefacinginthefuture.(Faure,etal.,1972,xxxiii).

Inansweringthischallenge,itseemslogicaltostepuptotherolethatVNILcanplayinfosteringthesocialandeconomicparticipationofallpeople,asVNILcanprovideaccesstolearningandhelpshapethelearningthatenhancespeople'scareeropportunities.VNILisaprocessthat,3 www.dest.gov.au/sectors/training_skills/policy_issues_reviews/key_issues



41

independentofalearningprogramme,focusesonrecognising,valuing,validating,accreditingpriorlearningexperiencesfromformal,non-formalandinformaldomainsforthesakeofandcapitalisingonandfurtherdevelopingpersonalcompetences.Inthisway,VNILcanfunctionasapersonalisedandcontext-drivenprocess,andisgearedtoconnectingthevariousstakeholdersduringlearning(acquisition)andformulatingthecontributionsofthestakeholdersinvolvedinthisprocess(participation).AcquisitioninparticipationiskeytoVNILsinceitbuildsuponpersonalisedownershipoflearning.VNILtherewithconcernslearningprocesseswhichallowindividuallearnerstoallocatethemselvesanactiverolewithinthe'learningsociety'whenitcomestoachievingpersonal,civiland/orsocialeffects.Civileffectmeansachievingalearningoutcomeinthecontextofaqualificationstandardwithintheeducationsystem.Socialeffectisfocusedonresultswhicharerelevanttojobprofiles,targets,participationgoals,orassignments.Personalimpactmaymeanachievingempowerment,careerandstudyorientationorpersonaldevelopment.

TheVNILprocess

NOTEfromeucen:Thischapter,especiallythepartonthephasesoftheVNILprocessmightberedundantintheperspectiveofthereportthatwepromised.Forthearticleversion,theyarenotredundant,especiallythinkingofareaderexternaltothesubject.

ValidationofNon-formalandInformalLearningasanorganisingprincipleoflifelonglearningreflectsthechangetowardsalearningsocietyinwhichtheindividuallearnerhasandcantakemoreresponsibilitiesforhis/herown,personallearningprocess(OECD,2004;Duvekot,2014).Italsomeansthattheindividuallearnerchangestheexisting‘balanceofpower’inlearningprocessesbecausehe/shewillbesteeringlifelonglearningtoowithherportfolio.Inthisportfolio,thelearningoutcomesthatthelearnerhasachievedaredocumentedtogetherwiththerelevantevidence.Inmanycasestheportfolio-containingevidenceandreflectionofpersonallearningachievements–mightevenencompassesanactionplanforpersonaldevelopment.Suchpersonalisedportfolioscreateanewbalancewithinlearningasaprocessandcontributetotheindividual’ssocialidentity;aboveall,theyshowtheroad-mapforpersonaldevelopmentinthecontextoftheorganisationandthesociety.

TheemphasisonlearningoutcomesisinlinewiththedevelopmentofcommonstructuresofeducationandtrainingacrossEuropeandisassociatedwiththeEuropeanCreditTransferSystem(ECTS)andtheEuropeanQualificationsFramework(EQF)(CEC,2006a,2006b).Thus,VNILassuchcontributestotheremovalofbarriersforaccesstolearningopportunitiesandforthemobilityoflabourbetweencountriesandbetweensectors.Atnationallevels,learningoutcomesarecrucialformodernisingqualificationsystemsandframeworks,stimulatingeconomicdevelopmentandpromotingsocialcohesionandcitizenship.ThesegoalsareshowninFigure2overleaf.



42

IndividualStimulatingownershipandself-investmentinlearning;demonstratingpersonallearningoutcomes;buildingupalearningbiographyorportfolio

Organisation

Buildingupcompetencemanagementandfacilitatingemployees’self-investmentandarticulationofcompetences;designinglifelonglearningstrategiesinHumanResourceManagement

VET/HEMatchinglearningtoreallearningneeds;offeringlearning-made-to-measure;focusonlearningoutcomes;facilitatinglifelonglearningstrategies

CivilSociety Activatingcitizenship;transparencyoflearningoutcomesinthecivilsociety;linkageswithotherperspectives(qualification,careers)

Macro-levelConcernspoliciesofgovernmentsandsocialpartnersandtheirresponsibilitiesforcreatingfavourableconditionsforlifelonglearningthroughlawsandregulations

Figure2.GoalsofVNIL(Duvekot,etal,2007)

Importantpreconditionsforcreatingalearningsocietyinwhichthesegoalscancometofullbloom,are:1. Atransparent,output-orientedknowledgeinfrastructure.2. Creatingtrustby(a)focusingonthealreadyavailablequality-systembasedonthe

judgementoftheexistingassessmentprocessesusedbyschools,collegesanduniversitiesand(b)prospectivequality-managementbyintroducingexternalpeer-reviewsonquality-issuesforthefuture.

3. Atransparentlystructurededucationsector,thatallowsaflexibleflowofparticipantsfromonelayerofsectortoanother,bothintra-aswellasinter-sectoral.

4. Universal,transparentandinterchangeableproceduresandreportsonvaluedcompetences.

5. Closerelationsbetweeneducationalinstitutionsandtheirassociates/partners(enterprises,governmentinstitutions,institutionsinthefieldof(re)integrationofunemployedintothelabourmarket).

6. Creatingpossibilitiesfordevelopingandexecutingindividualtailoredlearningpaths.7. Facilitiesforfinancingflexible,tailor-madeindividuallearningroutes,suchasanindividual

learningaccount.8. Clearcommunicationtocitizensaboutthetechnicalandfinancialarrangementsfor

educationandforVNIL.9. Anindividualrightforportfolio-assessmentandcareer-advice,linkedtoaVNIL-process.

ThestartingpointofVNIListhatinitialtrainingforacareernolongersuffices.Itisimportanttoacknowledgethatcompetences(knowledge,skills,attitude,aspirations)areconstantlydeveloping.Thismeansrecognizingthatsomeonealwaysandeverywhere-consciouslyandunconsciously–learnsthrough:



43

- formallearning,whichoccursinanorganisedandstructuredcontext(inaschool/training

centreoronthejob)andisexplicitlydesignatedaslearning(intermsofobjectives,timeorlearningsupport).Formallearningisintentionalfromthelearner’spointofview.Ittypicallyleadstoqualificationorcertification.

- non-formallearning,whichislearningembeddedinplannedactivitiesnotexplicitlydesignatedaslearning(intermsoflearningobjectives,learningtimeorlearningsupport)butwithanimportantlearningelement.Non-formallearningisintentionalfromthelearner’spointofview.Ittypicallydoesnotleadtocertification.

- informallearning,whichresultsfromdailywork-related,familyorleisureactivities.Itisnotorganisedorstructured(intermsofobjectives,timeorlearningsupport).Informallearningisinmostcasesunintentionalfromthelearner’sperspective.Ittypicallydoesnotleadtocertification(Cedefop,2009).

VNILisaprocessthatstrengthenstheroleoftheindividualinshapingherlifelonglearning.Itcandemonstratetheoutcomesoflearningintermsofprofit(status,money),efficiency(time,customisation),andenjoyment.Thelearning-programme-independentnatureoftheassessmentenhancestheeffectsthatVNILcancreateforpersonalobjectivesintermsofqualifications,careerdevelopmentandpersonalmeaning.Ingeneral,VNILconsistsoffiveconsecutivephases(Duvekot,2016):1. Engagementfocusesonbeingawarethatsomeonehasalreadyacquiredmanyformal,non-

formalandinformallearningexperiencesthatmightbevaluable.Apersoncanexploitthesecompetencesthroughself-management.Awiderangeofaspirationsmaybeachievablethankstoaperson'sexperience,andcanthereforebedeployedtodetermineanindividuallearningobjective.Suchlearningobjectivesrangefromactivationintheperson’sprivatelife,empowerment,personaldevelopmentandcareerdevelopmentineducationandoccupationtocreatingflexibilityandmobilityinordertoaccessormoveupthejobmarket.

2. Recognitionanddocumentationfocusonidentifyingandorganisingindividuallearningexperienceandrelatingthemtopersonalcompetences.Thedescriptionofthesecompetencesacquiredthroughpaidandvoluntarywork,qualifications,leisureactivities,etc.isrecordedinaportfolio.Theportfolioissupplementedwithevidencebackingthisup,suchascertificates,jobreviews,references,documents,videosorpictureswhichsubstantiatetheclaimofpossessingcertaincompetences.

3. Underassessment,thecontentofaportfolioisassessedandevaluated.Assessorscomparethecompetencesofanindividualwithaselectedyardstickthatisusedasareferencefortheintendedlearningobjective.Dependingontheyardstickused,thiscomparisonisusedtodrawupanadvisoryopiniononpossiblevalidationatpersonal,organisational,sectoralornationallevelintheformofcertification,careeradviceorpersonalvaluation.Theadviceisbasedontheoutputorlearningoutcomestobevalidated,andpresentedbytheindividualattheassessment.Thisoutputisusedasabasisfordrawingupadviceonhowsomebodycancashinonherdevelopment,andsubsequentsteps.

4. TheimpactofVNILisfocusedonvalidatingtheassessmentadviceintermsofcashingin(directimpact),possiblyincombinationwithdesigningspecificlearningpackagesand/orworkpackages(indirectimpact).Inthecontextof‘learning’,abenefitcouldbetheformalacquisitionofexemptionsoranentirequalification.Inthecontextof‘work’,itmightinvolvebeingallocatedaparticularjob,apromotionorahorizontal(samejoblevel)or



44

vertical(anotherjoblevel)move.Finally,thebenefitmayalsobesomethingmorepersonal,suchascreatingapersonalprofile,self-empowerment,oravisiononpersonaldevelopment.Benefitsmaycreatedirectorindirecteffects.Thedifferencecanbedescribedasacashing-ineffectordevelopment-orientatedeffect.

5. Thelastphaseentailsanchoring,orstructuralimplementationofVNILinallareasoftheindividual’slife.TheresultsofanVNILapproachmayhaveastructuraleffectonthepersonalandsocialorganisationandorientationofallactors.Atanindividuallevel,theanchoringofVNILisstronglyrelatedtotherelevantcontext.Anchoringisalsopossibleatanorganisationallevel,especiallyiftheorganisationwantstobeabletouseVNILstructurallyforspecificpurposesinthecontextofhumanresourcesandlearningstrategies.

Figure3presentsthefivephasesoftheVNIL-processasdistinguishedintheVINCEprojectinsequence.Makingoptimaluseoftheprocessrequiresgoingthroughthefirstthreestepstoreachdirectimpactinthe4thphase.Forstructurallyanchoringtheimpactinthelearner’scontextitisessentialtoembedVNILintheprocessesoflearning(VER,HE)andsocialsystems(HRM,occupational).AftercompletingaVNIL-processalearnermightset-upanewVNIL-processwithnewlearningobjectives.ThisishowVNILsupportlifelonglearningstrategiesthatessentiallyarerecurrentandenrichingaperson’sexperiencesandactivitiesinthelearningsociety.

Figure3.PhasesoftheVNIL-process(Duvekot,2016)

VNILin‘thelearningtriangle’

Themain assumptions underlying the VINCE-analysis on the interlinkage of VNIL in HEIs andparticipationofrefugees/migrantsintheirnewcountryarethat:1. VNILputspeopleintoapositionwheretheyrealisethattheyalreadypossessvaluable

learningexperiences,whichtheycanexploittoshapepersonalisedlearning.2. Learningusuallytakesplaceinavarietyofcontexts,butisultimatelycarriedoutbythe

learnersthemselves,inconsciouslyorunconsciouslycreatedlearningsituations.3. VNILisaboutownershipofthevalueofone’slearningexperiencesandthefurther

developmentstepsalearnercan(co-)designforavarietyoflearningpurposes:employability.Socialinclusionandparticipation,empowerment,mobility,qualification,



45

enjoyability,etc.VNILsupportsthisownershipbydemonstratingpersonalvalueandambitiontothelearnerandbycapacitatingtheexpertsinthelearningandsocialsystemstobeabletofacilitateandsupportthelearnersintheirambitions.

4. Thereismoretolearningthanjusteducation,whichimpliesthatschoolsshouldbeabletocapitaliseonlearner’sextracurricularlearningexperiences.Thismeans,beingawareofandabletoaffordthevalueofwhatsomeonealreadyhaslearnedanddeterminingwhatcanbelearnednext.Thisawarenessisbasedontheacquisitionoflearningandparticipationinlearning.Ideally,awareness,acquisitionandparticipationarethesuccessivestagesthatapersonshouldgothroughtoundergopersonalisedlearningataHEI.

ThecontextforapplyingVNILbestforthepurposeofintegrationofrefugeesandmigrantsismadeupofthedialoguesina‘learningtriangle’withthreemainactors:‘thelearner’ascompetencebearerwithapersonalcompetencestandard(PS)orportfolio,‘theemployer/organisation’ascompetencerequesterwithoccupationalstandards(OS)and‘theschool’ascompetenceenricherwithqualificationstandards(QS).SeeFigure4fortheseinterlinkedpositionsinthetriangle.Thelasttwoactorsmightalsofulfileachother’srolesas‘requester’and‘enricher’.Theconnectionbetweentheseactorswhenmanaginglearner’sdemandforlearningcreatesadialogueonhowtomatchlearningdemandbymakingtransparentwhichlearningoutcomes–withrespecttothearticulatedlearningobjectiveofthelearner-havealreadybeenachieved,whatlearningisstillneeded/demandedandhowtofill-inapersonalisedlearningstrategy.

Figure4.Thelearningtriangle,managedbyVNIL(Duvekot,2016)

Alearner’sagencyarticulatesthepossibilitieswhich,inprinciple,existbetweentheactorsinthis‘learningtriangle’.ThisbasicallymeansthatlinkingactorslikerefugeesandmigrantsbyVNILforthesakeofapersonalisedlearningroadinHEandhis/herintegrationinthenewcountry,obligeseveryonetobeawareofthevalueofvariousstepping-stonesinthisprocess:

1. Raisingawarenessofthenecessityandopportunitiesoflifelonglearningforlearnersinany

givencontextisattheheartoftheprocessofvalidatingpersonal(prior)learning



46

experiences.Withoutthis,learningwillremainschool-orcompany-steeredandcannoteffectivelybebasedonindividualtalentsandambition.

2. Theportfolioisintroducedastheredthreadintheprocess.Theportfolioisdesignedandfilledwithpersonal‘value’,itscontentisassessed,andanadviceisaddedonhowtoreachouttoqualification-and/orcareer-opportunities.Theportfolioissubsequentlyenrichedbyfurtherlearning,tailoredtopersonallearningneeds,styleandcontext.Finally,aftersuccessfullyfinalisingthepersonalisedlearningtrajectory,theentireprocessofvalidation,then,canbecomerecurrentsincethenewlearningordevelopmentresultswillbeaddedtotheoriginalportfolio.ThisenrichedportfoliomightbethebasisfornewdevelopmentstepsandstartanewVNILprocess.Thiscanbecalledthe"portfolio-loop”(Duvekot,2016).

3. Self-assessmentisacrucialelementbecausewithoutthisalearnercanonlypartiallybecomeco-designerofherpersonaldevelopment.Alearnerneedstobefocusedonherownpriorlearningachievementsbeforelinkingtoapre-setstandardinlearningorsocialprocesses.Self-assessmentor-reflectionaimsatpersonaldevelopment,career-planningand/orcreatingflexibilityandmobilityofthelearner.Itaddsvaluebyprovidingthebasisforlearner-steereddevelopmentandcareer-planning,stimulatingself-reflectiononpersonaldevelopment,supportingself-managedlearningandactingandstimulatinglearnerstodocumentcontinuouslytheirprofessional-andpersonaldevelopment.

4. Theroleoftheassessorisvitalforstartinguppersonaldevelopment.Reliableassessmentisthebridge-builderinthelearningtrianglebetweenthePCPofthelearnerandspecificdevelopmentstepslinkedtoQS’sorOS’s,advisedbytheassessor.Anassessorhasthreemainfunctions:(1)raisinglevelsofachievement,(2)measuringthisachievementreliablyand(3)organisingtheassessmentcost-effectively.Assessmentisthejudgementofevidencesubmittedforaspecificpurpose;itisthereforeanactofmeasurement.Itrequirestwothings:evidenceandastandardscale.(Ecclestone,1994).Evidenceisprovidedwiththeportfolioofthelearner.Thestandardthatwillbemet,dependsonthespecificlearningobjective.Thismeansthattheassessorhastobeflexiblewithregardtothediversityoflearningobjectivesinordertoprovidelearner-orientedvalidationand/orvaluation.Goodqualityandahighsuccess-ratiooffurtherdevelopmentstepsdependonagoodassessor.

5. Regardingthedevelopment-stepsonemightsaythat,whenfollowingthepersonalisedpathofVNIL,lifelonglearningisextendedtoawiderrangeofobjectivesfromlearningtocertification/qualificationandfromlearningtoempowermentandemployability.Thiscallsforstronginvolvementofthelearnerherselfandofstakeholdersthatareinvolvedinestablishingsystemsforvalidationlike‘educationalists’andministriesbutalsoemployersandtradeunions.

6. Properevaluationandfeedbackarenecessarytostructurallyanchororembedtheprocessintopersonalbehaviourandinlearningandsocialsystems.



47

AnalyticalframeworkforVNILinHEIsforrefugees/migrants

TheabovedescribedfivephasesoftheVNIL-processformtheanalyticalframeworkforthiscase-analysis:engagement,documentation,assessment,impactandsustainableanchoring.Thisfive-phasesframeworkdiffersfromtheusualphasingofVNIL-processesinEuropeinfourstages:1. Identificationofanindividual’slearningoutcomesacquiredthroughnon-formaland

informallearning.2. Documentationofanindividual’slearningoutcomesacquiredthroughnon-formaland

informallearning.3. Assessmentofanindividual’slearningoutcomesacquiredthroughnon-formalandinformal

learning.4. Certificationoftheresultsoftheassessmentofanindividual’slearningoutcomesacquired

throughnon-formalandinformallearningintheformofaqualification,orcreditsleadingtoaqualification,orinanotherform,asappropriate.(Cedefop,2015,p.14)

Thesefourphasesareincludedintheanalyticalframeworkforthiscase-analysisofVNILinEurope’sHEIsasutilisedforthetargetgroupofrefugees/migrants.TheaddedvalueofthewiderphasingoftheVINCE-projectwiththephaseof‘sustainableanchoring’isthatitbroadensthefocusoftheanalysistotwolevels:thesystem-levelandtheindividuallevel.Thelong(er)-termimpactofVNILinHEIsforthetargetgroupsisimportantfortheanalysissincecertificationinitselfisvaluablebutonlyholdsashort-termimpactwhenthecertificatedmigrantorrefugeedoesn’tlinkittomoresustainablesocialandeconomicparticipationinthenewcountry.The5thphasethereforehelpsdistinguishingthevariouswaysinwhichVNILcanbeanchoredinallareasofindividuallivesandinsupportivesystemsofHEIsandonthelabourmarket.

Thesystem-levelisanalysedinthecountry-analysisandtheindividualcasesinaqualitativecase-analysisbasedoninterviewsanddesk-researchwiththetargetgroupandstaffmembersofHEIs.TheindicatorsforanalysingthestateoftheartinEurope’sHEIswhenitcomestoaffordingVNILforrefugeesandmigrantsareexplainedinthesubsequentparagraphs.

Date post:	11-Jul-2020
Category:	Documents
Upload:	others
View:	1 times
Download:	0 times

A VINCE case studies Commentary Report · VINCE | Validation for inclusion of new citizens in...

Documents