Se ha denunciado esta presentación.
Utilizamos tu perfil de LinkedIn y tus datos de actividad para personalizar los anuncios y mostrarte publicidad más relevante. Puedes cambiar tus preferencias de publicidad en cualquier momento.

Hvordan kan redskabet anvændes på tværs av sektorer. Bodil Husted, Danmark

20 visualizaciones

Publicado el

Nordiskt seminarium - Hur långt har utvecklingen med validering kommit i Norden?

Publicado en: Educación
  • Sé el primero en comentar

  • Sé el primero en recomendar esto

Hvordan kan redskabet anvændes på tværs av sektorer. Bodil Husted, Danmark

  1. 1. l Hvor langt er udviklingen af validering kommet i Norden – DK Hvordan kan redskabet anvendes på tværs af sektorer? Program for Realkompetence, NVR,VIA UC; DK 23-11-2018
  2. 2. l Bodil Husted Leder af Program for Realkompetence, Området for forskning og udvikling,VIA UC, Efter- og Videreuddannelse 23-11-2018
  3. 3. Indhold 2 3 - 1 1 - Program for Realkompetence, VIA UC, DK 3 Benchmarking fokus – udvalgte sektioner Stakeholders – hvem har deltaget? Hvad viser undersøgelsen? Hvordan kan Roadmap redskabet bidrage til udvikling på tværs af sektorer?
  4. 4. Bench-marking fokus Udvalgte sektioner fra redskabet Hvilke stakeholders har bidraget til undersøgelsen? 23-11-2018 4
  5. 5. Program for Realkompetence, VIA UC, DK 5 Udvalgte sektioner med indikatorer fra Roadmap redskabet Sektioner National systems for validation, Stakeholders’ responsibility and cooperation Quality follow up and evaluation Stakeholders: Central administrationen Arbejdsmarkedsorganisationer RKV praksis
  6. 6. Hvad viser undersøgelsen? Program for Realkompetence, VIA UC, DK 6 Eksemplet viser forskellige perspektiver på status for validering inden for udvalgte delområder. Det kan ikke konkluderes ud fra besvarelserne, at de forskellige perspektiver er repræsentative for hvert af de tre aktørtyper!! Eksemplet skal demonstrere Roadmap redskabets anvendelighed i forhold til et tværsektorielt arbejde omkring en fælles opgave.
  7. 7. National systems for validation Indicators forVPL coordinating bodies Program for Realkompetence, VIA UC, DK 7
  8. 8. National systems for validation Indicators for VPL coordinating bodies 23-11-2018 Program for Realkompetence, VIA UC, DK 8 IndicatorsforVPLcoordinatingbodies: 21 NationalcriteriaandguidelinesobligatoryforVPLcoordinatorsareinplace. Completelytrue Partlytrue x Slightlytrue False 22 ProviderscoordinatingVPLprocessesarecertifiedbyanationalbodyorareauthorizedtocarryouttheiractivities. Completelytrue Partlytrue Slightlytrue x False 23 Thecertificationofassessorsislinkedtoqualityassuranceandexternalreview. Completelytrue Partlytrue Slightlytrue x False
  9. 9. National systems for validation Indicators for VPL coordinating bodies 23-11-2018 Program for Realkompetence, VIA UC, DK 9 Indicators for VPLcoordinating bodies: 21 National criteriaand guidelines obligatory forVPLcoordinators are in place. x Completely true Partly true Slightly true False 22 Providers coordinating VPLprocesses are certified by anational body orare authorized to carry out theiractivities. x Completely true Partly true Slightly true False 23 The certification of assessors is linked to quality assurance and external review. Completely true Partly true Slightly true x False
  10. 10. National systems for validation Indicators for VPL coordinating bodies 23-11-2018 Program for Realkompetence, VIA UC, DK 10 IndicatorsforVPLcoordinatingbodies: 21 NationalcriteriaandguidelinesobligatoryforVPLcoordinatorsareinplace. Completelytrue Partlytrue X False 22 ProviderscoordinatingVPLprocessesarecertifiedbyanationalbodyorareauthorizedtocarryouttheiractivities. Completelytrue Partlytrue X False 23 Thecertificationofassessorsislinkedtoqualityassuranceandexternalreview. Completelytrue Partlytrue Slightlytrue X Indicatorsforregulatedprofessions:
  11. 11. National systems for validation Indicators for coordination between policy areas Program for Realkompetence, VIA UC, DK 11
  12. 12. National systems for validation Indicators for coordination between policy areas 23-11-2018 Program for Realkompetence, VIA UC, DK 12 Indicatorsforcoordinationbetweenpolicyareas: 25 AnationalpolicyforVPLisinplace. x Completelytrue Partlytrue Slightlytrue False 26 TherolesandcoordinatedassignmentsareclearlystatedinsteeringdocumentsforgovernmentagenciesandregulatedactivitiesregardingVPL. x Completelytrue Partlytrue Slightlytrue False 27 DifferentpolicyareasarecoordinatedinrespectofVPL(labour,education,finance,etc.) Completelytrue Partlytrue x Slightlytrue False 28 “Gaptraining”-trainingtofillidentifiedskillsgaps,aswellascareerguidanceisincludedinthecoordinationofVPL. Completelytrue x Partlytrue Slightlytrue False
  13. 13. National systems for validation Indicators for coordination between policy areas 23-11-2018 Program for Realkompetence, VIA UC, DK 13 Indicatorsforcoordinationbetweenpolicyareas: 25 A national policyforVPLisinplace. x Completelytrue Partlytrue Slightlytrue False 26 The rolesandcoordinatedassignmentsare clearlystatedinsteeringdocumentsforgovernmentagenciesandregulatedactivitiesregardingVPL. x Completelytrue Partlytrue Slightlytrue False 27 Differentpolicyareasare coordinatedinrespectof VPL(labour, education, finance, etc.) x Completelytrue Partlytrue Slightlytrue False 28 “Gaptraining”- trainingtofill identifiedskillsgaps, aswell ascareerguidance isincludedinthe coordinationof VPL. x Completelytrue Partlytrue Slightlytrue False
  14. 14. National systems for validation Indicators for coordination between policy areas 23-11-2018 Program for Realkompetence, VIA UC, DK 14 Indicatorsforcoordinationbetweenpolicyareas: 25 Anational policyforVPLisinplace. Completelytrue Partlytrue x Slightlytrue False 26 The rolesandcoordinatedassignmentsare clearlystatedinsteeringdocumentsforgovernmentagenciesandregulatedactivitiesregardingVPL. Completelytrue Partlytrue x Slightlytrue False 27 Differentpolicyareasare coordinatedinrespectof VPL(labour,education,finance,etc.) Completelytrue Partlytrue x Slightlytrue False 28 “Gaptraining”- trainingtofill identifiedskillsgaps,aswell ascareerguidance isincludedinthe coordinationof VPL. Completelytrue Partlytrue Slightlytrue x False
  15. 15. Stakeholders responsibility and cooperation Indicators for stakeholders participation Program for Realkompetence, VIA UC, DK 15
  16. 16. Stakeholders responsibility and cooperation Indicaters for stakeholders participation 23-11-2018 Program for Realkompetence, VIA UC, DK 16 Indicators for stakeholder participation: 35 Relevant networks and infrastructures forcooperation on VPLare in place. x Completely true Partly true Slightly true False 36 Social partners, educational leaders, industries and otherstakeholders cooperate in designing VPLstandards, learning outco x Completely true Partly true Slightly true False 37 Collaboration, e.g. in the form of developing standards and competence taxonomies, leads to increased consensus and trans Completely true x Partly true Slightly true False 38 Partial qualifications may be gathered from different contexts of lifelong learning (LLL), because validation has the same leg x Completely true Partly true Slightly true False 39 Stakeholders encourage companies to take responsibility forvalidation as an integral component in the workplace, both for Completely true x Partly true Slightly true False 40 The social partners have included VPLas an integral part of theiragreements. x Completely true Partly true Slightly true False
  17. 17. Stakeholders responsibility and cooperation indicators for stakeholders participation 23-11-2018 Program for Realkompetence, VIA UC, DK 17 Indicators for stakeholder participation: 35 Relevant networks and infrastructures forcooperation on VPLare in place. Completely true Partly true Slightly true X 36 Social partners, educational leaders, industries and otherstakeholders cooperate in designingVPLstandards, learningo Completely true Partly true Slightly true X 37 Collaboration, e.g. in the form of developingstandards and competence taxonomies, leads to increased consensus and Completely true Partly true Slightly true X 38 Partial qualifications may be gathered from different contexts of lifelonglearning(LLL), because validation has the same Completely true Partly true Slightly true X 39 Stakeholders encourage companies to take responsibility forvalidation as an integral component in the workplace, both Completely true Partly true Slightly true X 40 The social partners have included VPLas an integral part of theiragreements. Completely true Partly true Slightly true X
  18. 18. Stakeholders participation and cooperation 23-11-2018 Program for Realkompetence, VIA UC, DK 18 Indicators for stakeholder participation: 35 Relevant networks and infrastructures for cooperation on VPL are in place. Completely true x Partly true Slightly true False 36 Social partners, educational leaders, industries and other stakeholders cooperate in designing VPL standards, learning outcomes and qual Completely true x Partly true Slightly true False 37 Collaboration, e.g. in the form of developing standards and competence taxonomies, leads to increased consensus and transparency betw Completely true Partly true x Slightly true False 38 Partial qualifications may be gathered from different contexts of lifelong learning (LLL), because validation has the same legitimacy as edu Completely true x Partly true Slightly true False 39 Stakeholders encourage companies to take responsibility for validation as an integral component in the workplace, both for strengthenin Completely true Partly true x Slightly true False 40 The social partners have included VPL as an integral part of their agreements. Completely true x Partly true Slightly true False
  19. 19. Quality follow up and evaluation Quality indicators Program for Realkompetence, VIA UC, DK 19
  20. 20. Quality follow up and evaluation Quality indicators 23-11-2018 Program for Realkompetence, VIA UC, DK 20 Quality indicators: 55 Qualifications, both formal and others, obtained via VPL, are registered and retained to enable authentication. x Completely true Partly true Slightly true False 56 Statistics and data, that enable monitoring and evaluation, are collected. Completely true x Partly true Slightly true False 57 Studies to evaluate the effects of VPLare carried out to obtain relevant evidence forpolicy decisions and prioritizing in VPL. Completely true x Partly true Slightly true False 58 Resources are allocated to carry out research on VPLand results are published. Completely true x Partly true Slightly true False 59 National quality criteria forVPLare defined. Completely true x Partly true Slightly true False 60 Relevant authorities are commissioned to supervise and monitorVPL. Completely true x Partly true Slightly true False 61 VPLforqualifications outside the formal education system are subject to the same quality criteria and are quality-assured correspondingly. Completely true Partly true Slightly true x False
  21. 21. Quality follow up and evaluation Quality indicators 23-11-2018 Program for Realkompetence, VIA UC, DK 21 Quality indicators: 55 Qualifications, both formal and others, obtained via VPL, are registered and retained to enable authentication. x Completely true Partly true Slightly true False 56 Statistics and data, that enable monitoring and evaluation, are collected. Completely true x Partly true Slightly true False 57 Studies to evaluate the effects of VPL are carried out to obtain relevant evidence for policy decisions and prioritizing in VPL. x Completely true Partly true Slightly true False 58 Resources are allocated to carry out research on VPL and results are published. x Completely true Partly true Slightly true False 59 National quality criteria for VPL are defined. Completely true x Partly true Slightly true False 60 Relevant authorities are commissioned to supervise and monitor VPL. x Completely true Partly true Slightly true False 61 VPL for qualifications outside the formal education system are subject to the same quality criteria and are quality-assured correspondingly. x Completely true Partly true Slightly true False EU framework as a basis for further development
  22. 22. Qualitify follow up and evaluation Quality indicators 23-11-2018 Program for Realkompetence, VIA UC, DK 22 Quality indicators: 55 Qualifications, both formal and others, obtained via VPL, are registered and retained to enable authentication. Completely true Partly true Slightly true x False 56 Statistics and data, that enable monitoring and evaluation, are collected. Completely true Partly true x Slightly true False 57 Studies to evaluate the effects of VPLare carried out to obtain relevant evidence for policy decisions and prioritizing in VPL. Completely true Partly true x Slightly true False 58 Resources are allocated to carry out research on VPLand results are published. Completely true Partly true x Slightly true False 59 National quality criteria for VPLare defined. Completely true Partly true Slightly true x False 60 Relevant authorities are commissioned to supervise and monitor VPL. Completely true Partly true Slightly true x False 61 VPLfor qualifications outside the formal education system are subject to the same quality criteria and are quality-assured correspondingly. Completely true Partly true x Slightly true False
  23. 23. Hvordan kan Roadmap redskabet bidrage til udvikling på tværs af sektorer? 23-11-2018 23
  24. 24. RKV arbejdsgruppe vedrørende øget brug af Realkompetencevurdering (UFM) Afsæt i 3-partsaftalen (2018-2021). Der efterlyses behov for en øget og en mere fleksibel brug af CVET med afsæt i en øget anerkendelse af realkompetencer Kommissorium: ➢ Kortlægge potentialer og barrierer i forhold til brugen af RKV på det videregående niveau. ➢ Komme med anbefalinger til en yderligere brug af RKV på videregående niveau. ➢ Vurdere om der er behov for ændringer vedr. realkompetencevurderinger i loven om videregående uddannelse (videreuddannelsessystemet) for voksne. ➢ Vurdere mulighederne for at lave institutionsuafhængige RKV-enheder. 2 3 - 1 1 - Program for Realkompetence, VIA UC, DK 24
  25. 25. Brugen af Roadmap redskabet Anbefaling er, med brugen af Roadmap redskabet: ➢ At gå bag om opgaven og at finde frem til involverede perspektiver bag forståelsen af, hvad der betinger en fleksibel brug af systemet for videregående VEU med en øget anerkendelse af realkompetencer ➢ At gå bag om spørgsmålet: Hvorfor sker der ikke en tilstrækkelig anerkendelse af realkompetencer? 2 3 - 1 1 - Program for Realkompetence, VIA UC, DK 25
  26. 26. Eksempel på anvendelse af redskabet RKV arbejdsgruppe ✓ Kan bruges til, i en tværsektoriel sammenhæng, at indkredse og at præcisere et fokus på udviklingsbehov. ✓ Skabe transparens i erkendelsen af forskelle i forståelsen af, hvad der fungerer godt og hvor der er behov for udvikling ✓ Redskabet kan bidrage til at skabe fokus og retning i udvikling af validering, præget af mange perspektiver. 2 3 - 1 1 - Program for Realkompetence, VIA UC, DK 26

×