Search Results

Learning and working in the informal economy remains a reality for millions of women and men around the world. Safeguarding and improving the quality of training, products and services can greatly contribute to higher productivity, development of local markets, better working conditions and career prospects, transition to the formal economy, consumer protection, and social cohesion in communities. This guide is based on nine case studies from Africa, Asia and Latin America and demonstrates that bottom-up skills assessments are feasible and yield multiple benefits, yet need to be managed well to be effective.

Abstract from publisher's website. Show less

The article deals with the results of a study of school-based assessment of adults who have enrolled as students at a vocational college in order to qualify for occupations as skilled workers. Based on examples of methods for assessing the students' prior learning in a programme for hairdressers, the article discusses the need for specific criteria for assessment. The reliability and validity of the assessment procedures depend on whether the competences are well-defined, and whether the teachers are adequately trained for the assessment procedures.

Published abstract. Show less

This article reports the results of the investigation into institutional support provided to adults by 12 novice consultants on assessment and recognition of their non-formal and informal learning in four institutions of higher education (HEIs) in Lithuania. Using the general systems perspective and perception theory, novice consultants' perceptions of their experience of guiding and supporting adults was examined with the main aim to provide a better understanding of the challenges that they encountered and the benefits they gained so [as] to enhance the process. The method of content analysis was employed to investigate novice consultants' perceptions. The results of their feedback responses revealed four major challenges, including the novelty of the procedure, complexity of the process of portfolio development, difficulty to raise adults' awareness of the value of the procedure and difficulty to provide moral support to adults, which caused gaps in consultants' performance. The established benefits included a better understanding of the process, benefits for their professional activity and personal development, improved competence to consult and an impact on the attitude towards others and self. The implications of the findings for fostering consultants' training to enhance the process of institutional support provided to adults are discussed.

Published abstract reprinted by permission of the copyright owner. Show less

The Academic Credit Bank System (ACBS) has expanded the educational opportunities enormously for learners and has helped to expand the roles that vocational and online organizations play. However, from the perspective of higher education quality, the ACBS has had varying definitions for accepted experiences, which has created potential conflicts regarding the quality criteria for higher education. This article reviews the achievements and challenges of the ACBS, and also looks at the actions that were implemented to address these issues. In doing so, it attempts to offer insight into the policies and actions that led to the creation of the ACBS, thereby providing valuable guidance to those countries that are looking to adopt an alternative higher education system similar to the Korean ACBS.

The issue of accreditation outside of the traditional school system has, in recent times, received critical attention internationally and has been the focus of many discussions about competency-based education progress. The idea that workplace skills and theoretical learning cannot be taught separately has led to the need to develop an alternative degree system. Yet, how do we verify the learning experiences and skills acquired outside of educational institutes, such as within the workplace and the community? This question has paved the way for the Academic Credit Bank System in Korea. It serves as a way for people to track and verify learning experiences, similar to the way college credits are collected in schools. This system expands people's educational opportunities and accessibility at the college level. Furthermore, because of the rapid speed at which technology and information are advancing, it is critical that adults continue their learning even after graduation. As a result of these various needs, the ACBS was created as an alternative to attending university classes. The ACBS was first launched in Korea in 1998 and has developed rapidly since then. By 2013, more than one million ACBS learners were able to continue their learning and receive college degrees.

Thanks to the success of its learners, the ACBS has established itself firmly as the central lifelong learning system of Korea. This system has paved a way for its users to receive college degrees through non-formal and informal learning methods by officially acknowledging the learners' various learning experiences at a higher level, rather than exclusively recognizing only the traditional methods of college-centred education. In this sense, many countries are studying the ACBS as a successful model for vitalizing lifelong education systems.

Published abstract reprinted by permission of the copyright owner. Show less

Adult language, literacy and numeracy educators and learners need the resilience to adjust to the evolving economic, social and political climate. This means being bold, adaptable, flexible, courageous and willing to take risks. A major risk for educators is the range of external pressures which threaten the continued provision of quality programs. The risk for learners is not reaching their full potential. For the preservation of quality programs all stakeholders must be influenced by current research, maintain professional standards, advocate, and engage learners in order for the sector to evolve and maintain relevance. The 2015 National ACAL Conference was held over two days on the 24-25 September at the Adelaide Zoo with an exciting range of presentations and workshops, providing participants the opportunity to engage in a wide variety of sessions. The theme for the two day conference was 'Resilience, risk, preservation: the evolving world of adult literacies'.

Summary from publisher's website.

The available presentations and papers are: (1) The interpenetration of communicative contexts: a study of assessor mediation of the oral language assessment interview of the SEE (LLNP) Program / Jen Zhao; (2) Advancing the National Strategy - what can we achieve together? / Anita Roberts; (3) Working together in the evolving world of adult literacies / Susan Withnall; (4) Rethinking foundation skills and democratic responsibility with a little help from AJ Nelson / Sue Shore; (5) Positive marking / Jo Medlin; (6) The Tasmanian Adult Literacy Action Plan 2010-2015: what we've learnt and where we're heading / Anita Planchon; (7) What can the past tell about preservation in the present climate? / Pamela Osmond; (8) Feeling good and doing good: an introduction to positive psychology and its application to positive education / Judy Hilton; (9) Understanding what's underneath: teaching students who have learning disorders or have experienced trauma / Karen Dymke; (10) Embedding LLN in VET training / Linda Are and Jen Zhao; (11) Go Digi: a national approach to digital literacy / Brendan Fitzgerald; (12) Choice, control and confidence: adults with intellectual disabilities experience literacy success in a post-school learning environment / Natasha Johnson; (13) Teaching literacy in a 'real life' vocational setting / Lindy Chan; (14) Who's who in the foundation skills zoo? ... towards a Professional Standards Framework / Louise Wignall; (15) What learners do as they read words and what this means for teachers? / Janet McHardy; (16) Social media for professional purposes - it's NOT just about what you had for lunch! / Jo Hart; (17) Beyond the ACSF: measuring the whole learning experience / Ali Bell and Anita Planchon; (18) Access uni: extending pathways to higher education / Genevieve Haskett, Jane Brzezinski and Tori Phillips; (19) Sound systems: a phonemically-based approach to adult literacy teaching at Glenorchy LINC / Rosalie Martin; (20) Curriculum update from the West / Cheryl Wiltshire; and (21) Getting more bang for your buck from the ACSF / Anita Planchon. Show less

The research presented in this report explores the global phenomenon of learning across boundaries, but with a specific focus on the manner in which the level of learning is recognized through the use of level descriptors. The research draws on the development and application of level descriptors as an integral part of qualifications frameworks internationally, but also considers how the level of learning is determined in other contexts, such as longitudinal studies, international competence assessments and diagnostic reviews. The use of learning outcomes constitutes a common thread that is explored in all the case studies included in the report. The research was initiated by UNESCO following the Third International Congress on Technical and Vocational Education and Training (TVET), which was held in Shanghai in 2012, where a recommendation was made to explore the possibility of developing international guidelines on quality assurance for the recognition of qualifications based on learning outcomes. This included the proposal that a set of world reference levels be considered to facilitate the international recognition of TVET qualifications. This research report constitutes the first step of an incremental approach that will be followed to respond to the Shanghai Consensus Recommendation. Additional steps will include the conceptual development of the world reference levels, consultation, and a political process that will explore the technical and legal aspects related to the desirability of defining and adopting world reference levels.

Published abstract reprinted by permission of the copyright owner. Show less

This legislative instrument is the Higher Education Standards Framework (Threshold Standards) 2015 [F2015L01639] and revokes the Higher Education Standards Framework (Threshold Standards) 2011 (F2013C00169) and all subsequent amendments. This legislative instrument is made under subsection 58(1) of the Tertiary Education Quality and Standards Agency Act 2011 (TEQSA Act 2011). This legislative instrument commences on 1 January 2017.

The Higher Education Standards Framework comprises: Part A: Standards for higher education - these standards represent the minimum acceptable requirements for the provision of higher education in or from Australia by higher education providers registered under the TEQSA Act 2011. Part B: Criteria for higher education providers - these criteria enable categorisation of different types of higher education providers according to certain characteristics; and whether a provider is responsible for self-accreditation of a course(s) of study it delivers.

Excerpts from publication. Show less

The article deals with the results of a study of school-based assessment of prior learning of adults who have enrolled as students in a [vocational education and training] VET college in order to qualify for occupations as skilled workers. Based on examples of VET teachers' methods for assessing the students' prior learning in the programs for gastronomes [and] child care assistants, the article discusses two issues in relation to assessment of prior learning: the encounter of practical experience and school-based knowledge; and the validity and reliability of the assessment procedures. Through focusing on the students knowing what and knowing why, the assessment is based on a scholastic perception of the students' needs for training, the article reflects on one of the most important challenges in assessment of prior learning: how can practical experience be transformed into credits for the knowledge parts of the programs? The study shows that by combining several assessment of prior learning methods and comparing the teachers' assessments, the teachers respond to the issues of validity and reliability. However validity and reliability might be even further strengthened if: the competencies are well defined; the education system is aware of securing a reasonable balance between knowing how, knowing what, and knowing why; and if the teachers are adequately trained for the assessment procedures.

Published abstract. Show less

This paper is a conceptual reflection of the issues emerging in practices of competence assessment/recognition of prior learning and defining qualification frameworks. First the author explains the political context of the practices that have put the competence concept center stage, and then deals critically with the concept. The author concludes by observing that research into the basis for assessment of competences leads to a contradiction between the bureaucratic desire to develop a commodified and standardised vocabulary which can be easily coordinated with qualification levels and areas in the labour market, and the increasing recognition that competence development is a situated and subjective, specific process of experience and learning. The conclusion is that there is a need to develop a 'new language' of competence.

Edited excerpts from publication. Show less

The Professional and Vocational Qualifications Assessment Law (BQFG) also permits competences acquired by informal and non-formal means to be taken into account in checking the equivalence of a foreign professional or vocational qualification with a German professional or vocational qualification. As long as the prerequisites for a vocational qualification obtained abroad are met, assessment of equivalence takes place on the basis of documentary examination regardless of the route via which competences were gained. Under certain conditions, vocational competences may be assessed on an individual basis. This article highlights the opportunities provided by the BQFG and presents the initial experiences of the chambers.

Published abstract. Show less