TRANSFINE

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TRANSFINE

• TRANSfer between Formal, Informal and Non-formal
  Education
• PROJECT IN RESPONSE TO THE JOINT ACTION CALL OF
  THE EUROPEAN COMMISSION
• Theme 1
• Construction of bridges between qualifications a
  system of transfer and accumulation of training
  credits for lifelong learning
• www.transfine.net
• pat.davies_at_univ-lille1.fr

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ORGANISATION OF THE NETWORK PARTNERSHIP
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OBJECTIVES

• 1. To continue and strengthen the reflections on
  recent developments and on their impact in the
  short and medium term on educational practice,
  and to promote common understandings among the
  partners in the project.
• 2. To assemble, describe and analyse the most
  important and relevant experiences in the
  Socrates, Leonardo and Youth programmes.

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OBJECTIVES

• 3. To investigate the expectations and needs in
  relation to an integrated and generalised
  approach to recognition, accumulation and
  transfer.
• 4. Evaluate the feasibility of an experimental
  set of procedures.

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OBJECTIVES

• 5. Create, develop and propose the principles,
  methods and necessary conditions for the
  implementation of an experimental, integrated set
  of arrangements for the transfer and accumulation
  of credits based on different forms of knowledge
  and skills, at all levels, whatever their source
  and whatever way they have been acquired.
• 6. Construct a specification for pilot projects.

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Results phase 1

• Projects identified
• Leonardo - Vocational training
• 62 on 1995-8 - 6 in particular
• 208 on 1999 40 14 contacted
• 16 in 2000 and 2001
• Socrates adult education and Grundtvig
• 27 projects
• Universities
• 10 Socrates 7 Leonardo 2 (2) TSER 1
  Telematics 4 Engineering

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European experience

• Transnational projects
• Mostly comparative
• Sharing expertise to develop own
• systems
• No European tools
• Principles, recommendations,
• models

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European and national initiatives

• EU
• ECTS, Tuning
• Transparency tools
• ICT tools
• Council of Europe
• Diploma and Certificate Supplement
• European Language Portfolio
• National initiatives
• Qualifications frameworks, national procedures,
  focus on vocational

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APEL in Europe 3 purposes

• 1. Mapping and matching of skills, knowledge and
  competences to
• formal education qualifications
• work requirements
• personal aspirations
• Entry or progression
• Continuity or mobility

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Modes of assessment

• Self assessment and institutional assessment
• Public, formal procedures and private informal
  processes

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Results of phase 2

• Case studies in 5 countries Estonia, France,
  Italy, Norway, UK
• Plus
• Germany and Switzerland
• Plus
• Contacts with Portugal, Finland ..

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An European frameworkyes, but

• Necessity of a respect of a diversity
• Necessity to work first at national level, in
  order to clarify objectives, to adopt a common
  language
• Necessity of a respect of the  local  rhythm
• Not heavy and bureaucratic need for flexibility

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The big question

• Should the focus be on
• Teaching contact hours?
• Student workload?
• Learning outcomes?
• Competences?
• Educational standards or employment standards?

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Other tensions

• Summative and/or formative assessment
• Behavioural competences and personality/identity
• Voluntary and professional values
• Involvement of the candidate in the assessment
  process

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Other tensions

• Ownership of the accreditation process
• Bottom-up and top-down approaches
• Standardisation and flexibility
• Rigour and a developmental dialogue

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So, a proposal (phase 3)

• Short to medium term a methodological
  architecture
• Longer term a structural framework

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A learner centred perspective

• A lifelong process
• Open to all and voluntary
• Valuing the individual
• Based on a formative approach
• Offering opportunities for a personal development
  plan
• Located in a framework of advice, guidance and
  support

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A methodological architecture

• A set of principles
• A set of tools
• A shared language
• A system of quality assurance
• Co-operation between actors in different sectors
• Arrangements for sharing experience

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A set of principles

• Light and developmental, not heavy and
  bureaucratic
• A comprehensive common framework with flexible
  implementation
• Focussed on learning outcomes not teaching inputs

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• Open to all and voluntary
• Serving the needs and purposes of learners
  learner centred
• Located in a personal development plan
• Located in a framework of advice, guidance and
  support

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Advice and guidance centred on the individual

• Information
• Self awareness
• Peer to peer counselling
• Post assessment guidance

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A set of tools

• ECTS
• A currency credits based on student workload
• An information package
• A learning agreement
• The transcript of records

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ECTS - Benefits

• Widely accepted by universities
• Flexible currency
• Standardised tools

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ECTS - Problems

• No concept of level
• Marking scale is norm referenced
• Tools are prospective and/or focussed on formal
  curriculum
• But not so easy to use outside HE Institutions,
  especially in voluntary sector
• Resistance from HE Institutions to recognise non
  formal and informal learning
• Resistance to construct adapted approaches

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Transparency tools

• A system of 5 levels
• Europass
• Euro CV
• Diploma and Certificate supplements

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Transparency tools

• Useful tools
• No measure of volume
• Only formal education
• Retrospective

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Language Portfolio

• A system of 6 levels and 5 skills
• A self assessment grid
• Prospective and retrospective
• Underpinned by a quality
• assurance scheme
• Guides and handbooks for
• teachers and learners

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Language portfolio

• Useful tools
• Language passport
• Language biography
• Dossier
• Complex
• Focus on 5 specific language
• skills

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Other elements

• A shared language
• Quality assurance
• Meeting places

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Longer term

• A framework of reference levels
• Qualifications mapped on to the framework
• Curricula and qualifications expressed in terms
  of credits
• Meeting places New institutions ? Accreditation
  centres? Advice and guidance centres ?
• Funding
• Marketing and dissemination

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• So what next?