Quality Assurance (QA) for RPL: Dimensions, Actors, and Processes Reflections based on an APL-Initiative in Germany
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1 Quality Assurance (QA) for RPL: Dimensions, Actors, and Processes Reflections based on an APL-Initiative in Germany Dr. Walburga Katharina Freitag HIS Hannover, Germany Bologna-Seminar: Recognition of Prior Learning, 11./ , Amsterdam, The Netherlands
2 QA a pathway to dimensions of good APL practice
3 Context in Germany Federal state with 16 federal state laws Access to HE and APL are two different rights and ruled separately APL is a topic in Higher Education in Germany since : Resolution by the Standing Conference of the Ministers of Education & Cultural Affairs (KMK) (50% restriction) 2003: Recommendation by the German Federal Ministry of Education & Research (BMBF), the Rectors Conference (HRK) and the KMK with a strong focus on FE/HE-linkages /08: four projects have been funded by the Bund- Länder Commission for Educational Planning & Research Promotion (BLK) and 12 developing projects by the BMBF
4 Background (1) In addition to the developing projects, a project for scientific monitoring and support is funded. I am member of this project. The project is assigned to: HIS - The Higher Education Information Service supports German institutions of Higher Education. The project is based in the project centre "Studies on Graduates and Lifelong Learning VDI/VDE Innovation + Technik GmbH (VDI/VDE-IT) is a joint venture of VDI GmbH and VDE (Association for Electrical, Electronic & Information Technologies) and is a partner of industry, research and policy makers. Cooperation with Federal Institute for VET
5 Background (2) The projects consisted of a cooperation between VET/further education institutions and Higher Education Instituions (HEI) (partly with shared financial resources), and a board with members Of the Chamber of Industry and Commerce/ medical associations Trade unions The Federal Institute for Vocational Education and Training (BIBB) The German Rectors Conference (HRK) the Board of Trustees of the German Economy for Vocational Education and Training (Kuratorium der Deutschen Wirtschaft für Berufsbildung).
6 QA-Process steared by the scientific monitoring board 12/ Development of a set of quality criteria Covers: development of APL approaches and the implementation in HEIs 2007 communication process with accreditation council/ agencies 2007/2008 Development of guiding principles /mission statement presented at a conference, discussed with all stakeholder Covers 5 topics: learning outcome description, equivalence-test, implementation, information & counselling, evaluation
7 Present situation the development-projects gained experiences with QA 2008 development of a more comprehensive understanding of QA for APL & the specific context (several publications, forthcoming) by the scientific monitoring project and the 12 development projects REFLECTION: Dimensions of good QA-practice
8 QA Dimensions of good APL practice (1) Guidelines steering: All stakeholder Competence-Equivalence
9 QA Dimensions of good APL practice (2) Matching, Benefit, deepening/widening understanding, Integration into study cohort, time management, adult learning APL & LLL & biographical aspects steering:hei & students
10 QA Dimensions of good APL practice (3) Worth of learning process & qualification? value in use steering: HEI & student & Accreditation agencies Labour market applicability
11 QA Dimensions of good APL practice (4) Accred. & integration of different modes of knowledge Mode 2- Knowledge Reflective Practitioners professionalization Equity dimensions Gender, ethnic & social background disability
12 Statements for the discussion QA for APL in HEI has to include indicators for the learning process in HEI, equity dimensions and the labour market opportunities Some important QA-Dimensions have to be evaluated by the QA system of the HEI (program accreditation or system accreditation).
13 Thank you for your attention! Contact: phone: More information: Page in English: Documents: APL-Library:
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