Recognition of Prior Learning The Finnish Experiences. Riitta Pyykkö, Vice-Rector, University of Turku Innsbruck 19 January 2016

Transcription

1 Recognition of Prior Learning The Finnish Experiences Riitta Pyykkö, Vice-Rector, University of Turku Innsbruck 19 January 2016

2 Outline HE Context Higher education in Finland University of Turku RPL in Finland: starting point in 2005 Preparation and implementation at national level: three phases Students and teachers experiences Systems and practices at institutional level (Forum 4)

3 Finnish higher education system Dual system: research universities (14) and universities of applied sciences (24) Before 2010: 20 research universities and 30 UASs mergers (still more coming?) An extensive network of HE institutions covering the whole country regional equality Tuition free system (fees for non-eu-students from 2016 onwards)

4 system Three-cycle degree system (Bachelor + Master + Doctorate); faculties responsible for degree education Research universities offer all three cycles and students usually enroll to a Master s degree programme directly UASs offer 1st and (professional) 2nd; between the 1st and 2nd cycles at least three years working experience required Restricted but equal access for all through entrance examinations (different access criteria, usually matriculation examinations and entrance tests)

5 system HEIs enjoy a wide degree of autonomy Government steering by information (public databases openly available online) and funding system (performance-based funding model, see next slide) For universities: appr. 2/3 of funding from the Ministry (performance negotiations every four years) Funding been quite stable, but for UASs major cuts (20-25 %) during research universities: cuts (5-10 %) during

6 Universities core funding from 2015

7 University of Turku Founded in 1920 as the first Finnish-language university ( From a free people to free science and learning ) Academic heritage in Turku since 1640: Regia Academia Aboensis (today: University of Helsinki) Multi-disciplinary university with 7 faculties: Humanities, Mathematics and Natural Sciences, Medicine, Law, Social Sciences, Education, School of Economics Basic facts: students; staff members 2014: 1519 Bachelor s degrees; 1713 Master s degrees; 186 PhDs; scientific publications

8 RPL in Finland

9 Legal Framework Recognition of non-formal and informal learning possible in university degrees from 2004 Universities Act & the Government Decree on University Degrees ( Bologna acts ): The studies leading to the Master s degree may include 1. Basic and intermediate studies and advanced studies; 2. Language and communication studies; 3. Interdisciplinary study programmes; 4. Other studies; and 5. Intership improving expertise

10 Situation in 2005 Recognition of formal studies from the same sector in Finland or from a HEI abroad functioned quite well Recognition of studies from the other sector in Finland a challenge an obstacle to domestic mobility Recognition of non-formal and informal learning new in HE Lack of expertise in outcome-based curriculum planning and assessment methods Networking with the world of work not systematic Lifelong learning and development of flexible learning paths encouraged in national HE policy globalisation, demography

11 Phases of development I Building common understanding and principles New Universities Act & Decree on Degrees 2004 National working group on RPL in HE 2006; repr. of all main stakeholders; tasks: Chart the practices that HEIs already apply in recognition Evaluate the functionality of current procedures and their alignment with European policy and practices Identify and promote national and international best practices Present recommendations for common principles and processes of recognition Report in January 2007

12 Phase II Promotion of RPL, development of processes National development plan for education: HEIs have to build their systems for RPL until 2010 National projects for universities and UASs in ; funding from the MinEdu Field-specific work organised by both rectors conferences Dissemination of principles Development of recognition systems and processes in HEIs Target group: academic and student affairs personnell, study guidance (N.B. from 2006 onwards: personal study plan (PSP) prepared with every new student = excellent tool for RPL)

13 Phase III From processes to real implementation Project(s) on implementation of RPL at HEIs (financed by the European Social Fund), ; Training seminars for both sectors of HE, road shows, field-speci fis working groups etc. Target group: teachers, study counsellors Support services, concrete tools for recognition (e.g., field-specific handbooks and recommendations): national web portal for RPL in UTU); publications on principles and practices in Finnish and Swedish International publication: Promoting, Assessing, Recognizing and Certifying Lifelong Learning, Eds.Timo Halttunen, Mari Koivisto & Stephen Billett. Springer 2014

14 Situation today Still no Finnish NQF (but proposal used in practice) Responsibility for the quality of degrees lies in the HEIs implementation model respects the institutional autonomy Processes at institutional level defined and quite clear; but still variation in practices (as well as in support services organised by the university) Research unversities: majority of decisions on recognition of formal learning UASs also more non/informal learning recognised Recognition offered by universities only for their own students

15 today Curricula learning outcome based, development continuing Still challenges in attitudes: individual academics concentrate on their own subject areas and courses Personal study plan an excellent tool (RPL process mostly connected with the PSP) Often too much emphasis on assessment and validation; guidance should be as important a part of recognition as assessment (supports the students in planning their own development) Should we speak only about recognition of prior learning (without defining it formal/non-formal/informal)? How can prior learning be used to enrich learning?

16 Process of recognition at university level

17 RPL process and quality Processes of RPL should form a part of the HEI s QM system Recognised quality of learning outcomes & equal and reliable administrative processes, fair treatment of all students Analysing achieved learning outcomes requires knowledge of content a teacher is the right person to assist the student to identify his/her knowledge, skills & competences The process itself and the decision-making should be based on realiable criteria, be equal and transparent

18 Who decides on recognition? System based on the student s right to apply for recognition Whole degrees and qualifications: National ENIC/NARIC centre (National Board of Education) Parts of degrees: universities/faculties/departments Bigger formal units of study (e.g. Basic Studies, 25 ECTS): usually at faculty level Modules, separate courses & non/informal learning: usually at department level, by teachers responsible for the module/unit

19 Students experiences National survey in 2010; 3400 Bachelor and Master level student respondents + interview material Most students applied only for recognition of formal learning: from open university, another Finnish university, from an exchange period abroad, but also secondary vocational education Assessment based mostly on documents & interview If applied, also non/informal learning recognised: work experience, active participation in students organisations, other confidental posts, hobbies, performing one s military service Assessment based on documents, certificates, portfolios, reports, essays, skills demonstrations, interviews

20 Students experiences on the procedure Application time: mostly at the beginning of studies Time from applying to recognition: from a couple of weeks or less to a couple of months Process of recognition: a fair process with clear principles Information about recognition: mostly about the procedure as such, not about competence-based thinking Connection between RPL and personal study plan: RPL was discussed during the PSP process, but the connection between these two remained unclear for the students

21 Teachers experiences Expertise in, or at least consciousness of, outcome based approach and labour market relevance of curricula has increased ( benefits from the point of view of curriculum design) Competences have become more clear and visible Better dialogue with employers (but still a lot to do) Personal study planning has become a part of everyday practices although there are still differences in implementation A move towards more interactive working culture, learning together with the students the language of learning More trust and responsibility to students Study planning & career planning support eachother

22 Thank you for your attention!

23 Forum 4: Examples of institutional RPL processes

24 Four steps in the recognition process 1. Identification of the students skills and knowledge, typically with self-asessment supported by guidance 2. Documentation to make visible the individual s experiences 3. Assessment of skills and learning to a set standard 4. Certification whereby the learning is recorded and/or awarded Council of the European Union, 2012

25 University of Eastern Finland: RPL process for non-formal and informal learning 1. Student applies for RPL of non-formal and informal learning after identification of relevant learning, with guidance provided by the university (=self-assessment in connection with learning otcomes) 2. Student presents proof of prior non-formal and informal learning, e.g. documentation or demonstration, as instructed by the faculty. 3. RPL assessor at the student s department evaluates the learning. 4. Student is informed of the decision and awarded credits if the process was successful; the student also has a right to appeal a negative decision.

26 UTU: Recognition process of a study module 1. Student makes his/her personal study plan (PSP) with his/her teacher tutor 2. During the PSP process the student gets also information and counselling on RPL 3. Student applies for recognition (a form with necessary documents) 4. Evaluation of evidence and/or a proof (exam, essay, interview, portfolio, learning diary: reflection important!) 1. Examination of the proof by the responsible teacher; comparison with the intended learning outcomes of the module (curricula competence-based) 6. Decision on recognition of a) a whole module, or, b) a part of a module, or, c) none 7. Appeal procedure; time for appealing 14 days (Academic Appeals Board) 8. Registration of the module in electronic study register or counselling about studies required to complete the module