Session Information
22 SES 9.5 PE/PS, Poster Exhibition / Poster Session
Contribution
The recent changes in the HE sector and the restructuration associated with the european area of H.E., globalization and lifelong learning society (Eggins, 2003, Sporn, 2003, Pires, 2010, 2009) are leading institutions to reforms. One of the fundamental challenges faced nowadays by H.E. institutions is to respond to the specific needs of lifelong learners (Schuetze and Slowey, 2000). In this changing context, a Portuguese public polytechnic institution — IPS (Instituto Politécnico de Setúbal) — is defining a global and integrated strategy. The strengthening of the mature students support — specifically at the level of recognition and validation of non-formal learning processes — was considered an important issue for the institutional strategic development, aiming to the widening participation of non-traditional students. Recognition of prior learning and its emerging practices have been considered a core issue of the educational debate in recent years (Bjornavold and LeMoulloir, 2009, Collardyn, 2006 Feutrie, 2008, Pires, 2010, 2009).
Following the approval of recent national laws regarding the access of mature students in HE, IPS created a transversal unit, UDRVC (Unidade de Desenvolvimento, Reconhecimento e Validação de Competências), in order to conceive and implement a recognition and validation of prior experiential learning process within its five Schools. As we have already stated in previous works, Portugal does not have a strong tradition in adult education, and HE sector is not an exception.
During the year of 2009, the RVC-Process was implemented on an experimental basis. Methodologies and procedures were analyzed and discussed and some improvements were introduced. In that year, a total of 8 validation claims were received. In the academic year of 2009/2010 — the first formal year of implementation — the UDRVC-IPS received a total of 15 validation claims. In the present year, 22 claims were already received. The interest and implication of students is growing and academics are being more involved in theses processes.
Although the follow-up of the process taken by the UDRVC team was conceived as a continuous task, the global evaluation of the process was considered crucial to understand the perceptions of actors and the impact of the innovation at several levels. The global evaluation of the process, started in the last trimester of 2010, also intend to understand weaknesses and strengths of the RVC process, in order to improve the global strategy and the procedures developed.
Method
Expected Outcomes
References
Bjornavold, Jens and Le Moulloir, Isabelle (2009) Learning outcomes in validation and credit systems. In EJVT nº 48, Ed. By CEDEFOP Collardyn, Danielle (2006) Reconnaitre les compétences dans un systéme d´exchanges européen et international. In Evaluation des competences et apprentissages experientielles. Ed. Educa, Lisboa Eggings, Heather (2003) Globalisation and reform: necessary conjunctions in Higher Education. In Globalization and reform in Higher Education, ed. by H. Eggings, SRHE, UK Feutrie, Michel (2008) Un état des lieux des pratiques de validation des Acquis dans les 27 États membres. In Validation des Acquis de l´Éxperience. Retours d´Éxperiences à L´Université. L´Harmattan, Paris Schuetze, Hans, and Slowey, Maria (2000) Traditions and new directions in higher education. A comparative perspective on non-traditional students and lifelong learners. In Higher Education and Life long learners. International perspectives on Change. Ed. By Shuetze and Slowey, Routlege Falmer, London Sporn, Barbara (2003) Trends relating to Higher Education reform in Europe: an overview. In Globalization and reform in Higher Education, ed by Heather Eggings, SRHE, UK Taylor, William (2003) Steering change in Tertiary education. In Globalization and reform in Higher Education, ed by Heather Eggings, SRHE, UK Pires, Ana (2006) La recherche sur la VAE. In Evaluation des competences et apprentissages experientielles. Savoirs, modeles et méthodes. Ed. Educa, Lisboa Pires, Ana (2009) Novos públicos no Ensino Superior em Portugal: contributos para uma problematização. In Políticas de Formação de Jovens e Adultos no brasil e em Portugal. Ed Rummert, Canário, Frigotto. Ed. UFF, Rio de Janeiro Pires, Ana (2009) Adult Education and Lifelong learning. An emprirical analysis of university post-graduates perspective. In EJVT nº 46, Ed. By CEDEFOP Pires, Ana (2009) Assessing, recognizing and certifying non-formal and informal learning: a contribution to its understanding. In European Journal of Vocational Training nº 48, Ed. By CEDEFOP Pires, Ana (2010) Reconhecimento e Validação de Aprendizagens não-formais no Ensino Superior. Problemas e perspectivas. In Revista Mediações, ESE/IPS, Setúbal
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