Training Recognition and Validation of Prior
Learning [RVPL] Professionals
Deli Salini1, Furio Bednarz2
Abstract
The article presents the results of a positive cross-fertilisation
between the developments of the Recognition of Prior Learning
[RPL] for Non-formal Learning RPLO described as the Route 2 to
Certification. The reliability and validity of assessment strategies
targeted to VET teachers and trainers are considered. The results
of Swiss research and pilot initiatives are analysed, in the
context of the professionalisation of specialists involved in
recognition and validation of non-formal and informal learning.
The policy framework is provided by the European Guidelines for
Validating non formal and informal learning (CEDEFOP 2009) and
its UK equivalent Claiming credit: Guidance on the Recognition of
Prior Learning within the Qualifications and Credit Framework
(QCDA 2010). The article concludes that the professionalisation
of RVPL specialists is a pre-condition for making assessment
strategy, methods and tools characterising Route 2 reliable,
effective for innovating learning patterns and equivalent to those
used in Route 1 for assessing learning outcomes within formal
learning systems.
1. Introduction
The concept of the recognition and validation of prior learning
(RVPL) refers to the range of practices enabling individuals to
obtain social recognition and/or validation of learning and
competencies acquired outside of the formal education system.
These processes offer individuals new perspectives for learning
and self-empowerment, and in some cases the opportunity to
gain certification for a whole qualification or defined Units or
modules where these form part of a formal qualification.
Articulated RVPL practices have existed in Europe over the last
1
2
L ec tu r er an d Res e a r ch e r f o r Swi s s Fed e ral In s ti tu te fo r
Vo cati on al Edu ca ti o n an d Trai n i n g (S F IVE T) , deli.salini@iuffpsvizzera.ch
Pr e si d en t an d Re sp o n si bl e f o r R & D by E CAP Fou n dati on
Swi tz e rl an d , furio.bednarz@ecap.ch
Page 1 of 20
sixty years and can be found in countries outside Europe, notably
Australia, Canada and South Africa. The nomenclature, numbers
benefitting and overall significance varies between countries.3
Despite a relatively long tradition, RVPL represents a wide-open
research field. As stated by Harris (2010) there are “ample
opportunities to build upon the practical, systems-building work
and information gathering that has been privileged to date and
to deploy different methodologies and theoretical insights to
illuminate particular aspects of policy and practice.” RVPL
experiences and approaches are far from being uniform; the
concept itself is often contested by various actors and
stakeholders, and in addition. Indeed, as pointed out by a group
of French researchers, RVPL may be considered as a “boundary
object” emerging as a new form of scientific and social
innovation processes. Through this type of concept, RVPL actors
are able to focus on different objectives and coordinate their
activities without losing their autonomy or even having to agree
at all times with one another (Aballea et al, 2004). In many
cases, it is generally accepted that the knowledge, skills and
competencies of specific Units of a qualification may be assessed
either through the Formal Learning system (Route 1) or through
the Recognition of Prior Learning Outcomes [RPLO] (Route 2).
According to Jens Bjornavold (2009) who identified some
emerging common elements of validation and guidance, we can
consider RVPL as a field of action bridging recent theories of
learning and needs deriving from the shifting towards a
competence based approach, focusing on learning outcomes.
RVPL practitioners and specialists face significant challenges,
when they are asked to design and manage recognition /
validation procedures, starting from the need to promote selfreflection and self-assessment as learning means in informal
3
“R e c ogn i ti on pl a ys a n i mpo r tan t r ol e i n a n u mb e r o f
c ou n t ri e s by p r o vi di n g val i dati on o f c om pet en c e s t o
fa ci l i tate en t r y t o f u rth e r f o r mal l ea rn i n g. Th i s of t en
i n vol v es e x emp ti on f ro m c e rt ai n c ou r s e wo r k or p a rt s o f a
f or mal stu d y p r og ra mm e. Th i s app r o ach l et s p e opl e c o mpl et e
f or mal edu c ati on m o r e qu i ckl y , e f fi ci en tl y an d ch eapl y b y
n ot h a vi n g t o en r ol i n c ou rs e s f o r wh i ch th e y h av e al r e ad y
ma st e r ed th e c on t e n t. Al l owi n g p e opl e to f as t - t ra c k th r ou g h
f or mal edu c ati on by ma ki n g th e m o st o f th ei r n on f o r mal an d
i n fo rm al l ea rn i n g ca n al s o c r e at e a vi rtu ou s ci r cl e b y ma ki n g
i t mo r e at tr a cti v e f o r p e opl e t o e n gag e i n s el f - di r e ct ed
l ear n i n g.” ( W e rqu i n 2010 ) .
Page 2 of 20
settings, to strengthen the individual capacity to make decisions
during the process and to develop the distinction between
formative and summative assessment. Both Guidelines
regulating RPLO in the UK (“Claiming credit. Guidance on the
recognition of prior learning within the Qualifications and Credit
Framework”), and European Guidelines for Validating informal
and non formal learning, clearly recall the relevance of these
challenges, providing evidence of the complex and articulated
nature of competencies characterising different roles of RPLO
professionals.
The Swiss experience provides evidence of how the effectiveness
and efficiency of policies and practices depend on
professionalisation of the key players involved in RVPL. As
proposed by the European Guidelines (CEDEFOP, 2009) the
Quality Assurance of formative and summative validation
procedures is essential to establish and maintain mutual trust
and confidence. Therefore, professionalisation of those working
within the procedures of RVPL is vital to the development of the
same methodology as for the dissemination of this approach in
communities of practice and the transparency of the validation
process.
This paper presents a critical reflection on the achievements of
the RPLO project and identifies questions for ongoing research
and development work, both in Switzerland and in the new
follow-up project PEIRA (2010 – 2012), promoted by an Italian
partnership lead by Fondazione Politecnico of Milan. The article
focuses on Swiss experience in the field of professionalization of
RVPL professionals, originating from previous EU projects, and
based on a study developed by Swiss Federal Institute for
Vocational Education and Training (SFIVET).
The SFIVET study, conducted between 2005 and 2008 made it
possible to analyse current debates on RVPL procedures and
gather information regarding the activities and level of training of
the professionals involved in RVPL (Salini, Ghisla, Bonini 2010).
The theoretical and methodological approach of Valuing known
as “CoRe,”4 addressed to the elaboration of a matrix of
competencies as well as to training design, The SFIVET study
defines a comprehensive profile of competencies activated by
RVPL specialists, and a modular qualification path. Presenting
4
Se e ch ap t er 3 f or d et ai l ed d e s cri pti on s .
Page 3 of 20
Swiss experience, the authors aim at discussing recent
perspectives of research about professionalization of RVPL
practitioners. They focus on different activities characterising the
work of RVPL specialists, considering three key fields: guidance
and coaching of individuals in preparing for recognition,
assessment of informal and non formal learning outcomes,
design and management of RVPL procedures.
As suggested by Konrad literature (1998 & 1999), communities
of practice could be used to improve the training of assessors
and verifiers, focusing it on “building assessment communities
that would result in consistent and comparable decisions.”
(Greatorex and Shannon, 2003).5 This approach could be
effectively applied in a broader sense to the whole range of roles
and responsibilities of RVPL practitioners. Swiss contribution
provides therefore useful comments and suggestions about a
number of theoretical and practical issues of how concepts
related to Communities of Practice can be valued for qualifying
RVPL specialists, both acting as advisers, coaches and trainers
(learning dimension) and as assessors.
2.
Background and training requirements
of professional involved in RVPL
2.1 Situation in Switzerland and elsewhere in
Europe
First of all we conducted a review of existing documentation in
Switzerland (Alberti, 2005; Cortessis, 2006; Petrini, 2006; Salini,
2006a e 2006b) as well as elsewhere in Europe (Council of the
5
“C om mu n i ti es of P ra cti c e a r e f o rm ed b y pe opl e wh o en gag e
i n a p r o c es s of c ol l ecti v e l ea rn i n g i n a s h ar e d d o mai n o f
h u man en d ea v ou r: a t ri b e l e a rn i n g t o s u r vi ve , a ban d o f
arti s ts s e eki n g n ew f or m s o f e xp r e s si on , a gr ou p o f
en gi n e er s w o r ki n g o n si mi l a r p ro bl em s , a cl i qu e o f pu pi l s
de fi n i n g th ei r i d en ti ty i n th e s ch o ol , a n et w o rk of su rg e on s
e xpl o ri n g n o v el t ec h n i qu es , a gat h eri n g o f fi r st - ti m e
man ag e r s h el pi n g e ach oth e r c op e . In a n u t sh el l ,
Co mmu n i ti e s o f P ra cti c e a r e g ro u p s o f pe opl e wh o sh ar e a
c on c e rn o r a pa s si o n f o r so m eth i n g th e y do a n d l ea rn h ow to
do i t b ett e r a s th e y i n ter ac t r egu l a rl y. ”
h ttp:// ww w. ew en g e r.c o m/th e o r y/i n de x .h tm Se e al s o W en g e r
(1998 ), L ea rn i n g as a s o ci al s y st em ,
h ttp:// ww w. op en .a c .u k /l dc08 /si t es /w ww. op en .a c.u k .l dc0 8/fi l
e s/ L ea rn i n ga sa s oci a l sys t em .pd f
Page 4 of 20
European Union, 2006; Duvekot, Schuur & Paulusse, 2005;
Ferrari, 2006; Massip & Croze, 2006; Paulet, 2005; OECD, 2004;
Portwood & Costley, 2005; Rope, 1999). As far as the general
profile and role of those involved in RVPL in Switzerland and
elsewhere in Europe are concerned, a wide range of different
participants were identified: those




Who provide information and guidance as well as assistance in
the preparation of RVPL applications;
Who perform assessments;
Who are responsible for making arrangements for
supplementary training;
Responsible for managing the entire RVPL process.
As highlighted by Rope (1999), the background of these
participants is generally related to psychology, guidance
counselling, adult education, vocational education and training
(VET) and human resources management. As far as RVPL is
concerned, most of the participants either learnt through
experience or through specific courses devoted to the subject of
RVPL. Existing documentation also contains proposals for formal
training in the field of RVPL. This situation may be classified as
follows (Salini, 2007):
a Brief continuing professional development seminars devoted
to specific RVPL-related topics. These seminars could either be
provided by various institutions involved in RVPL or provided
within the framework of European projects;
b Basic training provided based on specific methodological
models, specifically covering such aspects as assistance with
the preparation of competencies portfolios (e.g. “Retravailler”
methodology used throughout Europe). These models could
either be included in the wider framework of personal
recognition of non-formal and informal learning, or related to
French methodology of the work-analysis and the briefinginterview methodology as proposed by Pierre Vermersch
(1994);
c Tertiary-level programmes leading to certification (e.g.
certification in VAE assistance, offered by the Université de
Provence, within the framework of the EuroguideVAL project);
d Refresher courses in RVPL, which would be part of other
tertiary-level programmes covering assistance and guidance,
labour psychology, education science, human resources
management (e.g. in France the DEA, Master and DESS
Page 5 of 20
programmes in psychology, career guidance, labour
psychology and transitions (CNAM and INETOP). At the
European level, there is also the European Master in Lifelong
Learning: Policy and Management.
2.2.
Emergence of a new profession in the field of
adult training and counselling
The various authors who have devoted their attention to this
subject, share the opinion that RVPL has given rise to a new
profession that situates itself somewhere between adult
education and training and the guidance counselling provided at
various stages in an individual’s life. Specifically, these authors
feel that RVPL-related activities fall within the scope of existing
professional activities and yet fall into an entirely different
category (e.g. Astier Eds. 2004; Cavaco, 2006; European
Commission – DG Education and Culture, 2007; Kaemingk,
2006; Daoulas & Mayen; 2006; EuroguideVAL 2006; Le Squère &
Le Scouiller, 2006; Mayen & Perrier, 2006; Soulat, 2005). This
new profession is a development and specialisation of existing
professions in education, counselling and vocational guidance
and career management of human resources.
3.
Competencies of RVPL professionals
3.1 CoRe theoretical and methodological model
The research about competencies of RVPL professionals is based
on the CoRe theoretical and methodological model used within
the framework of VET learning paths. CoRe is an acronym used
to refer to the following Italian, German, French equivalents:
Competenze-Risorse / Kompetenzen-Ressourcen /
Compétences-Ressources). It is therefore relevant to notice how
Competencies and Resources are terms strictly interlaced:
competencies define the specific way in which individuals
mobilise Knowledge, Skills and Attitudes (globally named
“Resources”) to accomplish a more or less complex task,
reaching the expected performance.
This model is based on theoretical and methodological principles
used to establish training plans for VET programmes as well as
analysis of RVPL activities within the reference working context
and the various competencies required. The theoretical and
practical principles were established through various R&D
projects conducted by SFIVET (Ghisla, Bausch & Boldrini, 2008).
Page 6 of 20
The CoRe method also draws inspiration from and adapts various
approaches to curriculum development used mainly in the USA
and elsewhere in Europe (e.g. DACUM model, Curriculum Design
model or the French methodology of the work-analysis).
Considering these aspects, the key features of the CoRe method
(Ghisla, 2009) are as follows:
i)
Integral concept of competence, which is defined as a
pedagogical-didactic category that draws a distinction
between competencies and “resources”, which are
articulated in knowledge (declarative), skills (procedural
knowledge) and attitudes;
ii) Integral curricular paradigm, which presupposes the
existence of a competency profile and allocates content
according to the principle of flexible and functional
convergence between two different approaches to the
organisation of knowledge: discipline-based and situationbased;
iii) Situation category, which is considered essential not only
to understand human actions but also mainly to develop
competency profiles, to establish training plans and to
organise pedagogical and didactic practices.
The resulting methodology is comprised of four main phases.
I: Creating model of the field of action. This entails the
graphical depiction of the structural elements considered an
integral and essential part of a given professional activity.
Examining existing documentation on the profession in question
develops the model. Once established, this model lends itself to
the formulation of hypotheses regarding the most important
aspects of the profession.
II: Identifying situations. A series of meetings may be held
with professionals operating in a specific work context in order to
identify significant situations and the knowledge, skills and
attitudes required. These meetings may take the form of
workshops or, for emerging professions, field visits or in-depth
research and would be intended to identify professional practices
required to take the action, which is appropriate to the
situations, in question.
III: Identifying competencies and drafting competency
profiles. By following a clustering procedure to regroup
situations, we are able to establish situation categories, which
correspond to an area of competency. This enables us to identify
Page 7 of 20
competencies and draft a competency profile for each occupation
or profession analysed. This, in turn, provides us with an outline
showing the competences, the situations in which these
competencies are required and the corresponding knowledge,
skills and attitudes.
IV: Developing training plan. The competency profile serves
as the basis for the development of a training plan since it
contains a selection of elements to be provided or developed
through training.
3.2 Survey to identify the c ompetency profile for
RVPL professionals
Although the general principles of the CoRe approach serve as
the frame of reference, various adaptations were needed in order
to draft the competence profile for RVPL professionals, since it is
an emerging profession. In fact, it has not yet settled into
definitive category of its own and professional practices are still
subject to change. For this reason, we did not hold regular
meetings to gather input from professionals working in the field
for Phase II since this would have only provided us with partial
information that was limited to Swiss experiences. Instead, we
chose to conduct a much broader review and comparison of
existing documentation, based on testimonials from major RVPL
institutions and participants. We also examined field studies as
well as standard-setting publications.
This documentation was analysed in light of the gradual
developments taking place in Switzerland thanks to participation
at various levels in the work being done by the national
Validation of Prior Learning platform. Between 2005 and 2009,
this established the operational aspects needed to realise new
possibilities for qualification through validation methodologies, as
well as coordinating the development and diffusion in different
cantons of the RVPL practices.
Documents were sorted into two main groups: the first general
and the second more specifically focussed on RVPL professionals’
activities. For the first group, we systematically examined
documents produced by official sources in Switzerland (SFIVET,
National VPL Platform) as well as elsewhere in Europe (European
Union, Cedefop). For the second group, we examined the
minutes of the international conference organised by ADMEE
Europe in 2004, which was specifically devoted to RVPL. In
Page 8 of 20
addition, we reviewed the special reports published by the Swiss
magazine Panorama and the French magazine Education
permanente. The latter magazine is particularly representative of
the empirical studies that have been conducted thus far in
relation to RVPL. Finally, we examined the reports drafted on EUfunded international RVPL projects.
In addition to these two groups, we gathered other documents
that were indirectly identified upon consultation of the abovementioned sources or that were recommended by individuals
with whom we had come into contact over the course of our
research. All things considered, we consulted a total of 118
documents, which we then further subdivided into the following
categories (Figure 1) A): 1) Standard-setting – programme
documents (13%); 2) Conceptual clarification (34%); 3) Field
research – case studies (21%); 4) Comparative national and
international summaries (16%); 5) Operational indications
and/or general information (16%).
By reading and summarising these documents, we were able to
conduct thematic and comparative analysis needed to structure
the various dynamics and issues relating to the
institutionalisation and spread of RVPL practices as well as to the
specific features of individual phases of the RVPL process.
16%
13%
Normative - documenti
programmatici
Approfondimenti
concettuali
Ricerche su terreno –
studio di casi
16%
34%
Sintesi comparative
nazionali e internazionali
Indicazioni operative e/o
informazioni generali
21%
Figure 1: classification of RVPL-related documents
All of these documents were analysed using a comparative
approach (Van Daele, 1993; Bray, 1999; Groux, 2003).
Comparison was partly limited by the complexity associated with
handling documents in which strongly divergent concepts and
Page 9 of 20
terminology were used and which were based on entirely
different frames of reference. The various documents did,
however, tend to agree on the specific moments in which
professional action should be taken (i.e. the various phases in
the RVPL process) and the novel nature of the type of
intervention required.
For this reason, the first step was to harmonise terminology and
eliminate redundancy presented in the various documents. After
organising information based on the type of intervention required
and painstakingly comparing the list of activities obtained from
the previous processing with the content of the documents
sorted in the general information group, we were able to identify
the field of action of individuals involved in RVPL activities. We
were also able to identify a series of typical situations in which
professionals become involved in RVPL activities as well as the
corresponding knowledge, skills and attitudes. Finally, we have
classified the situations into categories, which allowed us to
define specific areas of competence required of a professional
RVPL, namely the competence profile.
For the elaboration of the general design of the corresponding
training plan proposal, we linked the content of the competency
profile that we developed to the curricular programme principles.
On 18 May 2007, the draft competency profile and corresponding
training plan were submitted for review, discussion and approval
at a one-day workshop. This event was attended by national and
international RVPL experts, who were asked to conduct a peer
review of both the competency profile and the proposed training
plan (SFIVET, 2007). By the end of the day, the feedback was
generally positive (scientific basis, competency profile, general
structure of training plan). The experts also made suggestions
regarding the management and internal structure of the training
plan. All of these discussions enabled us to confirm the validity of
the competency profile (see § 5.5) and provided us with useful
indications on how to improve the training plan. We shall go over
these in subsequent chapters.
4. RVPL practitioners: building a
comprehensive professional profile
To describe the characteristics of professional profile of those
who work in the context of the RVPL we must distinguish
Page 10 of 20
between 1) general aspects and 2) issues relating to intervention
relating to the following three areas of validation procedures:
1. The advice and support for RVPL (Guidance / learning
dimensions);
2. The evaluation for the VPL (Assessment);
3. The overall management of RVPL procedures (design and
management).
4.1
General characteristics of an intervention by
RVPL professionals
The RVPL professional is someone who, based on a practical
experience in the field of counselling, training, or human
resource management, specializes in actions to promote and
legitimize the different forms of recognition of experiential
learning. The RVPL professional interacts and collaborates with
agencies, institutions and other professionals directly or
indirectly involved in RVPL procedures. The RVPL professional is
aware of its role in relation to the roles of the others. His/her
work is characterized by different managements of
communication processes, on information and promotion
practices for RVPL, and in particular the use of specific
techniques in the field of counselling, supervision and evaluation.
He/she works using, selecting and / or adapting documentation
and support tools for various phases of the RVPL and above all
he/she identifies the correspondences between competences,
skills and qualifications of the persons and the characteristics of
approved qualifications or other training courses.6
4.2
Advice and Guidance: the learning dimension
The RVPL professional for advice and support is involved in
counselling and information and the initial part of RVPL
procedures, as well as in the accompaniment, individual or
collective, of candidates during the processing of the portfolio or
dossier requested during the assessment phase. It works by
encouraging decision-making regarding the route to be taken,7
6
Fu rth e r r e s ea r ch may i d en ti fy th e ext en t t o wh i ch th e s e
fi n di n gs m ay b e r el e van t t o Nati on al p r o gram m e s o f l ea rn i n g
an d as s e s sm en t an d , wh e r e app r op ri at e , Na ti on al
O cc u pati o n al St an da rd s . S e cti on 4 .5 b el ow i d en ti fi e s
po s si bl e r o l e s an d r e sp on si bi li ti es .
7
Th i s i n cl u d e s a d eci si on n ot to p r o c e ed wi th RV P L ( Ro u t e 2) .
Page 11 of 20
and its feasibility, managing and differentiating various stages of
process and assessment information. It promotes the subjects’
autonomy and planning skills, ensuring discretion and respect for
their choice. He/she supports the process of self-assessment and
preparation for the assessment phase, helping those involved to
have a realistic view of their own competencies and possibilities.
He/she manages and differentiates forms of counselling and
supervision, according to the needs of receiver as well as to the
other tools that can be used for mediation.
4.3 Assessment Methodologies and roles
The VPL professional for assessment methodologies works in the
sphere of assessment practices aiming to the accreditation and /
or certification of learning acquired outside formal learning. The
operation can be done either directly in contact with candidates
(if the legal conditions8 laid down are fulfilled), or indirectly by
the professionals entrusted with the implementation of
assessment procedures specific to VPL, to contribute to their
training or support. On behalf of organizations operating in
assessment procedures for VPL, he/she manages or supervises
evaluation activities taking account of regulatory issues and
using a range of possible approaches, drawing on methodologies
relevant to the specific nature of experiential learning. He
considers the need to adapt assessment tools to the
characteristics of the audience and analyses all kinds of dossiers,
defining the possible level of validation. He gives appropriate
feedback to both users and VPL instances of verification and
control procedures. He makes sure that the people involved are
accepted and followed in a timely manner and that the principles
of quality are valued, respected and enabled.
These two complementary roles and responsibilities of RVPL
professionals, guidance and support from one side, and
assessment from the other side must be considered always as
alternative tasks in any RPLO procedure. Normally this involves
different specialists as clearly stated by national and European
Guidelines for validating informal and non-formal learning, in
8
Th es e l e gal co n di ti on s a r e a mat te r f or n ati on al / r egi o n al
/s e ct oral r e gu l ati on s. In th e UK , th i s w ou l d i nvol ve th e
n ati on al r egu l at o r s (e .g . O f Qu al ), th e r el e van t S ec t or S ki l ls
Co u n ci l an d th e Awa rdi n g B odi e s .
Page 12 of 20
order to assure the reliability, validity and transparency of
assessment.
4.4
Design and Management of RVPL Procedures
The professional for management of RVPL procedures is involved
as a consultant, manager or designer throughout a procedure.
He/she works in different contexts such as organizations in the
world of work and training as well as in non-profit institutions
that intend to implement partial or complete RVPL procedures
and require accompaniment at different levels: general
information and advice, coordination and/or project
management, methodological information or information
concerning quality management. This professional manages the
articulation of different stages of a process and consistently
activates and the necessary human, financial and institutional
resources. He/she provides advice to institutions and
organizations, presenting several possible situations, and
adapting them to the changing legislation and “best practices”.
He/she activates and manages the quality system and vigils on
the spread and acceptance of validation practices among all
involved actors, considering the need to build consensus and to
ensure financial sustainability.
4.5
1.
2.
3.
4.
Profile of competencies referred to RVPL
roles
Interaction and collaboration
Interacting and cooperating with institutions and
professionals directly or indirectly involved in RVPL
procedures.
Management of different communicative situations
Managing communication related to information,
promotion, monitoring and assessment in RVPL
procedures.
Use, development and adaptation of support
documents and tools
Selection, use, adaptation and/or development of support
documents and tools useful to the different phases of RVPL
procedures.
Identification of matching competences, skills, and
qualifications
Identifying matching competences, skills and qualifications
of the concerned people and the characteristics of
acknowledged qualifications and trainings.
Page 13 of 20
5.
6.
7.
5.
Design and management of evaluation situations
Managing, developing and providing advice and
coordination for the VPL assessment.
Advice and support
Advising and supporting the audience interested in
developing RVPL validation projects and implementation of
necessary files.
Organisation and management of RVPL procedures
Managing and/or designing partial or complete validation
procedures considering the required quality principles
Diploma of Advanced Studies Specialist
in Recognition and Validation of Prior
Learning (RVPL)
In this chapter, we describe the characteristic features of the
DAS (Diploma of Advanced Studies) - Specialist in Recognition of
Prior Learning Outcomes (RVPL).
The scope of these professionals is located in the world of work,
training, as well as in other formative associations wishing to
implement partial or complete RVPL procedures and require an
accompaniment at different levels: general information and
advice, coordination and / or project management,
methodological instructions or quality management indications.
The complexity and implications of these activities require that
the specialist has an overview of the whole process of validation
and possible diversifications. He/she has to know how to
intervene in different contexts relevant to the dissemination of
transparent and qualitative RVPL practices. In addition as a prerequisite they should master general principles of adult
education.
5.1 Aims of the training
-
-
Identification and coordination of professionals and
organizations specialized in RVPL procedures;
Preparation of documents and supporting tools to carry out
RVPL procedures;
Comparison of the correspondence between roles, internal
training courses organised by organizations and accredited
qualifications;
Information and orientation in the development of RVPL
procedures within the institutions;
Page 14 of 20
-
Management of RVPL steps or procedures in accordance with
the RVPL quality principles;
Preparation of complete or partial RVPL procedures.
The DAS learning path for RVPL specialist is positioned at EQF
Level 6, and it is structured on modules, consisting as a whole of
30 ECTS (European Credits Transfer and Accumulation System).
A module corresponds to 5 ECTS credits, i.e. 150 hours of study.
5.2 Training Organization (modules)
MODULE
Title and general objectives
A1
RVPL Foundations
Interact with bodies, institutions and professionals involved directly or
indirectly in RVPL procedures;
Provide information about RVPL concepts and practices to different target
groups;
Select and/or adapt informative documentation on RVPL procedures
B1
VPL Assessment Methodologies
Manage VPL assessment interviews in a way that favours competencybased argumentation;
Identify correlation between the competencies mentioned by the VPL
applicant and the competencies set forth in the specific competency profile;
Manage VPL assessment procedures;
Elaborate and supervise various VPL assessment situations.
A2
Information and advice for individual access to RVPL
Promote RVPL practices among different target groups;
Identify the correlation between the RVPL applicant’s experience and
qualifications and qualifications or competencies set forth in the competency
profile;
Provide assistance with elaboration of an individual RVPL plan.
B2
Support in preparation of assessments and dossiers of
competencies
Manage interviews held to analyse life paths and/or experience in a manner
that favours clarification competences
Select and/or adapt documentation required to draft an RVPL file
Provide assistance with the preparation of an assessment portfolio and
dossier of competences
A3
Advice on RVPL management and organisation
Development of documents and support tools useful to the implementation
of RVPL procedures.
Comparison of the correspondence between roles, internal trainings
organized bi the institutions, and accredited qualifications
Advising on the development of RVPL procedures within institutions and
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organisations
Managing RVPL procedures in accordance with principles of quality
Planning RVPL procedures and dissertation (diploma)
Selecting and coordinating professional organizations and experts in RVPL
procedures
Planning RVPL procedures
B3
5.3
-
-
Admission requirements
Complete enabling training for those who are responsible for
professional training, university degree or equivalent in social
sciences, psychology or education, or a title FSEA 2, or a
diploma in human resources.
The candidates who do not have the required qualifications
but who can demonstrate significant experience in the
recognising and/or validation of competencies (at least 3
years), or those who want a partial accreditation of training
modules may be admitted on the basis a specific application
file, which will determine any credits
5.4 Qualification procedure
Teachers responsible for the modules are enabled and qualified
to supervise and evaluate the performances.
-
-
The tests form includes the following forms: oral
examination, written exam (e.g. testing knowledge, partial
check) or written work form (e.g., seminar work, portfolios,
report, presentation, and dissertation).
The form of examination is defined in the description of the
module.
The assessment criteria are communicated to participants
before each examination.
5.5 Areas of competence, situations and
corresponding modules
Competences
1
2
Interaction
and
collaboration
Management
of
Situations
Modules
1.1
Collaboration with organizations, institutions and
professionals involved directly or indirectly in RVPL
procedures
A1
1.2
Selection and coordination of professionals and
organization experienced in RVPL procedures
B3
2.1
Information regarding RVPL procedures by various
audiences
A1
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communicative
situations
3
4
5
6
7
Use,
development
and adaptation
of tools and
documents
Identification
of matching
competences,
skills and
qualifications
Development
and
management
of assessment
situations
Advice and
support
Organization
and
management
2.2
Management of interviews about the analysis of
life and/or experience courses, designed to
promote the clarification of resources and
expertise
B2
2.3
Management of RVPL assessment interviews
supporting skills argumentation
B1
2.4
Promotion of validation practices by various
audiences
A2
3.1
Selection and/or adaptation of background
information about RVPL procedures
A1
3.2
Selection and/or adaptation of documentation
necessary for the preparation of a RVPL dossier
B2
3.3
Preparation of documents and support tools useful
to the implementation of RVPL procedures
A3
4.1
Identification of the correspondence between
experience and qualifications of the candidates to
the RVPL and qualifications or specific skill profiles
A2
4.2
Identification of the correspondence between
competencies argued by candidate to the RVPL
and qualifications or specific skill profiles
B1
4.3
Comparison of the correspondence between roles,
internal training courses organised by institutions
and organizations, and accredited qualifications
A3
5.1
Management of specific VPL assessment
procedures
B1
5.2
Preparation and supervision of different specific
VPL assessment situations
B1
6.1
Advice on developing an individual RVPL planning
A2
6.2
Accompaniment to the preparation of assessments
and competence files
B2
6.3
Advice on developing procedures within RVPL
institutions and organizations
A3
7.1
Management of RVPL stages or procedures
according to principles of quality
A3
7.2
Planning RVPL procedures
B3
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