Difference between revisions of "Identification and Recognition of Learning Outcome"

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[[File:Created-by.png  | 20px | Created By ]] [[User:Nils.zimmermann | N. Zimmermann]]
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<div class="teaser-text"><div style="background: #eee; float: left; padding: 0px 5px 0px 5px; margin-right: 5px;"><i class="fas fa-arrow-left">&nbsp;</i> [[After]]</div> [[File:Validation.png | right | 200px]]Knowledge skills and competencies gained through non-formal and informal education needs to be recognized in the society. Or in other words: The learning outcome needs to be made visible for the learning person and its environment. Although a lot of outcomes and developments in terms of a gain of competences are not easily to be certified in a formal way, facilitators might use tools that identify and document processes and personal developments.  
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<div class="teaser-text">[[File:Validation.png | right | 200px]]Knowledge skills and competencies gained through non-formal and informal education needs to be recognized in the society. Or in other words: The learning outcome needs to be made visible for the learning person and its environment. Although a lot of outcomes and developments in terms of a gain of competences are not easily to be certified in a formal way, facilitators might use tools that document processes and personal developments.  
 
 
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===Learning Outcome===
 
===Learning Outcome===
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''“Learning outcomes are statements of what a learner knows, understands and is able to do after completion of learning.”''<ref name=cedefop1>European Centre for the Development of Vocational Training, 2009: [https://www.cedefop.europa.eu/EN/Files/3054_en.pdf The shift to learning outcomes Policies and practices in Europe]; p. 30</ref>
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Statements of what a learner knows, understands and is able to do after completion of learning. <ref name=cedefop1>European Centre for the Development of Vocational Training, 2009: [https://www.cedefop.europa.eu/EN/Files/3054_en.pdf The shift to learning outcomes Policies and practices in Europe]; p. 30</ref>
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Learning outcome includes skills, knowledge and attitudes.
 
Learning outcome includes skills, knowledge and attitudes.
 
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</div>
  
  
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In particular civic engagement and volunteering are contributing to broad range of competencies like the study and survey  [https://job-bridge.eu/wp-content/uploads/2020/07/Job-Bridge_Stocktaking-Report_Layout_Final.pdf Job Bridge] is showing. The most relevant competencies in the opinion of volunteers are illustrated by the graphic below. However, the lack often ''recognition'' among learners and also among the society - for instance by fellow citizens, organizations, employers. In this sense, we as educators should spend some efforts in order to help learners to get their competencies recognized and also to show the social impact and value of Education for Democratic Citizenship and of civil engagement through our learners' recognition.
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In particular civic engagement and volunteering are contributing to broad range of competences like the study and survey  [https://job-bridge.eu/wp-content/uploads/2020/07/Job-Bridge_Stocktaking-Report_Layout_Final.pdf Job Bridge] is showing. The most relevant competences in the opinion of volunteers are illustrated by the graphic below. However, the lack often ''recognition'' among learners and also among the society - for instance by fellow citizens, organizations, employers. In this sense, we as educators should spend some efforts in order to help learners to get their competencies recognized and also to show the social impact and value of Education for Democratic Citizenship and of civil engagement through our learners' recognition.
  
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===Most Relevant Competencies Addressed through Volunteering===
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===Most Relevant Competences Addressed through Volunteering===
  
 
[[File:Engagement-competencies.JPG]]
 
[[File:Engagement-competencies.JPG]]
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==Recognition and Validation==
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==Recognition, Identification, Validation==
 
  
 
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===Recognition===
 
===Recognition===
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* Awareness and appreciation of competencies
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* Awareness and appreciation of competences
 
* The basis is ''self-recognition'', including ''"personal awareness and assessment of learning outcomes, and the ability to use these learning outcomes in other fields."''<ref name=SALTOREC>[https://www.youthpass.eu/en/recognition/about-recognition/ YouthPass: About Recognition]</ref>
 
* The basis is ''self-recognition'', including ''"personal awareness and assessment of learning outcomes, and the ability to use these learning outcomes in other fields."''<ref name=SALTOREC>[https://www.youthpass.eu/en/recognition/about-recognition/ YouthPass: About Recognition]</ref>
 
* ''Social recognition'' and ''political recognition'' are describing how others acknowledge and describe the competence of a learner.  
 
* ''Social recognition'' and ''political recognition'' are describing how others acknowledge and describe the competence of a learner.  
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In the EU also the two terms ''identification'' and ''validation'' are in this connection used.<ref name=cedefop2>European Centre for the Development of Vocational Training, 2009: [www.cedefop.europa.eu/EN/Files/3054_en.pdf The shift to learning outcomes Policies and practices in Europe]; p. 15</ref>:  
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The EU education policy context uses also the term ''validation'' for measures of formal recognition.<ref name=cedefop2>European Centre for the Development of Vocational Training, 2009: [www.cedefop.europa.eu/EN/Files/3054_en.pdf The shift to learning outcomes Policies and practices in Europe]; p. 15</ref>:  
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===Identification===
 
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* Makes the individual’s learnings and outcomes ''in a general way visible''
 
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* Rather in a ''less formal way''
 
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* Making use of ''different and free forms'' of description, assessment and documentation
 
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===Validation===
 
===Validation===
 
*The confirmation by a ''competent body''  
 
*The confirmation by a ''competent body''  
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* Validation typically leads to ''certification.''
 
* Validation typically leads to ''certification.''
 
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A social goal of competence description is recognition. Educators help learners with certificates and a rich evaluation methodology to proof their abilities so that others recognize them and also to support them in recognizing their competences by themself. 
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Especially in non-formal education, educational providers and educators are not working for an authority which certifies in a comparable way like a formal learning provider. In consequence they are ''not bound to validation'' standards. Certificates of attendance, letters of recommendation or similar gain their credibility in the non-formal educational context especially  through plausibility and through the credibility of the certifying organisation.
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 +
Since an individual learner needs in absence of formally recognized certificates to be able to explain their competences to others, it is necessary to dedicate attention in workshops and trainings to supporting self-reflection and self-recognition.
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 +
Attention needs also to be paid to a ''credible description'' on evidence base. The description of competence and learning outcome must go beyond formal grades in order to cover the broad aspects of competences. It should be helpful in the learners future and relevant for those third, whom learners need to proof their abilities and expertise.
  
 
<hr class=boldline>
 
<hr class=boldline>
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===Compatible Language of a Context===
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Depending on where the learner needs recognition, it is worth to take care about words and aspects that can be helpful. A lot of social contexts use specific language and have specific expectations toward the learning outcome. Conscious language and choice might give a description or certificate more value.
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<div class="mw-collapsible mw-collapsed" data-expandtext="+ Read more: Referring to standards" data-collapsetext="- Collapse">
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===European Skills/Competences, Qualifications and Occupations (ESCO)===
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[https://ec.europa.eu/esco/home ESCO] (European Skills, Competences, Qualifications and Occupations) offers a standardized terminology that includes skills, competences, qualifications and occupations. Its outcome for citizens and employees is to find the right terms for their formal and non-formal qualifications or for the job profiles they wish to develop. As well non-formal training provider may use the classifications for validation
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</div>
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<div class=left-box>
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===Key Competences for Lifelong Learning===
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A reference point in the EU context ([[Transversal or Key Competences |more]]. Specific competence frameworks were until 2023 [https://doi.org/10.2760/115376 DigComp], [https://doi.org/10.2791/160811 EntreComp],  [https://doi.org/10.2760/302967 LifeComp] and [https://doi.org/10.2760/13286 GreenComp]
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</div>
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<div class=left-box>
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===Citizenship, Human Rights===
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The EU was not yet elaborating a framework for citizenship competences. The entrepreneurship competence framework EntreComp includes some aspects - like proactivity, initiative and collaboration. The European reference point is the Council of Europe's [https://www.coe.int/en/web/reference-framework-of-competences-for-democratic-culture/home Reference Framework of Competences for Democratic Culture] (RFCDC). Originally created for democracy-related learning in schools, it is more and more applied in non-formal and lifelong learning.
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===European Qualification Framework (EQR)===
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The [https://europa.eu/europass/en/european-qualifications-framework-eqf European Qualification Framework] (EQF) and the subordinated EU member state's national qualification frameworks seek to make the different national education systems more compatible and describe vocational profiles and educational outcome for a broad range of educational fields. The framework provides 8 levels of proficiency. The framework provides "benchmarks for qualification levels across Europe and encourage the embedding of validation systems with formal qualifications system"<ref name=cedefop>European Centre for the Development of Vocational Training (Cedefop) 2009: [http://www.cedefop.europa.eu/EN/Files/4054_en.pdf European guidelines for validating non‑formal and informal learning]; p. 30</ref>
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==Your Perspective on Recognition, Identification and Validation==
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===Other Competence-related Tools and Methods===
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In all learning settings we are able to describe competency levels and the specific mixture of competences required for concrete tasks. This description must go beyond formal grades in order to cover the broad aspects of competencies. Since the crucial point is, that an individual learner is able to translate their competencies to others, it is worth to put efforts into the support of self-reflection and into self-recognition. Especially in non-formal education educational providers and educators need to think beyond certification, as the latter is often not available: ''validation'' is in consequence connected with a credible authority in form of a formal learning provider. Attention need to be paid to a credible description how the learning could be applied in specific contexts, and also how it contributed to a transversal competency development.
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Also other competence frameworks used in your organization or learning field can give orientation (like from OSCE, UNSECO, national curricula, or own frameworks).<ref name=CEDEFOP1>Following the discussion of: European Centre for the Development of Vocational Training (Cedefop): [http://www.cedefop.europa.eu/EN/Files/4054_en.pdf European guidelines for validating non‑formal and informal learning]; p. 44</ref>
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* '''YouthPASS''' |  [https://www.youthpass.eu/en/youthpass/ YouthPASS]
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*''' Portfolio for youth leaders''' | [https://www.coe.int/en/web/youth-portfolio/home Portfolio]
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* '''European Skills Passport''' | [https://europass.cedefop.europa.eu/en/documents/curriculum-vitae EuroPASS]
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===Articles, Checklists and Methods===
 
===Articles, Checklists and Methods===
 
<div class="mw-collapsible mw-expanded" data-expandtext="+ Read more" data-collapsetext="- Collapse">
 
<div class="mw-collapsible mw-expanded" data-expandtext="+ Read more" data-collapsetext="- Collapse">
  
 
<br>
 
<br>
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<i class="fas fa-glasses"></i> [[Toward Your Concept for the Description of Learning Outcome]]<br>
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<i class="fas fa-glasses"></i> [[Competence Frameworks and Non-formal Learning]]<br>
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<i class="fas fa-glasses"></i> [[How to: Describing Competency Development]]<br>
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<i class="fas fa-glasses"></i> [[How to: Describing Competence Development]]<br>
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<i class="far fa-check-square"></i> [[Template: Certificate for Participants]]<br>
 
<i class="far fa-check-square"></i> [[Template: Certificate for Participants]]<br>
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<i class="fas fa-cog"></i> [[Learning Curve]]<br>
 
<i class="fas fa-cog"></i> [[Learning Curve]]<br>
 
<i class="fas fa-cog"></i> [[A letter from the past]]<br>
 
<i class="fas fa-cog"></i> [[A letter from the past]]<br>
 
<i class="fas fa-cog"></i> [[From now to tomorrow]]<br>
 
<i class="fas fa-cog"></i> [[From now to tomorrow]]<br>
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<i class="fas fa-cog"></i> [[Key Competency Profile]]<br>
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<i class="fas fa-cog"></i> [[Key Competence Profile]]<br>
 
<i class="fas fa-cog"></i> [[Learning Badges]]<br>
 
<i class="fas fa-cog"></i> [[Learning Badges]]<br>
 
<i class="fas fa-cog"></i> [[Open Badges in Non-formal Education]]<br>
 
<i class="fas fa-cog"></i> [[Open Badges in Non-formal Education]]<br>
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<i class="fas fa-cog"></i> [[Self-reflection flower]]<br>
 
<i class="fas fa-cog"></i> [[Personal Portfolio]]
 
<i class="fas fa-cog"></i> [[Personal Portfolio]]
  
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===Assessment and recognition in formal and non-formal learning in entrepreneurship education===
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[[File:Assessment-E360.png | 180px | right | link=https://dare-network.eu/guide-assessment-and-recognition-in-formal-and-non-formal-learning-in-entrepreneurship-education/]]
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An introduction into competency-based assessment and  evaluation not only for entrepreneurship education by the project [https://entrecomp360.eu EntreComp 360], by Hazel Israel ([https://bantani.com Bantani Education]) with Svanborg Rannveig Jónsdóttir and Ramón Martínez.
 +
 +
*[https://dare-network.eu/guide-assessment-and-recognition-in-formal-and-non-formal-learning-in-entrepreneurship-education/ Download]
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[[File: E360.png | 120px | link=https://entrecomp360.eu]]
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<hr class=boldline>
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==Inspiring Handbooks and Sources from the Community==
 
==Inspiring Handbooks and Sources from the Community==
 
<i class="fas fa-book" style="font-size: 54px; color: #ccc; float:right;"></i>
 
<i class="fas fa-book" style="font-size: 54px; color: #ccc; float:right;"></i>
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<noinclude>{{:Navi After}}</noinclude>
 
<noinclude>{{:Navi After}}</noinclude>

Latest revision as of 10:21, 11 September 2023

Validation.png
Knowledge skills and competencies gained through non-formal and informal education needs to be recognized in the society. Or in other words: The learning outcome needs to be made visible for the learning person and its environment. Although a lot of outcomes and developments in terms of a gain of competences are not easily to be certified in a formal way, facilitators might use tools that identify and document processes and personal developments.

Learning Outcome

Statements of what a learner knows, understands and is able to do after completion of learning. [1]

Learning outcome includes skills, knowledge and attitudes.


In particular civic engagement and volunteering are contributing to broad range of competences like the study and survey Job Bridge is showing. The most relevant competences in the opinion of volunteers are illustrated by the graphic below. However, the lack often recognition among learners and also among the society - for instance by fellow citizens, organizations, employers. In this sense, we as educators should spend some efforts in order to help learners to get their competencies recognized and also to show the social impact and value of Education for Democratic Citizenship and of civil engagement through our learners' recognition.

Most Relevant Competences Addressed through Volunteering

Engagement-competencies.JPG

Source: Job-Bridge, p. 20 [2]



Recognition and Validation

Recognition

  • Awareness and appreciation of competences
  • The basis is self-recognition, including "personal awareness and assessment of learning outcomes, and the ability to use these learning outcomes in other fields."[3]
  • Social recognition and political recognition are describing how others acknowledge and describe the competence of a learner.
  • Formal recognition is describing and comparing learning, often in form of certificates, licenses, or similar, issued by a formal or non-formal educational institution.

The EU education policy context uses also the term validation for measures of formal recognition.[4]:

Validation

  • The confirmation by a competent body
  • that learning outcomes have been identified and documented
  • assedded against predefined criteria
  • compliant with the requirements of a validation standard.
  • Validation typically leads to certification.

A social goal of competence description is recognition. Educators help learners with certificates and a rich evaluation methodology to proof their abilities so that others recognize them and also to support them in recognizing their competences by themself.

Especially in non-formal education, educational providers and educators are not working for an authority which certifies in a comparable way like a formal learning provider. In consequence they are not bound to validation standards. Certificates of attendance, letters of recommendation or similar gain their credibility in the non-formal educational context especially through plausibility and through the credibility of the certifying organisation.

Since an individual learner needs in absence of formally recognized certificates to be able to explain their competences to others, it is necessary to dedicate attention in workshops and trainings to supporting self-reflection and self-recognition.

Attention needs also to be paid to a credible description on evidence base. The description of competence and learning outcome must go beyond formal grades in order to cover the broad aspects of competences. It should be helpful in the learners future and relevant for those third, whom learners need to proof their abilities and expertise.

Compatible Language of a Context

Depending on where the learner needs recognition, it is worth to take care about words and aspects that can be helpful. A lot of social contexts use specific language and have specific expectations toward the learning outcome. Conscious language and choice might give a description or certificate more value.

European Skills/Competences, Qualifications and Occupations (ESCO)

ESCO (European Skills, Competences, Qualifications and Occupations) offers a standardized terminology that includes skills, competences, qualifications and occupations. Its outcome for citizens and employees is to find the right terms for their formal and non-formal qualifications or for the job profiles they wish to develop. As well non-formal training provider may use the classifications for validation

Key Competences for Lifelong Learning

A reference point in the EU context (more. Specific competence frameworks were until 2023 DigComp, EntreComp, LifeComp and GreenComp

Citizenship, Human Rights

The EU was not yet elaborating a framework for citizenship competences. The entrepreneurship competence framework EntreComp includes some aspects - like proactivity, initiative and collaboration. The European reference point is the Council of Europe's Reference Framework of Competences for Democratic Culture (RFCDC). Originally created for democracy-related learning in schools, it is more and more applied in non-formal and lifelong learning.

European Qualification Framework (EQR)

The European Qualification Framework (EQF) and the subordinated EU member state's national qualification frameworks seek to make the different national education systems more compatible and describe vocational profiles and educational outcome for a broad range of educational fields. The framework provides 8 levels of proficiency. The framework provides "benchmarks for qualification levels across Europe and encourage the embedding of validation systems with formal qualifications system"[5]

Other Competence-related Tools and Methods

Also other competence frameworks used in your organization or learning field can give orientation (like from OSCE, UNSECO, national curricula, or own frameworks).[6]


Articles, Checklists and Methods


Competence Frameworks and Non-formal Learning
How to: Describing Competence Development

Template: Certificate for Participants

Learning Curve
A letter from the past
From now to tomorrow
Key Competence Profile
Learning Badges
Open Badges in Non-formal Education
Self-reflection flower
Personal Portfolio

Assessment and recognition in formal and non-formal learning in entrepreneurship education

Assessment-E360.png

An introduction into competency-based assessment and evaluation not only for entrepreneurship education by the project EntreComp 360, by Hazel Israel (Bantani Education) with Svanborg Rannveig Jónsdóttir and Ramón Martínez.


E360.png


Inspiring Handbooks and Sources from the Community

  • Valued by You, Valued by Others
    Improving the visibility of competences in Youthpass (and also in other contexts)
    Download

  • Recognizing Learning in Youth Exchange
    Youth Work Service, Léargas' handbook complementary to YouthPASS, with suitable methods as well for evaluation and competence assessments without using the YouthPASS
    Download

  • Assessment and recognition in formal and non-formal learning in entrepreneurship education
    An introduction not only for entrepreneurship education by the project EntreComp 360
    Download

  • The Learning Curve
    A guide to evaluation for youth organizations
    Download

  • YouthPASS unfolded
    Practical tips and hands-on methods to make the most of the Youthpass process edieted by SALTO and Jugend für Europa
    Download

  • Assessing competences for democratic culture
    Principles, methods, examples by Council of Europe
    Download

  • Empower yourself
    Self-assessment tool created by the French Scout and Guides movement
    Download

  • Facilitation Step-by-step
    Competendo Portfolio Tool for Facilitators
    Download

  • Captain's Log
    Competency-related portfolio tool
    Download

  • Reflective Peacebuilding
    John Paul Lederach, Reina Neufeldt, Hal Culbertson,
    Kroc Institute for International Peace Studies: Planning oriented on impact Download

Apps and Tools: Recognition, Assessment, Validation

Several online tools support learners and educators in (self-)assessment. However, one should check their terms and conditions for storing and using personal data before using them in trainings.

  • AppRaiser
     
    Trainers appraisal platform of the International Youth Work Trainers Guild
    AppRaiser

  • Go Formative
     
    Track developments of learners online
    Go formative

  • Open Badges
     
    Share "learning badges" with your learners for every achievement in a learning process with help of a digital platform.
    Open Badges

  • EaSY soft skills
     
    A skill assessment online tool, model and method handbook
    Online

  • Skilloon
    A research-based self-learning platform following the EntreComp model from Not a bad idea (Finland) and the Finnish education ministry.
    Online

References

  1. ↑ European Centre for the Development of Vocational Training, 2009: The shift to learning outcomes Policies and practices in Europe; p. 30
  2. ↑ P. Boivin, J. Baez: Job Bridge – Stocktaking report on the state-of-play of validation in the voluntary sector across the EU; Lifelong Learning Platform; Brussels; October 2019;
  3. ↑ YouthPass: About Recognition
  4. ↑ European Centre for the Development of Vocational Training, 2009: [www.cedefop.europa.eu/EN/Files/3054_en.pdf The shift to learning outcomes Policies and practices in Europe]; p. 15
  5. ↑ European Centre for the Development of Vocational Training (Cedefop) 2009: European guidelines for validating non‑formal and informal learning; p. 30
  6. ↑ Following the discussion of: European Centre for the Development of Vocational Training (Cedefop): European guidelines for validating non‑formal and informal learning; p. 44


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