Desk research on existing VNFIL portfolio and e-portfolio
COUNTRY – FINLAND
NAME OF PORFOLIO/E-PORTFOLIO – QUALITY ASSURANCE IN VNFIL
|To assure quality in validation of Non-formal and Informal learning skills|
Project developed by Finish National Agency for Education for all sectors.
HOW TO USE
To guide the validation process using eight identified steps: information, preconditions, documentation, coordination, guidance, mapping, assessment, follow – up.
LINKS WITH OTHER TOOLS
No links found.
MAIN CONTENT OF PORTFOLIO
Eight steps towards Quality Assurance in VNFIL in Finland:
Information phase should address questions such as why, how, for whom and where and when; all target groups should have equal understanding of the procedure and the standards; information should also be accessible through various media, like the internet, intranet and brochures.
Preconditions phase: regulatory framework, funding mechanism, co-operation structures between stakeholders; descriptions of qualifications requirements; assessment criteria and standards (learning outcomes); attitudes.
Documentation – administration procedures phase: proper documentation system of the VNIL procedures with each individual promotes transparency, supports the individual rights and enhances a systemic approach to VNIL procedures; VNIL documentation could be compared with organic farming: the entire production trail has to be able to be tracked and traced down; proper documentation system must be in place and each step of the validation process has to be duly documented: guidance discussions, agreements, progress plans and timeframes, assessment results, certification
In coordination phase the task of co-ordination / co-ordinator is to: monitor the VNFIL procedures, train/help VNFIL practitioners, support / guide VNFIL professionals, co-ordinate the development of VNFIL procedures, help in forming communities of practice, help in forming networks of VNFIL professionals.
In guidance phase the VNIL scene is provided: what are the benefits of VNIL for the individual? How does the VNIL work? What are the rights and responsibilities of the individual? What are the assessment criteria like? How does the administrative documentation work? What kind of certification is available? What other possible outcomes there are for the individual? How to use the validation results? What type of further learning paths are available?
Mapping phase is about building the roadmap for the future: mapping makes it easier to determine what is the most suitable qualification for the candidate, what level and width of competences does the individual have in order to plan a development path. There should be different kinds of methods for mapping and documenting the individual’s competences. Collection of documentation such as prior certificates or employment references, Pictures, Portfolios, Other descriptions of competences.
In Assessment phase it should be assured that assessment results in VNIL should have a legal status. Assessment should be reliable. Assessors should be competent in VNIL procedures, assessment methodology and the field that they are assessing. There should be a number of assessment methods available and a combination of methods should be used. Criteria should be unambiguous and clear. Assessors need to have clear understanding of the interpretation of the assessment criteria.
Follow up phase: after the assessment procedure, the individual has a right to have feed-back of the assessment results and the possible consequences: Does the result of the assessment possibly shorten the study time? What are the future options in terms of education and work? What if the result of the assessment was negative and the individual does not agree with the result? Is there an appeals procedure in place? Is there guidance available also after the assessment procedure?
SOURCE OF INFORMATION (LINK TO A WEBSITE)
Anni Karttunen, Programme manager/Adult learning
Finnish national agency for education https://www.oph.fi/english