The importance to Europe of skilled and knowledgeable citizens extends beyond formal education to learning acquired in non-formal or informal ways. Citizens must be able to demonstrate what they have learned to use this learning in their career and for further education and training. Countries need to establish systems that allow individuals to identify, document, assess and certify (equal to validation) all forms of learning to use this learning for advancing their career and for further education and training. The European Qualifications Framework (EQF) for lifelong learning provides for a common referencing tool for simplifying comparisons between national qualification frameworks. It acts as a translation device between different qualifications systems and their levels. The European Qualifications Framework contains eight levels, and the entire range of qualifications is running from the basic level to the highest professional qualifications levels. The levels are described in what the learner knows, understands, and is able to do, in other words, EQF is based on llearning outcome descriptions. As the focus is shifted from learning input to learning outcomes, EQF facilitates as well validation of non-formal and informal learning. The framework in itself facilitates the linking together and integration of different processes, initiatives and instruments, and thus eases the comparability of qualification levels and education systems in different countries. The project’s main aim is to create an online toolkit targeting career guidance, recognition of prior learning and individual training support. It will use principles based on continious education and training. This will do by aggregation of competences into qualifications through using Learning Outcome descriptions. The project system will offer a tool for qualification definitions transferred into structured matrixes. The matrixes will build based on learning outcomes. A learning outcome will be described in a holistic way, or be divided into specified descriptions of the competences, knowledge and skills. The project will offer as well a Recognition of Prior Learning (RPL) assessment module where each learning outcome can be self-assessed by the individual using of the online toolkit. Then assessors will validate and conclude with a consolidated assessment to be included in the individual competence portfolios. The project will be compatible with the European Qualifications Framework (EQF) for lifelong learning. The project toolkit will be compatible with the paradigm shift towards learning outcomes orientation. Using learning outcomes is an alternative way to define and design education, training and qualifications. The shift from learning inputs, such as duration, type of education, location, programme, institution etc. to learning outcomes (learner centred approach), opens up for new possibilities to cover work based learning, including non-formal and informally acquired skills and competences. "Toolkit for RPL" project will provide access into online assessment system for several actors. These are: 1. Competent body that are responsible for qualification definitions, proof the qualifications and secure the quality of them. 2. Institution and course provider that are offering education and training. 3. End users that are learner participants, trainees, students, apprentices or other persons that search for career guidance in a lifelong learning perspective. 4. Assessors that are certified and authorised as a qualified assessors by the competent body. to assess an individual’s competences only within the framework of the qualifications. 5. Mentors that are possibly teachers, guidance officers or in a similar role that in some setting is mentoring learners. Intellectual outputs of the project are: 1. Learning outcomes report in structured matrixes 2. Recognition of prior learning assessment module 3. Online toolkit for career guidance, recognition of prior learning and individual training support 4. Consolidated assessment of individual competence portfolios Project partners are expert on education, training, lifelong learning activities and vocational qualifications, learning outcomes preparations and tests. Partner countries are Turkey, Portugal, Greece, Bulgaria and Austria. Project partners will invite refugees, immigrants and adults with disabilities to participate the project piloting activities and motive them to use RLP assessment tool. Coincidence with second, third and fourth transnational meetings, blended mobility of adult learners activities will arranged by host organisations. Each partner organisation to invite 2 beneficiaries for those blended mobilities. Participants for blended mobilities will be selected from mentors, assessors and course providers.
Project partners; Çorum Halk Eğitim Merkezi, Turkey (Project Coordinator), Escola Profissional da Serra da Estrela (EPSE), Portugal, Zgura-M Ltd., Bulgaria, Dimitra Education & Consulting, Greece, Vienna Association of Education Volunteers, Austria, Gazi University, Turkey successfully completed the following four intellectual outputs that were presented in the application. 1. Learning outcomes report was prepared in structured matrixes. 2. Prior learning assessment module was created. 3. Online RPL toolkit was produced for career guidance, recognition of prior learning, and individual training support. 4. A consolidated assessment of individual competency portfolios was made. Within intellectual output 1, partners carried out desk research and produced national reports about the state-of-the-art of the recognition, validation, and accreditation of prior learning process in their countries, which resulted in a common report with an executive summary translated into the partners’ languages. As we aimed, each partner also created two matrices based on learning outcomes. Matrixes belonged to the following professions; assistant housekeeper, construction painter, chef, chef assistant, restaurant bar technician, spa therapist, massage therapist, real estate consultant, chambermaid, medical device and assistive technologies seller, promotion staff, promotion coordinator. Each learning outcome was handled with a holistic approach, including competencies, knowledge, skills, and attitudes. The main conclusions of the common report can be summarized as follows: In all partner countries, the number of adults with less than primary, primary and lower education has been decreasing, although this decrease does not yet satisfy the high number of adults in this condition, neither the European targets and goals in these matters. Within intellectual output 2, the Prior learning assessment module was created to provide an analytical overview of main concepts, assumptions, principles, and practices of what is recognized and validated, how recognition and validation are carried out, what logics it is based on and which strategies and instruments it is linked with. Within IO2, partners followed the identified five steps for validating learning outcomes which have been accepted in most of the EU’s Member States (CEDEFOP 2009): 1. Information, advice, and guidance 2. Identification 3. Assessment 4. Validation 5. Certification Within intellectual output 3; in line with the main goal of our project, an online toolkit (www.toolkit4rpl.eu) was created targeting career guidance, prior learning recognition, and individual training support. Principles-based on continuing education and training were used. The project system has created an online tool. By this toolkit, each learning outcome can be self-evaluated by the applicant. With the help of the toolkit, applicants pick the industry that they are seeking recognition, then applicants register into the online toolkit. Applicants can pick the Assessment Center/Assessor nearest to them and open an account to proceed with the assessment. Before proceeding with the recognition, applicants can review the expected skills and competencies for the selected profession and check if their experience and skills are in line with the defined framework. They provide evidence such as employment letter, insurance registration, membership in industrial chambers or labor union, (if relevant, tax papers), Video, Audio, Photo of applicant executing the work, Published Works, visual samples of Works, reference letters, logbooks, and other records of performance (mainly from employers), past assessments/exams in the relevant field, magazine or news articles about his/her work, etc. This is an online form that applicants need to fill to show their professional experience that is relevant to the title that they want to get recognition. Applicants should be aware that they might be asked for further proof of any kind of claim they make in this field. Then each assessment center has an appointed assessor who is responsible for certain professions that are chosen by applicants. Once an applicant fills an assessment, it appears in the assessor’s sonline interface. After all claims and evidence are checked and validated, the assessor decides what kind of “in-person assessment” he/she will conduct on the applicant (in-person/online interview, demonstration of skills, written exam, etc…) In this report, applicants can review if they are qualified and (if not) what are the shortcomings that prevented them from achieving the recognition. If the applicant is successful, the assessor proceeds the report to his/her “authorized” institution for certification. The relevant manager of the authorized institution reads the report and prints the certificate. Certificates can be collected from the authorized institution. The toolset created as a result of our work has been aligned with the paradigm shift towards learning outcomes orientation. Using learning outcomes is an alternative way of defining and designing education, training, and qualifications. Duration, type of education, place, program, institution, etc. The transition from learning inputs such as learning inputs to learning outcomes (student-centered approach) has opened up new possibilities to encompass work-based learning, including non-formal and informally acquired skills. The "Toolkit for RPL" project provides access to an online assessment system for several stakeholders. These stakeholders; 1. Competent bodies responsible for qualification definitions, proving qualifications, and ensuring their quality. 2. Institutions and course providers offering education and training. 3. End users who are student participants, trainees, students, apprentices, or others seeking career guidance in a lifelong learning perspective. 4. Evaluators approved and authorized by the competent authority as qualified assessors. 5. The mentors were determined as the students' mentors and teachers. Within intellectual output 4, A consolidated assessment of individual competency portfolios was made. The assessors included applicants in their individual competence portfolios, validated with a consolidated assessment, and finalized. The project complies with the European Qualifications Framework (EQF) for lifelong learning. Also, within IO4 activities piloting of the project was done. In the plotting; 140 participants, 48 assessors took part. 92 assessment, 66 face to face meetings, 88 online meeting was realised. The percentage of successful pilotings (successfully completed / total breached pilots) was %98. The average time spent with one assessor was 50 or 60 minutes. Average time spent with one participant (by assessor) hours divided into different meetings Average sessions hold with one participant (by the assessor) was 2. The feedback from the participants showed that they were very satisfied with the RPL process and online facilitation. The project's concept was relevant and on time. The online platform is easy to use and navigate, intuitive logical steps, easy to implement even for people with basic digital competencies. Also, both participants and assessors said that this mixed assessment method is very important and applicable, especially for people who are at a distance from the perspective of the RPL assessor. The project partners invited refugees, migrants, and adults with disabilities to participate in the project pilot activities and encouraged them to use the RLP assessment tool. As for the Transnational project meetings; The first of the meetings was held on 24-25 January 2019 in Çorum. The Second Meeting was held on 30-31 July 2020 in Portugal / Lisbon. Our third meeting, which was planned to be held in Greece in the project application, was held in Vienna, Austria, on 18-19 December 2020 as a result of the decision taken with the partners. The 4th TPM (Greece), 5th TPM (Ankara, TURKEY), and the multiplier event that was planned to be held in Ankara was not realised due to Covid-19 measures and restrictions. These meetings and multiplier events were realized on online platforms. Our online multiplier event was organized by Gazi University on the 15th of October,2020 with more than 300 participants. Between 29 July and 2 August 2019,1st blended mobility of adult learners activities were arranged for 5 days. 12 participants from training institutions and course providers attended the activities. Between 16-20 DECEMBER 2020, coincidenced with the third transnational meeting in Austria, 2nd blended mobility of adult learners activities was arranged for 5 days. 13 participants joined in the activities. LTTA 3 was not organised because of Covid-19 precautions and travel restrictions. Our project ended on the 31st of October,2020.