Abstract
The right to have your competences recognized and validated as a mean to gain access to or exemptions of a higher education has existed since 2007, but the knowledge of this opportunity is still not very well spread and the potentials of the law are not exploited. This goes for individuals as well as for educational institutions, work places and other stake holders that might be active such as job centers, social partners, and third sector.
In this case study we focus on the meeting points between the individual, the HE
educational institutions and the labour market/the work place in a LLL context. How can the individual in his or her individual career strategies benefit from the option of VPL in the process of managing his or her career strategy? What are the main barriers and obstacles the individual might meet in his or her attempt to move on in his career whether the motivation is change of career direction, a step up the career ladder, personal development or threat of losing his job and the work place’s demand for new competences?
There are three main players on this scene: the individual, the (HE) educational
institution and the work place. There may be more players involved in the process, but in this case study we will focus on these three players and how they interact. How does the HE institution meet the individual and how does the work place meet the individual, how do the HE institution and the work place meet. How can the correlations between these players open up for a lifelong learning trajectory for the individual?
This article discusses some of these questions. The discussions are based on two case studies: one focusing on the meeting point between the individual and the educational institution and one focusing on the meeting point between the individual, the work place and the educational institution. The case material in the first case study has been people with alternative careers e.g. in arts, performance, journalism, political work, NGO work and people with a solid background in third sector. These people have little or no formal education, they have gained their competences in non-formal or informal environments and for different reasons (health problems, change of career, economy) they need formal education on a higher level to pursue their career route. In this category we have
six cases/individuals. Common to these 6 individuals are their strengths and resources.
In this case study we focus on the meeting points between the individual, the HE
educational institutions and the labour market/the work place in a LLL context. How can the individual in his or her individual career strategies benefit from the option of VPL in the process of managing his or her career strategy? What are the main barriers and obstacles the individual might meet in his or her attempt to move on in his career whether the motivation is change of career direction, a step up the career ladder, personal development or threat of losing his job and the work place’s demand for new competences?
There are three main players on this scene: the individual, the (HE) educational
institution and the work place. There may be more players involved in the process, but in this case study we will focus on these three players and how they interact. How does the HE institution meet the individual and how does the work place meet the individual, how do the HE institution and the work place meet. How can the correlations between these players open up for a lifelong learning trajectory for the individual?
This article discusses some of these questions. The discussions are based on two case studies: one focusing on the meeting point between the individual and the educational institution and one focusing on the meeting point between the individual, the work place and the educational institution. The case material in the first case study has been people with alternative careers e.g. in arts, performance, journalism, political work, NGO work and people with a solid background in third sector. These people have little or no formal education, they have gained their competences in non-formal or informal environments and for different reasons (health problems, change of career, economy) they need formal education on a higher level to pursue their career route. In this category we have
six cases/individuals. Common to these 6 individuals are their strengths and resources.
| Original language | English |
|---|---|
| Title of host publication | Linkages of VPL : Validation of Prior Learning as a multi-targeted approach for maximising learning opportunities for all |
| Editors | Ruud Duvekot, Dae Joong Kang, Jane Murray |
| Publisher | European Centre Valuation Prior Learning |
| Publication date | 2014 |
| Pages | 95-108 |
| ISBN (Print) | 978-90-812549-2-2 |
| Publication status | Published - 2014 |
| Series | VPL-Biennale |
|---|---|
| Number | 2 |
Keywords
- validation of prior learning (VPL)