Kirsten Aagaard, Quality model for validation in the nordic countries - AVA expert conference

A Nordic model for
Quality in Validation
Expert conference on validation
Tuesday, October 13, 2015, Wien
Kirsten Aagaard
NVR - Danmark

EU Inventory on Validation 2014
’Less than half of the countries were reported to have a transparent QA
measures in line with existing QA frameworks to support reliable, valid
and credible assessment.’
’ - arrangements for quality assurance (QA) in validation can either be
devolved to the awarding body or institution; be covered by existing
general QA systems in formal education and training or be specific to
validation. In addition, quality codes or guidelines on validation are in
place in some countries.’
’ The sharing of QA procedures with formal education has the
advantage that it facilitates permeability, coherence and recognition.
and is the favoured model in most countries.’
Litt.:
European inventory on validation of non-formal and informal learning 2014, Final
synthesis report: cumulus.cedefop.europa.eu/files/vetelib/2014/87244.pdf
Kirsten Aagaard/kiaa@via.dk

Quality in Validation?
General notions on quality
❖ Quality is a very broad concept and difficult to define.
❖ Validation occurs in different kinds of contexts => quality
assurance mechanisms should be tailored to fit the
purpose (cf. formal, non-formal, informal contexts)

General continues
❖ The ultimate purpose of quality assurance in validation is
to GUIDE the system and assure the INDIVIDUAL an
equal, transparent and reliable process.
❖ The individual has to be in the centre of the
validation process!
❖ Competences can only be made visible through a high
quality validation process => high market value

Quality in Validation?
“The establishment of and adherence to policies, processes and
assessment practices that maximize individuals’ opportunities to fully
and accurately demonstrate relevant knowledge, skills and
competencies” (Joy Van Kleef)
Van Kleef points to different general mechanisms that can be applied to
quality in validation. These are as follows:
❖ Legislation
❖ Government policies
❖ Collaborative mechanisms
❖ Institution-based mechanisms
❖ Indirect stakeholder support

Who can use the quality model – who
are the target groups?
The quality model is a tool for validation practitioners at
educational/advisory and other institutions working with
validation (e.g. companies using validation)
This means that the model is targeted towards quality
assurance both at organizational level, at procedural
level, and at guidance and assessment levels

3 perspectives on quality in
validation
1. “Ensuring organisational quality
Through a holistic approach for institutions work on validation of prior
learning
Through evaluation cadences, feedback, and improvement initiatives at all
levels
2. Ensuring procedural quality, around the assessment
Through distinct responsibility and role distribution (who does what, when,
and for whom?)
Through presentations and information (websites, brochures, mails/letters
etc.)
Through professional filing and document handling
3. Ensuring assessment quality
Through distinct criteria
Through substantiated choices of methodology
Through establishing of evaluation and documentation practice

A simple model – with 8 Quality factors

Workscheme…
Quality
indicators
How can we work with developing quality in validation in
relation to this indicator?

Preconditions:
Legislation, government policies & collaborative mechanisms..
The term preconditions (here) means the regulatory
framework for the validation work, national and local
policies in the area, if validation activities are funded, and
how they are funded, how co-operation with other
stakeholders is organized, and if validation is based on
standards or competency criteria that are known.
The validation staff & the educational
institution cannot change the preconditions.
But you can reflect on how preconditions
influence the quality of the validations.

Documention – admin procedures
❖ Proper documentation system of the VPL procedures with each
individual promotes transparency, supports the individual
rights and enhances a systemic approach to VPL procedures.
❖ VPL documentation could be compared with organic farming: the
entire production trail has to be able to be tracked and traced
down.
❖ A 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

Information
❖ 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.

Coordination
❖ monitor the VPL procedures
❖ train/help VPL practitioners
❖ Support / guide VPL professionals
❖ co-ordinate the development of VPL procedures
❖ help in forming communities of practice
❖ help in forming networks of VPL professionals

Guidance
❖ What are the benefits of VPL for the individual?
❖ How does the VPL 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 are there for the
individual?
❖ How to use the validation results?
❖ What type of further learning paths are available?

Mapping – making competences
visible
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

Assesment
❖Assessment should be reliable
❖Assessors should be competent in VPL
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
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?

A dynamic model / tool
QA – a lot of factors as legislation, policy,
financing, cooperation etc.
QA – used in different sectors / institutions
means adaptation to different local
conditions.
The 8 quality factors linked with a number of
different indicators
It is not a check list!

Links to The Nordic quality model
//nvl.org/Content/ID/11675/Quality-Model-for-
Validation-in-the-Nordic-Countries
or
www.viauc.dk/projekter/NVR/aktiviteter/Documents
/QAmodel%20UK%20June13.pdf

Thank you!
Kirsten Aagaard
Head of Centre
National Knowledge Centre for Validation of Prior Learning
Hedeager 2, 8200 Aarhus N, Denmark
kiaa@via.dk
+ 45 87 55 18 21
www.nvr.nu

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