Sharing learning: Cross-country observations

Abstract

This concluding chapter reflects on emerging cross-country/regional patterns, convergences and divergences, and comments on challenges and critical factors conducive to the implementation of RVA. The aim is to arrive at common benchmarks which policy makers and practitioners could use to ensure that policies and practice articulate more purposefully with the holistic principles of lifelong learning and sustainable development. Looking at some of the differences and commonalities within themes on RVA’s strategic value, the chapter highlights the importance of the role of legislative reforms, the need to calibrate with broader policy objectives, and the need for a coordinated structure for linking the efforts of all stakeholders and national authorities. While countries embed RVA in lifelong policies, there are a number of interpretations of lifelong learning that play a crucial role in determining the scope of the resulting RVA policy. Based on the review of RVA in different country contexts we found that RVA is focused on different aims – to achieve official qualification, as an entry door to formal tertiary education institutions, and as a means to make competences and learning visible. Learning outcomes, with their emphasis on achievements rather than pathways are clearly important in opening up qualifications to RVA. However different approaches to linking RVA to national reference points – which are not mutually exclusive – can be grouped. Further efforts are required in partnership with all stakeholders to clarify issues relating to learning outcomes approaches in terms of concepts, assessment methodologies and tools, and the balance between outcome orientation and input factors. Only further research can tell if NQFs are leading to RVA or whether RVA is causing NQFs to be established. In any case, there are parallel or divergent tendencies to be seen in several countries for NQFs to serve the labour market with skilled labour, to provide a means to recognise learning that takes place outside the formal education sector, and to help those who have dropped out of the academic system to receive training oriented more strongly towards vocational practice. The recognition of non-formal and informal learning thus becomes a key issue in NQF developments. Competences and talents can be made visible not only against pre-set standards, but also geared at enabling individuals to manage their own development needs and build their own competences. Formal structures such as qualifications structures will then serve more as a reference framework within which there is individual choice. At the same time, quality practice show that utilization of agreed standards or benchmarks is an important feature of RVA, and combining traditional methods and tests with other methods such as practical demonstrations has allowed relatively flexible procedures. Professionalisation is an important issue in RVA, including guidance and counseling. But professionalisation alone is not enough. There is need for proper quality assurance of policies, procedures and process for gaining trust among users. An important element of quality is the issue of quality of outcomes and impact in RVA both in term of evidence on uptake, the use of tools as well as qualitative improvements. The final section takes up the issue of challenges which are at one and the same time also factors conducive to the implementation RVA. These factors include realising the full potential of RVA; financing RVA; collecting sufficient data on RVA outcomes; furthering linkages between educational institutions, workplaces and community life; transcending cultural resistance to RVA; communicating opportunities presented by RVA to all stakeholders; encouraging companies and individuals to access RVA opportunities; and strengthening regional and sub-regional cooperation across countries. Finally there are challenges specific to developing countries to which RVA policy and practice need to address. A great deal of non-formal education still remains marginalised, as there are no proper frameworks to accredit the programmes. There are also several issues related to planning and developing RVA for the informal sector in low- and middle income as well as emerging economies.