lifelong learning and distance higher education - Asia Pacific Region

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A portfolio is an instrument with the potential to identify and present competenciesgained during both formal and non-formal experiences. According to Klarus (1998),developing a portfolio enables a person to describe and clarify their competencies, whichin turn enables an assessor to evaluate the professional competence of the person for thepurpose of recognition. The content of the portfolio and the evidence that is requireddepends on the purpose for which recognition is sought (the “recognition claim”). Inaddition to the portfolio instrument, other assessment instruments to collect furtherinformation can be used. Examples of such instruments are interviews, theoreticalor practical examinations, authentic professional assignments in the workplace or insimulated environments. Based on all the information collected during the assessmentprocess, a recognition decision is taken (see also Figure 9.1).Figure 9.1: Linking international credential evaluation and PLARSince 2002, Nuffic has been working on the development of a portfolio instrument thatcan help foreign trained immigrants to present their competencies. Specific experiencewas gained with portfolio development by foreign medical doctors from outside the EU/EER region for the purpose of enrolment in the medical faculty (Nuffic, 2005). A digitalportfolio format evolved that can be used by incoming students or workers to presenttheir (formal and informal) learning activities (see Table 9.1).Nuffic views the portfolio instrument as an important communication tool betweenthe potential student or worker and the recognising party (educational institution oremployer). It can enhance assessment of non-formal learning activities if these areeffectively described and documented. Preferably, the portfolio also contains evidencesuch as diplomas, certificates, work contracts and products of work that show what aperson is able to do. Again, objective transparent information about the aim, structure andcontent of study programmes or courses followed can serve as an advantage. Experienceso far shows that the portfolio instrument empowered foreign trained immigrants andshed light on other forms of learning that are otherwise kept in the dark. To fosterrecognition of all forms of learning, the development of additional, more objective,competency-based assessment instruments is welcomed.128
Table 9.1: Outline of the portfolio format1. Curriculum Vitae2. Formal educationand other coursesBrief overview of factual information, such as personal details,education, medical activities during study, working experience,experience in the Netherlands, computer and language skills andinformation on fluency in Dutch. The following sections elaborateon these topics.More extensive descriptions are given about the structure andcontent of the candidate’s formal education and additional courseshe or she has taken.3. Work experienceFurther elaboration on working experience. For each job,information is given about the type of organisation, the tasks andresponsibilities, the field of expertise and the way in which thecandidate co-operated and communicated with colleagues.4. Experience withscientific research5. Experience in theNetherlands6. Expertisedevelopment andmaintenance7. Future perspectiveThis section is dedicated to describing experience in scientificresearch. A brief description of the research activities is given,focusing on the context and occasion, goals and research questions,design, results and conclusions, reflection and recommendationsand any publications.Description of experiences in the Netherlands. For each(voluntary) job or internship, information is given about the typeof organisation, the tasks and the feedback that was received fromsupervisors or colleagues.This section contains information about the way the candidatedeveloped and maintained his or her professional expertise inthe country of origin, and how he or she tries to do this in theNetherlands.Description of the position the candidate would like to have in theNetherlands, and the steps that need to be taken to achieve thisgoal. The candidate is encouraged to reflect on his or her situationand the possibilities and challenges that might affect the chance forachievement.CONCLUSIONTo promote incoming and outgoing mobility, it is important that countries providereliable and transparent information on all forms of learning. Transparency instrumentsthat have been developed at the international level can serve as an example, e.g. theuse of ECTS to define study load, Diploma Supplement. Organisations in the fields ofboth quality assurance and international recognition should play an important role inthis information provision. Ideally, they should work together, because the combinationof both perspectives and the knowledge of the needs of their specific target groupsprovide the necessary added value. Furthermore, it is important that quality assuranceand accreditation systems, supported by the national authorities, should open themselvesto all providers and all forms of educational provisions, including e-learning studyprogrammes and cross-border provision. Only then will fair assessment and recognition129
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PERSPECTIVES ONDISTANCE EDUCATIONLi
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The Commonwealth of Learning (COL)
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ACKNOWLEDGEMENTSIn addition to the
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These are some of the issues that a
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What are the trends and issues in l
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of policy implications relating to
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evince important differences that c
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inequitable regulations governing t
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associations and groups of countrie
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THE CONTRIBUTORChristopher McIntosh
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INTRODUCTIONIn his 1996 report to U
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Lastly, our analysis of the situati
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diploma or similar certificates of
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force of the undertaking. Here agai
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RELEVANT INTERNET SITESUNESCO Task
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Notes1. This phrasing has been used
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goals (Daniel, 1996). Lifelong lear
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eported that group activity had red
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NEW AREAS FOR DISTANCE EDUCATION:WO
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targets systematically for the use
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Rausch, A.S. (2003). A case study o
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correspondence teaching systems tha
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significant differences between syn
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In distance flexible- and blended-e
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STATE-FUNDED DUAL-MODE SYSTEMS ATUN
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Table 4.2: Fundable elements in dis
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sciences in 21 countries of the reg
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How a system is funded depends in p
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Litto, Fredric M. (2004). Digital l
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CHAPTER 5LIFELONG LEARNING IN THE A
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education, which was initiated by C
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So the virtual classroom acted as a
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In June 2002, when the course came
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RELEVANT INTERNET SITESFORCIIR proj
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11. The approximate rate for 1€ w
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The term modern distance education
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the National Networked Consortium f
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important resource for undeveloped
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standards have been proposed for th
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The development of e-learning withi
Page 81 and 82: RELEVANT INTERNET SITESCCRTVU Onlin
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Page 85 and 86: CHAPTER 7QUALITY ASSURANCE SURVEYOF
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Page 89 and 90: Examples of elaborated QA policies:
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Page 93 and 94: SHTVU (China)• Teaching• Teachi
Page 95 and 96: offers its programmes to Turkish ci
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Page 99 and 100: RELEVANT INTERNET SITESThe Commonwe
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Page 109 and 110: RELEVANT INTERNET SITESHigher Educa
Page 111 and 112: CHAPTER 9THE FINNISH VIRTUAL UNIVER
Page 113 and 114: foreign providers. In Finland, the
Page 115 and 116: to make the best use of new educati
Page 117 and 118: The foremost task for the Service U
Page 119 and 120: part of quality management. The aim
Page 121 and 122: online courses; an educational tech
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Page 125 and 126: CHAPTER 10PROMOTING CROSS-BORDERREC
Page 127 and 128: The Bologna Declaration was followe
Page 129 and 130: indicators currently being used for
Page 131: the qualification resulting from th
Page 135 and 136: • Make sure that incoming student
Page 137 and 138: CHAPTER 11CHARTING THE EVOLUTIONOF
Page 139 and 140: Another common characteristic was t
Page 141 and 142: the current capacity of the educati
Page 143 and 144: conditions for success. Conditions
Page 145 and 146: Cultural and ethical issues in inte
Page 147 and 148: the cost and maintenance of learnin
Page 149 and 150: Research can be a useful tool for c
Page 151 and 152: REFERENCESBates, A. (1995). Technol
Page 153 and 154: Twigg, C. (2001). Quality Assurance
Page 155 and 156: y, for example, entering into partn
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lifelong learning and distance higher education - Asia Pacific Region

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