Workshop C 1The VAE model and experimentation in
European countrieschaired by
Jean-Marie Filloque (UBO)Cécile Sztalberg (ULB)
Can the VAE contribute to solve a human resources problem?
A case study : the lack of teachersJonas Zilinskas, Maryline Almeida, Nathalie Sarradin,
Mauro Palumbo, Giuliana Meraviglia
Grundtvig Project IDEALContexte and global objectives
• Mutations in Europe: education is in the heart of consideration but we observe a real decrease of interest for the teacher’s career
• How to fight against teacher’s career shortage observed in certain countries in Europe?
• Setting up of an efficient framework of APEL
• Increase LLL training of the teachers by Universities
The consortium
• University of Brest (France)• Université libre de Bruxelles ( Belgium)• University of Gêne (Italy)• University of Lisbonne (Portugal)• University of Rennes 2 (France) (assoc.)• University of Šiaulai (Lithuania)
Detailed objectives
• Common willingness of the consortium
• Knowledge and know how transfer
• Apply APEL to potential teachers
– Develop a strong and robust methodology allowing to test and validate APEL model
• Organise common training for the APEL team in charge of the counselling
• Create an APEL competence centre inside university
• Develop a training offer to transfer knowledge and know how
Methodology
Methodology, deliverables
• National reports built in 3 steps with questionnaire• Practices : technical approach
• Representation: thinking about finalities
• Strategic analysis: evolution of the institutional and national APEL framework
• Comparison: synthesis
Partner case studiesFrench VAELithuanian
ItalianPortuguese
Conclusions
1. Practices
1. Practice, technical approach
• APEL tools implementation : various national contexts and practices
• Strong disparities concerning the framework, the financing and the amount of candidates
• In terms of counselling tool, amongst the consortium UBO is far behind
2. Representations
2. Representations
• Same vision of APEL framework but discrepancies concerning the way to apply it : tools, jury
• Discrepancies linked to the legal framework
• In terms of tools and jury composition, France and Belgium adopted different process discrepancies in the results
• Portfolio and skill framework remains compulsory tools but they are difference in practice.
• A clear role for the counsellor (coach and interface) : he is the link between APPEL and third missions
3. Strategic analysis
3. Strategic analysis,perspectives
• They strongly converge and 3 majors points need to be undelined :• Need for a strong and explicite institutional
support : structure development• Need for a legal framework including LLL
financing and valorisation • Need of increasing the investment of the
teachers : • More availability for LLL activities
• Institutional recognition• Adapted adult pedagogy
For more information contact :
Caroline CARLOTChargée de projets européens
FTLVService Universitaire de
Formation ContinueUniversité de Bretagne
Occidentale20 avenue le Gorgeu CS 93 837F-29238 Brest Cedex 3 [email protected]/fc
Renaud MAESResponsable de la cellule VAE et
projets européens de projets européens FTLVService de Formation ContinueUniversité libre de Bruxelles50 avenue Fr. Roosevelt CP
160/261050 Bruxelles [email protected]://formcont.ulb.ac.be/
http://ideal.ulb.ac.be/