Access and Life Long Learning in The Netherlands

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Access and Life Long Learning Access and Life Long Learning in The Netherlandsin The Netherlands

Presentation for the EQUNET/CEPS Symposion

Leon Cremonini, CHEPSLjubljana, 23-24 November 2010

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Education and Inequality An important avenue for social mobility for people from

lower social strata who can not inherit privilege Contributes to the transmission of inequality between

generations since it is unequally distributed between strata

Ensuring access is critical, but what access?

It is important to comprehend the role of expansion in shaping inequality in educational opportunity, because expansion is an important policy tool that governments use in attempts to reduce IEO between social strata

(Yossi Shavit, Meir Yaish, and Eyal Bar-Haim, 2007)

EQUNET/CEPS Symposion, 23-24 November 2010

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Defining Access

Access with participation: Ensuring that students are granted entry and acceptance at a

higher education institution Access with success:

Need to monitor and enable students’ success in their studies

In the Netherlands students with the appropriate secondary qualification are entitled to enter tertiary education.

Entry with participation is not the biggest problem


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Performance in Higher Ed (After 6 years, HBO)

Source: Kennis in Kaart, 2009 (MoE)

2001 Cohort Performance (HBO)

65

13

22

68

1319

50

2228

Diploma Still busy Drop-out

Per

cen

tag

e

All Indigenous Non-indigenous


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Performance in Higher Ed (After 7 years, WO)

Source: Kennis in Kaart, 2009 (MoE)

2001 Cohort Performance (WO)

75

12 13

79

11 10

62

20 18

Diploma Still busy Drop-out

Per

cen

tag

e

All Indigenous Non-indigenous


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Graduation Rates in NL/OECD (2000-2008)

Source: OECD, Education at a Glance, 2001-2010

0

10

20

30

40

50

1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009

Years

Pe

rcen

tag

e

Graduation Rates NL

OECD (%)


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Expectations at Age 15

Source: OECD, Education at a Glance, 2007

Odds Ratio that 15 Year Olds Expect to Complete Tertiary Ed (5A-6) in NL

2

1

5

1

5

0

1

2

3

4

5

6

By SES By 1st generationimmigrant background

By 1st generationimmigrant background

(controlled by SES)

By 2nd generationimmigrant background

By 2nd generationimmigrant background

(controlled by SES)

Categories

Od

ds

No difference between the groups compared


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Key Access Issues in the Netherlands

Drop-outs Differentials in access among different groups in society

Immigrant vs. non-immigrant background Socio-economic status “Mature” students vs. “traditional” age cohorts

Early tracking is an issue that will have to be addressed If the Netherlands wants to be a knowledge-based society and

effectively contribute to the Lisbon objectives, its efforts in Life Long Learning (LLL) should be intensified

(OECD, 2008)


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Life Long Learning...

LLL

VPL

Employment

Emphasis on learning outcomes: a way to cover the range of necessary competences to be employable.

Education

Increase access

Diversify educational offer

Improve employability

Formative Approach

Summative Approach


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... And Valuation of Prior Learning

Source: Feenstra, et al, 2003 (taken from Duvekot, R., 2008)

Qualification

Each structuring reference framework

VET/HE qualification structure

1 Educational model

2 Upgrade model

4 Model for lifelong learning

3 HRD model

Career (development)

Formative Approach

Summative Approach


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What is Valuation of Prior Learning (VPL)?

VPL is the process of :

Assessing and matching personal competencies within the socio-economic context, including the HE system

Offering a personal development-strategy Creating the learning triangle

individual/organisation/learning system

A way to expand participation (with success) in Higher Education


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VPL in Dutch Higher Education

On Bachelor-level: project EVC in HBOMaster-level: pressure from companiesConnecting VPL with EQFArranging knowledge circulation between

business and universityBuilding a peer-assessment systemBuilding up new learning route for LLLers


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VPL and Access

Participation

Success

VPL

VPL can lead to success

VPL has helped many drop-outs return to study, thanks to credit exemptions. This has helped successfully complete the educational path

VPL as a tool for educational expansion:

Issues of quality and persistent inequalities


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Example of VPL Process

Candidate fills in application form Candidate gets personal information Candidate builds up showcase/portfolio Assessors perform pre-assessment Actual assessment Valuation & advice Validation & offer learning made-to-measure

(Duvekoot 2007, EVC centrum – HvA)


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Example: Bachelor ‘Social-Legal Advisor’

Seven competencies:

1. Implementing laws and regulations2. Informing citizens on rights, appeal, etc.3. Advice & support in social-legal procedures4. Indication and linking to legal services5. Assisting clients and representing them6. Developing policy and innovation7. Supporting professionals and volunteers



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Example: Bachelor ‘Social-Legal Advisor’ (cont.)

Example of Accepted evidence:

Case-reports PR-plans Client-dossiers or legal advice Appeals Policy-plans Coaching programmes



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Does VPL Reduce Inequality in Higher Ed?

Dispersion of education and saturation Does expansion in Higher Ed favour immigrants

or lower SES groups?

Postponed selection and differentiation New inequalities in the odds of placement in the

more selective track and subsequent transitions?


18EQUNET/CEPS Symposion, 23-24 November 2010 18

THANK YOU FOR YOUR ATTENTION !

Contact Information

Leon Cremonini : [email protected]

University of Twente

Center for Higher Education Policy Studies (CHEPS)

PO Box 217

7500 AE ENSCHEDE

The Netherlands

Telephone: +31.53.489.3263

Web: http://www.utwente.nl/cheps

Documents

Access and Life Long Learning in The Netherlands