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Original scientific paper
https://doi.org/10.15516/cje.v19i3.2391

Equal Value Principle in Recognition of Prior Learning: Concept Differently Perceived by Providers and Other Stakeholders in Higher Education

Mislav Balković ; University College Algebra
Dražan Kozak ; Mechanical Engineering Faculty, Josip Juraj Strossmayer University of Osijek
Vladimir Šimović ; University North, Varaždin

Fulltext: english, pdf (266 KB) pages 729-762 downloads: 96* cite
APA 6th Edition
Balković, M., Kozak, D. & Šimović, V. (2017). Equal Value Principle in Recognition of Prior Learning: Concept Differently Perceived by Providers and Other Stakeholders in Higher Education. Croatian Journal of Education, 19 (3), 729-762. https://doi.org/10.15516/cje.v19i3.2391
MLA 8th Edition
Balković, Mislav, et al. "Equal Value Principle in Recognition of Prior Learning: Concept Differently Perceived by Providers and Other Stakeholders in Higher Education." Croatian Journal of Education, vol. 19, no. 3, 2017, pp. 729-762. https://doi.org/10.15516/cje.v19i3.2391. Accessed 24 Nov. 2020.
Chicago 17th Edition
Balković, Mislav, Dražan Kozak and Vladimir Šimović. "Equal Value Principle in Recognition of Prior Learning: Concept Differently Perceived by Providers and Other Stakeholders in Higher Education." Croatian Journal of Education 19, no. 3 (2017): 729-762. https://doi.org/10.15516/cje.v19i3.2391
Harvard
Balković, M., Kozak, D., and Šimović, V. (2017). 'Equal Value Principle in Recognition of Prior Learning: Concept Differently Perceived by Providers and Other Stakeholders in Higher Education', Croatian Journal of Education, 19(3), pp. 729-762. https://doi.org/10.15516/cje.v19i3.2391
Vancouver
Balković M, Kozak D, Šimović V. Equal Value Principle in Recognition of Prior Learning: Concept Differently Perceived by Providers and Other Stakeholders in Higher Education. Croatian Journal of Education [Internet]. 2017 [cited 2020 November 24];19(3):729-762. https://doi.org/10.15516/cje.v19i3.2391
IEEE
M. Balković, D. Kozak and V. Šimović, "Equal Value Principle in Recognition of Prior Learning: Concept Differently Perceived by Providers and Other Stakeholders in Higher Education", Croatian Journal of Education, vol.19, no. 3, pp. 729-762, 2017. [Online]. https://doi.org/10.15516/cje.v19i3.2391
Fulltext: croatian, pdf (266 KB) pages 729-762 downloads: 113* cite
APA 6th Edition
Balković, M., Kozak, D. & Šimović, V. (2017). Načelo jednake vrijednosti u priznavanju neformalnog i informalnog učenja: Koncept koji različito percipiraju ključni dionici u sustavu visokog obrazovanja. Croatian Journal of Education, 19 (3), 729-762. https://doi.org/10.15516/cje.v19i3.2391
MLA 8th Edition
Balković, Mislav, et al. "Načelo jednake vrijednosti u priznavanju neformalnog i informalnog učenja: Koncept koji različito percipiraju ključni dionici u sustavu visokog obrazovanja." Croatian Journal of Education, vol. 19, no. 3, 2017, pp. 729-762. https://doi.org/10.15516/cje.v19i3.2391. Accessed 24 Nov. 2020.
Chicago 17th Edition
Balković, Mislav, Dražan Kozak and Vladimir Šimović. "Načelo jednake vrijednosti u priznavanju neformalnog i informalnog učenja: Koncept koji različito percipiraju ključni dionici u sustavu visokog obrazovanja." Croatian Journal of Education 19, no. 3 (2017): 729-762. https://doi.org/10.15516/cje.v19i3.2391
Harvard
Balković, M., Kozak, D., and Šimović, V. (2017). 'Načelo jednake vrijednosti u priznavanju neformalnog i informalnog učenja: Koncept koji različito percipiraju ključni dionici u sustavu visokog obrazovanja', Croatian Journal of Education, 19(3), pp. 729-762. https://doi.org/10.15516/cje.v19i3.2391
Vancouver
Balković M, Kozak D, Šimović V. Načelo jednake vrijednosti u priznavanju neformalnog i informalnog učenja: Koncept koji različito percipiraju ključni dionici u sustavu visokog obrazovanja. Croatian Journal of Education [Internet]. 2017 [cited 2020 November 24];19(3):729-762. https://doi.org/10.15516/cje.v19i3.2391
IEEE
M. Balković, D. Kozak and V. Šimović, "Načelo jednake vrijednosti u priznavanju neformalnog i informalnog učenja: Koncept koji različito percipiraju ključni dionici u sustavu visokog obrazovanja", Croatian Journal of Education, vol.19, no. 3, pp. 729-762, 2017. [Online]. https://doi.org/10.15516/cje.v19i3.2391

Abstracts
The recommendation of the Council of European Union of December 2012 introduced the concept of equal value of standards used to obtain qualifications through validation of non-formal and informal learning and standards used in formal education, with recommended implementation of such validation systems in all EU member states by 2018. This triggered policy development in a number of EU member states including Croatia in order to propose new legislation, quality assurance recommendations and support to such provision. This article presents the results of three quantitative research studies in higher education which involved a total of 2027 participants from different stakeholder groups relevant for the recognition of prior learning in higher education. The results reveal general support to the concept with lack of understanding of its full implications and significant differences in approaches and attitudes of higher education institutions and other stakeholders, especially users of validation, towards assessment standards, assessment methods and use of learning outcomes. This implies that changes in assessment concepts and more use of summative methods based on standards linked to national qualifications framework might be slower and harder to implement in Croatia than EU level policy makers might expect.

Keywords
assessment; framework; qualification; validation

Hrčak ID: 187834

URI
https://hrcak.srce.hr/187834

[croatian]

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