In accordance with the principles of the Universality of the rights to education, in particular with its commitment to contribute to the democratization of education and the search for innovative and creative ways to strengthen its academic model and its link with society, the present The procedure aims to standardize the processes that allow organizing and systematizing the validation and accreditation of learning based on previous professional and educational experience.
In this sense, it regulates the definition of this modality and its components, as well as the general procedures to administer the accreditation process in the context of the University. In particular, this normative procedure makes it possible to establish a novel accreditation plan for learning through professional experience and formal education, the rigorous evaluation of which will serve as the basis for the analysis of its eventual expansion within our institution.
Process
Accreditation of learning through professional experience and prior formal education
Preamble
The ability to learn from the human being is a universally recognized principle. It is from this principle that its capacity to interpret, adapt and incorporate productively into the world can be explained. This ability to learn is developed in accordance with the experiences of each individual and the learning that is acquired and is a consequence of the formal and non-formal experiences offered by the medium.
The evolution of society then seems to depend on human beings being capable of learning for themselves and being able to take advantage of the teachings of others. Developed skills and acquired learning are evidenced when individuals show attitudes, knowledge and skills that allow understanding particular situations, executing appropriate actions and solving problems typical of a cultural context.
Higher education, as an institution, has among its purposes the training and improvement of professionals and technicians of a higher level. Consequently, universities are responsible for systematizing a series of LEARNING experiences, the purpose of which is to train and perfect individuals in different fields of human knowledge.
Higher level technicians, professionals and academics accredited by society to perform in different fields, are currently the result of a formal schooling process; in other words: to be a professional, you must be admitted to a program, you must take and pass the prescribed courses, you must have passed the number of credits stipulated and also meet all the graduation requirements.
It is a fact that the formal schooling process has paid off. However, higher education, in its role as a social institution, has underestimated the fact that this initiative to formalize and systematize learning by experience, on multiple occasions, has originated from individuals who have been the product of non-formal LEARNING. Thus, for example, the pioneers of a significant number of university careers have had vast experience and broad mastery of their field, without necessarily having completed formal studies. These people are called self-taught and some of them have served as university professors.
A historical reality that has been reiterated in the present turns out to be the fact that sometimes, when universities are in need of offering new training options, they proceed to recruit people who have acquired learning through experience in the areas in question and they are credited as teachers for new careers. A considerable number of renowned experts, product of their experience and their contributions to the arts, letters and sciences, have not only been accredited as teachers, but the wide and deep domain of their respective fields has deserved the recognition and granting of degrees and university degrees. Specifically, it has in fact proceeded to validate and accredit learning acquired through experience.
The alternative of the accreditation of learning by experience offers the opportunity to identify and rescue self-taught individuals immersed in the production of a social context where the arts, letters and science, parallel to technology, make it evolve faster every day. This reality of a constantly changing world, aimed at achieving a universal culture, forces current universities to generate new alternatives to respond to the needs that society demands and maintain them as leading institutions, responsible for preserving cultural identity.
The existence of a modality that systematically validates and accredits learning by experience will enrich the praxis of the academy in the fields of teaching and research. Those who demonstrate that their experiences have generated authentic and relevant learning in a particular context of art, humanities, science or technology, will then be able to contribute their originality, creativity and knowledge to the traditional processes of the university academy. This initiative also turns out to be a vanguard response to the challenges of the contemporary world and to those of the next millennium.
It is proposed for the first time in the international academic community, in the International Universality and the rights to education, the modality of accreditation of learning by experience, with the purpose of offering an option of incorporation to the higher university application for those individuals who Evidence of the learning required within a study plan of a career. This modality will strengthen one of the fundamental reasons for the University's existence: that of contributing to consolidating the democratization of higher education. In the international community we are interested precisely in this instance and it is the first one that is interested in a procedure of this nature. It seems that this initiative is explained by considering that the field of science and the arts,in fact, it is more closely linked to doing, experience, special abilities and innate talent, which consequently generates concrete results, capable of being valued.
The purpose of this procedure is to regulate the actions necessary to organize and systematize the validation and accreditation of learning by experiences, in those academic units where it is decided to incorporate this modality. The accredited university professor agent organizes the general procedures to administer the accreditation and validation process. Complementary to this procedure, each academic unit must prepare a manual of specific procedures, which allows the general regulations to be adapted to the particular case of each university specialty.
Objectives of this procedure
The purpose of this Procedure is to standardize the actions necessary to organize and systematize the validation and accreditation of learning by experience in those people who decide to incorporate the accreditation modality, as well as to organize the general procedures to administer the accreditation and validation process.
Nature of accreditation of learning by experience
The accreditation of learning by experience is a modality of the recognition and equalization system of studies, degrees and titles of the University.
Purpose of accreditation by experience
Accreditation of learning by experience is done so that the applicant applicant can be incorporated into a current study plan at the University and thus have the option of continuing with the curriculum portfolio to graduate.
Purpose of accreditation by experience
The accreditation of learning by experience has the fundamental purpose of officially validating those learning that are the consequence of experiences lived in a non-formal context.
Objectives of the accreditation of learning by experience
The objectives of the accreditation of learning by experience are the following:
a) Provide the University with an instrument that can increase the democratization of the right to higher education.
b) To offer an alternative for incorporation to undergraduate and postgraduate studies at the University from the initiation, continuation or renewal of higher level studies.
c) Grant formal intellectual recognition to the spontaneous creativity, originality and discipline of those individuals who have been able to learn and give significant contributions to society in a self-taught way.
d) To take advantage, for the enrichment of the praxis in the academy, the contribution that the learning by experience of the applicants who join this process to the university world can offer.
Definition of accreditation of learning by experience
«ACCREDITATION OF LEARNING BY EXPERIENCE» that process that involves the organization, systematization and validation of learning acquired in non-formal contexts and that are relevant to a university career, given that they can be considered implicit in the professional profile of a particular study plan.
Systematization of learning by experience
The systematization of apprenticeships by experience is organized through the so-called Curriculum Vitae that the applicant prepares in order to demonstrate that the apprenticeships are authentic and that they are relevant in relation to the objectives and the profile of the study plan of the referred career.
Definition of curriculum vitae
Curriculum Vitae is one whose purpose is for the student to systematize their learning by experience and organize them in a portfolio in order to demonstrate their authenticity and relevance in relation to the curriculum and the profiles of the career to which they aspire..
Definition of evaluation portfolio
Name the Evaluation Portfolio the document resulting from the Curriculum Vitae, in which the applicant incorporates the following: his personal information history, the list of experiences lived with the learning generated and the respective supporting documents.
Definition of learning validation
The validation of learning by experience is defined as an individualized evaluative analysis mechanism, which allows the claimed learning to be declared as authentic and relevant.
Definition of authentic learning
A learning is authentic when it can be inferred, by means of supporting documents, that the learning occurred.
Definition of relevant learning
A learning is defined as relevant when, when analyzed, it is shown that said learning is identified within the objectives and the professional profile of the curriculum of the career to which it refers.
