Drivers Table
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Region |
Key drivers |
Comments |
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UK |
Government (DfES): lifelong learning strategy, e-learning strategy, learning transcripts, Personal Development Records |
Strong government push to lifelong learning/e-learning, etc. |
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QAA, progress files, LTSNs, Centre for Recording Achievement, etc. |
Professional organisations in post-compulsory education have a 'best-practice' agenda that promotes PDP |
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JISC e-portfolio projects: lifetime learning (application, transition, learning-teaching and assessment, Personal Development Planning -PDP & Continuing Professional Development - CPD) |
Push from research organisations, software developers and international standards organisations |
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Institutional e-portfolio systems: Promote PDP or CPD, embed learner-centred pedagogies, tutorial programmes |
Individual universities and colleges promoting their own practices and systems |
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Europe |
Europass readiness study: Euro portfolio contributes to the definition and implementation of eStrategies to promote innovative practice and technology, and encourages the adoption of technical standards that will enable interoperability, between a range of e-portfolio systems and with other information systems (Interoperability is the key to maximise the number and quality of services offered to e-portfolio owners) |
Engagement upon an orchestrated effort involving both educational and corporate institutions to define, design and develop digital portfolio systems that meet the needs of all stakeholders
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Finland, Norway, Italy and Catalonia: Strong policy drive to integrate the use of portfolios in educational settings for different levels of education |
Different portfolio initiatives, some of which are more technology driven, whereas others focus more on introducing the concept of portfolios in education. |
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USA
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Existing systems: integrated assessment facility or interoperable with separate assessment systems
Some study programs: Refer to an e-portfolio as a diagnostic profile |
This allows evidence to be collated, presented and assessed and feedback given within the same user environment and suggests that assessment and moderation of e-portfolios could be considerably streamlined
Information should be recorded in order to help learners understand how they learn and to share this information with learning organisations and tutors/mentors
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Elsewhere |
Australia: The VET e-professional roadmap, a national strategic plan designed to support the diverse requirements for e-portfolios in vocational education and training (VET), was released on 18 June 2009 by the national training system's e-learning strategy, the Australian Flexible Learning Framework. Developed from extensive research and national stakeholder consultations, the Roadmap aims to assist in the development of a national standards-based framework to support the use of e-portfolios across VET.
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RPL (recognition of prior learning), fast tracking apprenticeships, traineeships and work-based learning, reengagement, retention, reintegration and supporting learner mobility, empowering learners. The Roadmap outlines nine strategic goals with a focus on portability, verification, privacy, ownership, access control, infrastructure, storage, embedding and transitions
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