2005:21 R

Real-life skills and alternative selection at the higher education institutions in 2004

The survey reveals that the number of applications and the numbers enrolled on the basis of real-life skills has risen somewhat compared with the previous year. Most of the institutions report the initiation in some educational area of projects involving real-life skills. Real-life skills are most frequently invoked in applications for programmes that have vocational links, such as nursing and teacher-training. The National Agency for Higher Education considers that the regulation about real-life skills meets a need that cannot be satisfied simply by granting waivers or equivalent procedures. However, application still gives rise to certain practical difficulties as suitable instruments have to be developed to enable validation of real-life skills and assessing these applicants is resource intensive.

Alternative selection is used by 14 higher education institutions. In the majority of cases this involves some form of quota system. Most usually, a quota of places is earmarked for students who have completed a college programme. Gender quotas come second. Quotas are also based on ethnic background, vocational experience, where applicants live and the assessment of real-life skills. Alternative selection procedures, such as portfolios and interviews, are only used to a limited extent. A relatively small number of students are enrolled on the basis of alternative selection. This may be explained, for instance, by the short time the regulations have been in force, the extra costs associated with alternative selection, and the general uncertainty that prevails about the grounds on which selection may be based according to the current regulations.