Implementation of identification and validation of non-formal and informal learning A critical issue in a strongly structured VET-system EPANIL second meeting 23./24. June 2005 in Arras, France Gerald Heidegger, Irina Michel, Wiebke Petersen biat/University of Flensburg

Societal preconditions in a „corporatistic“ structure of VET and CVT VET and CVT are mostly governed by employers and trade unions not by the state VET and CVT- structure is connected with a strongly structured system of labour relations As a result VET and CVT- certificates have an impact on the legal labour rights of the employees

Societal preconditions in a „corporatistic“ structure of VET and CVT Any accreditation of non-formal and informal learning has to be treated according to the laws and agreements in labour relations Results: Most of the European Principles are partly secured through the following regulations →

Societal preconditions in a „corporatistic“ structure of VET and CVT Examples regarding those principles: Individual entitlements (particularly right to appeal) Validation: integral part of human resource development based on social dialog Confidence and trust: guidance is not required Impartiality: required but not always secured, also with respect to training of assessors Credibility and Legitimacy: unions are included, however often not on operational level

Relevance of non-formal and informal learning in a „corporatistic“ structure – Germany as an example Rising awareness of the individual’s responsibility and self-organization capabilities in continuing education Non-formal and informal learning as part of lifelong learning are gaining more attention in this context Strong legal framework for lifelong learning in formal contexts BUT: initiatives for validation of non-formal and informal learning within continuing education are without formalized legal framework Legal framework becomes important when certificates are used in connection with an actual employment  

Relevance of non-formal learning in the (dual) apprenticeship system The dual system consists of two learning environments: Worked based learning in the company offering → formal learning options, e.g. cooking according to the instructions of the „Meister“ → non-formal learning options, e.g. observing and participating in the daily work process School-based learning → mainly formal learning options

Relevance of non-formal learning in the (dual) apprenticeship system Final exam: only testing of some specific abilities, skills and knowledge, activity is „equated“ with competence Expectation: background and competence of the trainee is much broader than shown in the final examination → Input oriented idea of VET!!! → Therefore non-formal and informal learning is no alternative to an apprenticeship in the dual system!!! Consequence: separate accreditation of non-formal and informal learning relevant only in CVT

Relevance of non-formal and informal learning for CVT and lifelong learning Most CVT courses are similar to the IVET-principles: non-formal learning is included in the formal learning („Meister“ in the crafts and industry) Accreditation is only complementary to the formally accredited occupational certificates Most important case of identification of non-formal and informal learning: „profiling“ schemes

Relevance of non-formal and informal learning for CVT and lifelong learning – Germany as an example „Profiling“ schemes on behalf of the labour office Assessment of competences and skills for the re-integration into the labour market focusing on: Former occupational experience Content related knowledge Curriculum vitae Mother Tongue Foreign language(s) IT-skills Personal and key-competences → no formal system of accreditation → the fact that the profiling-sheet is owned by the labour office is contradictory to European Principles

Recognition of non-formal and informal learning in a strongly structured VET and CVT-system? ● „Weiterbildungspass“/ “ProfilPASS“- initiative → Model of a national pass certifying informal learning → Model project of the „Federal and States Commitee on Planning Education and Promoting Research“ („Bund-Länder Kommission für Bildungsplanung und Forschungsförderung“) → Financed and commissioned by the „German Federal and States Ministries of Education“ („Bundesministerium für Bildung und Forschung- BMBF“)

Strongly structured system: model of a portfolio for lifelong learning – methods and instruments First recording system measuring informal learning: Open recording system → operates with a concrete context in which the performed activity is described referring to suggested competences including e.g. ability to work independently or in a team → person can complete the list of suggested competencies on his/her own → the duration is registered → Outcomes are certified by a third person or organization

Strongly structured system: model of a portfolio for lifelong learning – methods and instruments Second recording system measuring informal learning: Closed recording system → gives a complete list of competencies → person can not add additional recordings → performed activity is described and registered within a concrete context and by a third person or organization

Model of a portfolio for lifelong learning - conclusions for a strongly structured system Assessment stage: Describing learning efficiencies and competencies Mostly consisting of self-evaluation of the portfolio/ “pass“owner along a given list of competencies Not involving external institutions that scientifically measure recorded competences → Little checkable procedures: missing assessment of how far the experience has been a learning experience

Strongly structured system: model of a portfolio for lifelong learning – contents First and main step: → documentation of formal, non-formal and informal learning Contents: → School leaving certificates (formal) → Formally accredited occupational certificates → Formally accredited certificates of further Education → Formally accredited certificates of continuing education (particularly including non-formal learning) → Work certificates issued by the employers (comprehending mostly non-formally acquired competencies)

Strongly structured system: model of a portfolio for lifelong learning - examples Reports of one‘s own documentation about the processes of non-formal and informal learning Reports about voluntary work (related to citizenship): portfolio „Nachweismappe Ehrenamt“ Portfolio about processes of non-formal and informal learning („Kompetenzbilanz“)

Model of a portfolio for lifelong learning - „Kompetenzhandbuch“ as an example – part one Originally devised by the metal workers union (IG Metall) for the IT occupations ( for these a close interrelation between formal education and informal learning is widely spread: „nerds“) Aim: „to collect, identify, discover and make visible personal and occupational competences Three steps: → portfolio → standardized questionnaire → action planning

Model of a portfolio for lifelong learning - „Kompetenzhandbuch“ as an example – part two First step: → portfolio for the analysis for the individual profile of competences (strengths and weaknesses) as mentioned Second step: standardized questionnaire for the analysis of personal „potentials“ including: → Contentedness with the present occupational situation → Fields of interest → Key competencies → Self-confidence → Possible fields of future work Third step: → action planning → Aims of personal development → Endeavours for realising these objectives

Model project for identification and evaluation of informal learning: „Kompetenzbilanz“ Not to be mixed up with „bilan de compétence“ – only related to informal learning The following show the characteristics describing the operational steps →

Model project for identification and evaluation of informal learning: „Kompetenzbilanz“ Biographical learning environments Important learning experiences (mind-map) Learning experiences drawn from family related learning situations (mind map) Coping strategies, field of activity and necessary competences Daily schedule (table showing learning experiences) Relation of learning in the family to learning during work Table of personal profile of competencies Self- and external evaluation (friends, supervisor, counsellor) Checklist for using the competence profile

Model project for identification and evaluation of formal, non-formal and informal learning: „ProfilPASS“ Documentation of competencies gained in the following learning environments: Overview of one‘s life and looking back at what is important today Fields of activity: → hobbies → household → family → school → vocational education → work → voluntary work → special life circumstances

Model project for identification and evaluation of formal, non-formal and informal learning: „ProfilPASS“ Documentation of competencies gained in the following learning environments: Balance: get an overview of abilities and competences Goals and next steps: wishes and personal goals, preferred leisure time and work activities, interests to be liked to pursued Collecting of reports: follows recommendations for the „Europass“

Societal conditions for implementing a Portfolio of lifelong learning in a strongly structured system Feasibility study regarding such a portfolio („Weiterbildungspass“) concludes: Goals of the pass initiatives move between individual, societal and corporate demands and are often motivated merely economically Passes operate incompletely and with little systematic procedures: additional recordings can not be included or external institutions that measure the competencies are not involved (compared to CEP) → first results of evaluation

Societal conditions for implementing a Portfolio of lifelong learning in a strongly structured system Particularly demand of the unions: not only outcomes should be documented but also processes of learning which show the ability and openness for learning Counselling is substantial – some work agreements already contain this requirement laws guiding labour relations and have to be recognised when the portfolios are used by the employers Employees fear to be occupied– employers want as much transparency as possible Employers want the documentation and the evaluation to be as comprehensive as possible but are not prepared to provide the necessary resources

CONCLUSIONS General fundamental contradiction: All groups wish the recognition of the portfolio but the legal conditions only allow this to a certain degree! Various initiatives show the relevance of the topic in the national arena and willingness on national scale to implement non-formal and informal learning into the legal framework of continuing education Too early to compare the efficiency and effectiveness of many initiatives Non-formal and informal learning moves between individual, corporate and societal demands Mostly input oriented identification of non-formal and informal learning in Germany