"Critical perspectives on accreditation of informal learning in highly structured

VET-systems"

Gerald Heidegger, Wiebke Petersenbiat, University of Flensburg

Societal preconditions in a „corporatist“ structure of VET and CVT

VET and CVT are mostly governed by employers and trade unions not by the state

VET- and CVT- structure are 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 „corporatist“ 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 „corporatist“ structure of VET and CVT

Examples regarding those principles: Individual entitlements (particularly right to appeal)

Responsibility of stakeholders: But institutions often do not offer guidance

Confidence and trust: clear transparency 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 „corporatist“ 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

Relevance of non-formal and informal learning in a „corporatist“ structure – Germany as an example

BUT: model 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 (VET)

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 optionsConsequence: separate accreditation of non-formal and

informal learning basically relevant nearly only in CVT

Relevance of non-formal and informal learning for CVT and lifelong learning – Germany as an example

Most CVT courses are similar to the IVET-principles: non-formal learning is included in the formal learning („Meister“ in the crafts and industry)

Most important case of identification of non-formal and informal learning: „profiling“ schemes

on behalf of the labour office - Assessment of competences and skills for the re-

integration into the labour market for the unemployed

- 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?

Examples for model initiatives:

„Weiterbildungspass“/ “ProfilPASS“- initiative

(Model of a national pass certifying informal learning, related to the

EuroPass Initiative) Portfolio for lifelong learning

(documentation of formal, non-formal and informal learning)

Recognition of non-formal and informal learning in a strongly structured VET and CVT-system?

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“)

„Kompetenzhandbuch“

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)

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 have to be recognised when the portfolios are used by the employers

Employees fear to be obliged – employers want as much information about outcomes as possible

Societal conditions for implementing a Portfolio of lifelong learning in a strongly structured system

Employers want the documentation and the evaluation to be as comprehensive as possible but are not prepared to provide the necessary resources

Too early to compare the efficiency and effectiveness of many initiatives

Recognition of non-formal and informal learning in a strongly structured VET and CVT-system?

IVET: First exception : External examination

Requirements:6 years working in the occupation on an increasingly appropriate

level

Exam: Carried through by the Chambers of

Commerce and Industry

Demands: Equal to those for the apprenticeship exam

Large parts of them are supposed to be achieved through non-formal learning

External examination

Main way of accreditation of non-formal learning

15% of age cohort use this way between the age of 20 and 50

Culturally not transferable (dual system) No accreditation of single modules:

All or nothing!

IVET: Second exception: Professions related to

training for leisure time activities

Example with significance for the labour market: riding teacher

two options for becoming an accredited riding teacher:A)formal qualification: 3 years apprenticeship in

horse riding and horse careB) accreditation of non-formal and informal

learning: riding teacher qualification through a practical exam including riding, teaching and theoretical knowledge about horse care and methods of teaching horses and riders

Becoming a horse professional in Germany

A) Apprenticeship in horse riding within the dual system

examination by the chamber of agriculture

519 companies that offered apprenticeship places

229 successful exams as Pferdewirt Schwerpunkt Reiten

B) Accreditation of non-formal and informal learning

not by a state agency but through the private national riding association (FN)

variety of optional 2-3 weeks preparation courses for the accreditation procedure

937 successful exams as Trainer C Reiten

304 successful exams as Trainer B Reiten

Reasons for the importance of the informal way in the case of riding teachers

Learning in this sector always starts in an informal context (upper class daughters)

Special case of leisure industry: elite minority Therefore little impact on the overall system

Growing leisure industry Therefore maybe more importance in the future

CONCLUSIONS for CVT

Contradictory tendencies: more input oriented regulation - similarly to

IVET strengthening of ANIL-structure

( according to Copenhagen priority)

Conclusions for IVET

ANIL only for exceptional cases:strongly structured dual system still heavily supportedgeneral tendency of deregulation in Europe and worldwide („globalisation“):

- dual system could be severely weakened- ANIL could partly replace the dual system

Conclusions

BUT: Deregulation/Flexibilisation could severely threaten:

(Occupational) identity Labour rights

Contact

www.biat.uni-flensburg.de

heidegger@biat.uni-flensburg.de

wiebkepetersen@biat.uni-flensburg.de