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Recognition of non-formal and informal learning in the context of the Austrian Qualifications Framework Barbara Neubauer Conference on Quality and Recognition.

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Presentation on theme: "Recognition of non-formal and informal learning in the context of the Austrian Qualifications Framework Barbara Neubauer Conference on Quality and Recognition."— Presentation transcript:

1 Recognition of non-formal and informal learning in the context of the Austrian Qualifications Framework Barbara Neubauer Conference on Quality and Recognition of Non-formal Education Bratislava, 12 th December 2007

2 öibf, Barbara Neubauer 2 Content  features of the Austrian situation of recognition of non-formal and informal learning (RNFIL)  challenges with developing the National Qualifications Framework (NQF)  1 st step towards integrating non-formal and informal learning into the NQF  relevant examples and typology  concluding questions

3 öibf, Barbara Neubauer 3 Features of the Austrian situation  Formal qualifications are demanded by the Austrian labour market.  The focus is on examinations and certificates.  There is no overall system of RNFIL but  a number of federal laws and  mainly EU-funded projects.  The acceptance of validation methods, in particular of formative assessments, is questionable.  scepticism of key actors

4 öibf, Barbara Neubauer 4 Developing the Austrian NQF  basis - EQF - recognition of learning outcomes, irrespective of where these have been acquired  formal, non-formal, informal settings  challenge - NQF - integration of non-formal and informal learning  1 st step - study by ibw and öibf  Schneeberger, Arthur/Schlögl, Peter/Neubauer, Barbara (2007): Praxis der Anerkennung von nicht-formalem und informellem Lernen in Österreich und deren Relevanz für einen künftigen NQR, Wien

5 öibf, Barbara Neubauer 5 Concept of the study  contribute to the development of an Austrian NQF  collect important approaches of RNFIL in Austria  10 quantitative relevant examples of RNFIL  develop a typology of examples of RNFIL  3 types of RNFIL approaches  establish a connexion between RNFIL and NQF

6 öibf, Barbara Neubauer 6 Type 1  certificate equivalent to certificate of the formal education system  summative assessment on a legal basis  problem-free integration into the Austrian NQF because of equivalence

7 öibf, Barbara Neubauer 7 Type 1 - examples  catch up on Hauptschule (lower secondary school) qualifications (school examination for external candidates)  exceptional admission to the apprenticeship-leave exam (aLAP)  non-traditional access to Higher Education  Berufsreifeprüfung, Externistenreifeprüfung,…  relevant work-experience and additional exams  access to university after certification by the WeiterBildungsAkademie (WBA),…

8 öibf, Barbara Neubauer 8 Type 2  certificate not equivalent to certificate of the formal education system  summative assessment with mostly level structures  problem of inclusion of partial/additional qualifications into the NQF  problem with terminated validity of certificates

9 öibf, Barbara Neubauer 9 Type 2 - examples  ICT certificates e.g. ECDL, Cisco certificates,…  language certificates e.g. Cambridge certificates,…  certification of persons according to international (ISO) and/or European (EN) rules e.g. welder qualification, quality manager qualification  certification of trainers in adult education by the WBA  awarding the professional title Ingenieur

10 öibf, Barbara Neubauer 10 Type 3  no certificate but portfolios and individual skill assessment  formative assessment  project-based approaches  problems with integration into NQF seen (no full qualifications, no level structures, no certification)

11 öibf, Barbara Neubauer 11 Type 3 - examples  European Language Portfolio  ‘competence statement’ of the Zukunftszentrum Tyrol  competence portfolio of the Ring Österreichischer Bildungswerke (Circle of Austrian Adult Education Institutes)  competence portfolio of KOMPAZ / of the Volkshochschule Linz (Linz Adult Education Centre)

12 öibf, Barbara Neubauer 12 Concluding questions  How to integrate type 3 into the NQF? Is an integration possible at all? Do methodologies need to adapt?  How to integrate type 2 into the NQF?  How to include partial and/or additional qualifications in the NQF?  How to deal with certificates whose validity is temporary?

13 öibf, Barbara Neubauer 13 Contact information Barbara Neubauer öibf - Austrian Institute for Research on Vocational Training +43 (0)


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