1. 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

2. 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

3. 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 →

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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“)

11. 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

12. 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

13. 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

14. 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)

15. 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“)

16. 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

17. 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

18. 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 →

19. 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

20. 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

21. 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“

22. 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

23. 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

24. 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