Critical perspectives on accreditation of informal learning in highly structured VET-systems

1
"Critical perspectives on accreditation of
informal learning in highly structured
VET-systems"

• Gerald Heidegger, Wiebke Petersen
• biat, University of Flensburg

2
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

3
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

4
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

5
Relevance of non-formal and informal learning
in a corporatist structure Germany as an
example

• Rising awareness of the individuals
  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

6
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

7
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 options
• Consequence separate accreditation of
  non-formal and
• informal learning basically relevant nearly
  only in CVT

8
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

9
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)

10
Recognition of non-formal and informal learning
in a strongly structured VET and CVT-system?

• Reports of ones 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

11
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)

12
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

13
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

14
Recognition of non-formal and informal learning
in a strongly structured VET and CVT-system?

• IVET First exception External examination
• Requirements6 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

15
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!

16
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 care
• B) 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

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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

18
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

19
CONCLUSIONS for CVT

• Contradictory tendencies
• more input oriented regulation - similarly to
  IVET
• strengthening of ANIL-structure
• ( according to Copenhagen priority)

20
Conclusions for IVET

• ANIL only for exceptional cases
• strongly structured dual system still heavily
  supported
• general tendency of deregulation in Europe and
  worldwide (globalisation)
• - dual system could be severely weakened
• - ANIL could partly replace the dual system

21
Conclusions

• BUT Deregulation/Flexibilisation could severely
  threaten
• (Occupational) identity
• Labour rights

22
Contact

• www.biat.uni-flensburg.de
• heidegger_at_biat.uni-flensburg.de
• wiebkepetersen_at_biat.uni-flensburg.de