"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 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

6. Relevance of non-formal and informal learning in a „corporatist“ structure – Germany as an example • BUT: modelinitiatives 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 learningin 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 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“

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 processesof 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 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

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

17. 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 Becoming a horse professional in Germany

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@biat.uni-flensburg.de wiebkepetersen@biat.uni-flensburg.de