recognition of non-formal and informal learning in the context of the austrian qualifications...
TRANSCRIPT
Recognition of non-formal and informal learning in the context of the
Austrian Qualifications FrameworkBarbara Neubauer
Conference on Quality and Recognition of Non-formal Education
Bratislava, 12th December 2007
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) 1st step towards integrating non-formal and
informal learning into the NQF relevant examples and typology concluding questions
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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
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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
1st 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
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Concept of the study contribute to the development of an Austrian
NQF collect important approaches of RNFIL in
Austria10 quantitative relevant examples of RNFIL
develop a typology of examples of RNFIL3 types of RNFIL approaches
establish a connexion between RNFIL and NQF
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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
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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),…
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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
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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
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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)
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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)
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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?
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Contact information
Barbara Neubauer
öibf - Austrian Institute for
Research on Vocational Training
www.oeibf.at
+43 (0) 1 - 310 33 34