Скачать презентацию Recognition of non-formal and informal learning in the Скачать презентацию Recognition of non-formal and informal learning in the

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Recognition of non-formal and informal learning in the context of the Austrian Qualifications Framework 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

Content § features of the Austrian situation of recognition of non-formal and informal learning 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 öibf, Barbara Neubauer 2

Features of the Austrian situation § Formal qualifications are demanded by the Austrian labour 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 öibf, Barbara Neubauer 3

Developing the Austrian NQF § basis - EQF - recognition of learning outcomes, irrespective 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 öibf, Barbara Neubauer 4

Concept of the study § contribute to the development of an Austrian NQF § 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 öibf, Barbara Neubauer 5

Type 1 § certificate equivalent to certificate of the formal education system § summative 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 öibf, Barbara Neubauer 6

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

Type 2 § certificate not equivalent to certificate of the formal education system § 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 öibf, Barbara Neubauer 8

Type 2 - examples § ICT certificates e. g. ECDL, Cisco certificates, … § 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 öibf, Barbara Neubauer 9

Type 3 § no certificate but portfolios and individual skill assessment § formative assessment 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) öibf, Barbara Neubauer 10

Type 3 - examples § European Language Portfolio § ‘competence statement’ of the Zukunftszentrum 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) öibf, Barbara Neubauer 11

Concluding questions § How to integrate type 3 into the NQF? Is an integration 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? öibf, Barbara Neubauer 12

Contact information Barbara Neubauer öibf - Austrian Institute for Research on Vocational Training www. Contact information Barbara Neubauer öibf - Austrian Institute for Research on Vocational Training www. oeibf. at barbara. [email protected] at +43 (0) 1 - 310 33 34 öibf, Barbara Neubauer 13