Recognition of non-formal and informal learning in the context of the Austrian Qualifications Framework Barbara Neubauer Conference on Quality and Recognition.

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

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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

[email protected]

+43 (0) 1 - 310 33 34