BIBB / Recognition of non-formal and informal acquired learning

Recognition of non-formal and informal acquired learning

Report submitted to the Board of the Federal Institute for Vocational Education and Training (BIBB) - Extract

Katrin Gutschow

Translated by: Sarah Zimmer (English Language Services)

The European Parliament and the Council of the European Union adopted a recommendation on the establishment of the European Qualifications Framework for lifelong learning (EQF) in April 2008. The EQF is expected to serve as a translation device to make national qualifications more readable and understandable across different countries in Europe and thus promote citizens' mobility between countries and facilitate their lifelong learning. The European Qualifications Framework was established for the purpose of promoting and improving "access to and participation in lifelong learning . and the use of qualifications". The EQF is also supposed to contribute to "building bridges between formal, non-formal and informal learning, leading also to the validation of learning outcomes acquired through experience".

The "Recommendation on the establishment of the European Qualifications Framework for lifelong learning" (EQF) called on the Member States to

use the EQF as a reference tool for comparing qualifications systems,
relate their national qualifications systems to the European Qualifications Framework by the year 2010,
develop, where appropriate, national qualifications frameworks in accordance with national legislation and practice and
Add a reference to the EQF on all new qualification certificates by the year 2012.

The German Qualifications Framework for lifelong learning (GQF) is currently being developed in Germany. The GQF will be geared to learning outcomes and will be compatible with the EQF. It will have the aim of fostering transparency and permeability between the various parts of the education system.
The German Qualifications Framework Working Group released the first 'blueprint' for a GQF in February 2009. This preliminary version defined descriptors for eight levels which describe the competence categories 'specialised competence' (which is broken down into 'knowledge' and 'skills') and 'personal competence' (broken down into 'social competence' and 'self-competence'). As used in the GQF, the term 'competence' denotes the ability and willingness to use knowledge, skills and personal, social and methodological abilities, in work or study situations and in professional and personal development. Thus defined, the concept of 'competence' as used in the GQF is very close to the concept of 'vocational competence' (berufliche Handlungskompetenz) which is firmly established in the vocational education and training field.

Work is currently underway on classifying selected formal qualifications in the general, tertiary and vocational education systems in such a way that there is a consensus on them. The GQF matrix is also being reviewed to determine whether it is unwieldy or easy to use. If necessary, it will be honed further. Experts from trade and industry, the research field and education practice are testing the GQF matrix in four occupational clusters and fields of activity (metal-working /electrical engineering, commerce, health care and IT) that were chosen as exemplars.

The Federal Ministry of Education and Research and the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder of the Federal Republic of Germany (KMK) set up the Federal-State Coordination Group for the German Qualifications Framework (B-L-KG DQR) to oversee and direct the development of the German Qualifications Framework. Numerous stakeholders from the general education, tertiary education and vocational education fields, the social partners and other experts from research and education practice are participating in the development process. Together with the B-L-KG DQR they comprise the German Qualifications Framework Working Group. The results of their work are reported back to the institutions and bodies that seconded the respective members to the Working Group.
The Board of the Federal Institute for Vocational Education and Training is one of these bodies. To date, it has adopted a resolution and a recommendation on the development of the GQF and set up a GQF/ECVET Working Group. In their GQF resolution from December 2008 ⁰¹ ; the members of the BIBB Board stated that when formulating the GQF attention should be paid to ensuring that, as a rule, all of the GQF skill levels can be reached via school-based, university and vocational education pathways and career paths and that formal as well as non-formal and informal learning are taken into sufficient account in this connection.
In light of the broad range of different definitions and different understandings of non-formal and informal learning, the BIBB Board tasked the Federal Institute for Vocational Education and Training in late June 2009 with examining issues relating to the recognition of non-formally and informally acquired skills and competences.

This task specifically involved

establishing an understanding of and a nomenclature for the recognition of non-formal and informal learning and, at the same time, mirroring the state of the international and national discussion, recommendations and processes,
stimulating the continued discussion in Germany and generating impetus for innovation by providing extensive documentation of examples from neighbouring countries, and
1providing a look at the future with a critical examination of the steps that will be taken in upcoming work.

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Recognition of non-formal and informal learning - understanding and use of the terminology

Very different concepts and terminology are used in the international and national discussions being conducted in connection with the recognition of informally acquired skills and competences. The definitions of formal, informal and non-formal learning presented here however have many features in common. These definitions should be regarded as ideal-typical descriptions which pertain to a reality with fluid transitions and combinations. For example, informal learning also takes place in the formal education system in many different ways, be it via social learning within a group or in the course of work processes, similarly to the method used in Germany's 'dual' vocational training system (which combines part-time vocational schooling with practical work experience).

In addition, decisions on which of the three categories a particular learning activity should be assigned to also depend on the structure of the respective education system and also on how these decisions are negotiated.

NOMENCLATURE AT INTERNATIONAL LEVEL

At international level, the most important nomenclature is that laid down by EU institutions and the OECD (see Table 1).
The definitions in use have been refined and progressively developed in recent years. For example, looking only at the terminology used in EU papers, the definitions currently (2009) used in the glossary in the "European Guidelines for validating non-formal and informal learning" are no longer identical with those used in the "Memorandum on Lifelong Learning" (2000). The following sections will therefore elaborate the key elements that are generally accepted for these definitions. It must however be noted that neither the EU nor the OECD use the concept of 'competences'. Instead they speak of recognising non-formal and informal learning.

NON-FORMAL AND INFORMAL

The boundaries between formal, non-formal and informal learning should be understood in part as a continuum.
This is also indicated by the following definitions which are used by CEDEFOP ⁰² and the OECD⁰³ (see Table 1).

Table 1: Description of the definitions used by CEDEFOP and the OECD for formal, non-formal and informal learning:

	CEDEFOP	OECD
Formal learning	Learning that occurs within an organised and structured context (e.g., in a school/training centre or on-the-job), and that is explicitly designated as learning (in terms of objectives, time or learning support). Formal learning is intentional from the learner's perspective. It typically leads to certification..	Formal learning is always organised and structured, and has learning objectives. From the learner's standpoint, it is always intentional: i.e. the learner's explicit objective is to gain knowledge, skills and/or competences.
Non-formal learning	Non-formal learning is learning which is embedded in planned activities that are not explicitly designated as learning (in terms of learning objectives, learning time or learning support), but which contain an important learning element. Non-formal learning is intentional from the learner's perspective. It typically does not lead to certification.	., non-formal learning is rather organised and can have learning objectives. . such learning may occur at the initiative of the individual but also happens as a by-product of more organised activities, whether or not the activities themselves have learning objectives. In some countries, the entire sector of adult learning falls under non-formal learning; in others, most adult learning is formal.
Informal learning	Learning resulting from daily life activities related to work, family or leisure. It is not organised or structured in terms of objectives, time or learning support. Informal learning is in most cases unintentional from the learner's perspective.	Informal learning is never organised, has no set objective in terms of learning outcomes and is never intentional from the learner's standpoint. Often it is referred to as learning by experience or just as experience.

The definitions used by these two institutions largely tally with one another. However, it is pointed out in the OECD definition that in a number of countries large segments of general and vocational continuing education are not categorised as formal learning even though, based on the criteria (organised, structured, intentional) that have been laid down, these segments would normally be classified as formal learning.

The criteria which are used for defining formal, non-formal and informal learning are in particular:

Extent of the organisation and structure
Intentionality of the learning
Certification

Starting with forms of organisation and organisational structures, a hallmark of formal and non-formal learning processes is that they are organised. Formal learning is organised by a third party. Non-formal learning is planned and structured, although it does not necessarily have to be organised as a learning process. It can also be, for example, integrated into the individual's work. Certification is an external assessment that is recorded in writing and is usually based on an examination that is conducted by a competent authority and focuses on specific knowledge, skills and abilities. Such an assessment is carried out on the basis of previously-established standards and reference levels. This kind of certification is typically generally accepted and usually leads to qualifications in certain areas of society.

Although non-formal learning processes can also lead to certificates, such certificates are not however as widely accepted as those issued in connection with formal learning processes.

In contrast, informal learning processes are organised by the individual himself. This type of learning can take place en passant 0 in other words, 'in passing' 0 and is consequently neither the intention nor the objective of the activity. Furthermore, informal learning can also be understood as learning activities that take place outside of institutionally-organised forms of learning. Informal learning does not usually lead to a certificate.

IDENTIFICATION AND ASSESSMENT SYSTEMS AND TYPES OF RECOGNITION

The process of recognising learning outcomes can be divided into several steps, each involving different tasks. Flanking advisory services must be provided parallel to the main steps in the recognition process.

As a rule, the first step in the recognition process is to identify competences. Systems for determining competences can be divided into requirement-oriented and development-oriented systems and into formative and summative systems. These systems are used singly or in combination. Methods that are typically used in this connection include discussions/technical interviews/interviews, observation, portfolios, presentations, simulations and evidence obtained in working situations, and tests and examinations.
Requirement-oriented systems are generally geared to specified standards. The comparison with a standard is usually conducted on a summative basis. Formative systems can however play a role in the recognition process (e.g. in the identification of learning units which the individual still has to complete as necessary in order to earn a qualification).

By contrast, development-oriented assessment systems focus on the individual. Advice and orientation functions take centre stage. This area accounts for the majority of 'education passports'. These systems are mainly formative.

Recognition systems can be divided into three types:

Looking at the discussion on possible methods for the recognition of competences, it can be said that the systems which can be used to recognise competences differ greatly. In this connection, relevant literature often distinguishes between three models (see, e.g., Laur-Ernst 2001). Annen/Schreiber (2010) developed three ideal types of recognition, on the basis of Schneeberger/Schlögl/Neubauer (2009):

Acquisition of a certificate/qualification from the formal education system,
Acquisition of a certificate for which there is no corresponding certificate in the formal education system,
Systems to assess and validate informal learning.

"The hallmark of the first type is that it tries to integrate the competences that are to be recognised into the formal education system. On the other hand, the key characteristic of the second type is that it contains objectives and methods which produce certificates that take an autonomous position next to the existing formal education system. The third type generally does not lead to a certificate or qualification. It can however provide individuals important help in acquiring formal as well as non-formal certificates and qualifications because it includes a comprehensive overview of the individual's competences and, due to its formative character, corresponding prospects for further development" (Annen/Schreiber 2010).

Table 2: Types of recognition systems

	Typ I	Typ II	Typ III
Area	In the formal education system	Primarily in non-formal education	In the area of informal learning
Objective	Acquisition of a certificate/ qualification based on verification that the competences are of equal value with the requirements of the formal education system	Acquisition of a certificate that has no equivalent in the formal education system (primarily in the area of non-formal learning, in other words, in the area of individual or company-based continuing education and training)	System for the ascertainment and validation of informal learning
Methods	Examination of the equivalence of competences in comparison to formal qualifications	Summative focus; primarily examination systems to measure achievements	Methods that exhibit a particularly formative character; examples include skills audits and portfolios
Assessment criteria	Standards-oriented; standards and stakeholders of the formal education system	Criteria-oriented and usually quantitative	First and foremost, the individual's personal development

Schneeberger/Schlögl/Neubauer assign Type I to the formal education system. Correspondingly, Type II can be assigned primarily to the non-formal education system such as individual or company-based continuing education and training. Type III applies mainly to the area of informal learning. "These types also differ in methodological terms. The first type involves an examination of the equivalence of competences in comparison with formal qualifications. Systems that fall under Type II primarily use testing to measure achievement. By contrast, the third type uses methods such as competence audits and portfolios. A distinction can also be made between these three types based on the assessment criteria they use. In the case of Type I, the criteria and players in the formal education system are the yardsticks used to compare individual competences. The outcome of the equivalence assessment depends primarily on the respective education institution that conducts the process and from the comparison cohort that is of relevance to the targeted formal certificate. For this reason, Type I systems can be categorised as standards-oriented. In contrast, the testing methods used in Type II systems are usually designed with a focus on criteria and are quantitative for the most part. In contrast, Type III systems use the individual's personal development as the primary yardstick. The criteria outlined here can be supplemented with further criteria" (Annen/Schreiber 2010). For example, Annen (2008; 2010) distinguishes between systems for recognising competences according to the type of 'driver' (hierarchy-driven versus market-driven) and according to the perspective used in the assessment (self-assessment versus external assessment).

CONCEPTS USED IN GERMANY

The division of learning environments / forms of learning into formal, non-formal and informal stems from the discussion in Anglo-Saxon countries. In Germany, concepts that exhibit proximity to informal learning tend to be discussed under headings such as 'experiential learning' and 'learning in the work process'. Questions involving recognition have also been examined. These include possibilities for shortening the individual's initial or continuing vocational training through the recognition of family work.
There is no other commonly-used term for 'non-formal learning' in Germany. The terminology has been accepted and absorbed to a greater degree in Germany since its incorporation into EU resolutions and recommendations.

The report "Status of Recognition of non-formal and informal learning in Germany" (BMBF 2008, p. 8f) also clearly states that the use of the term 'non-formal learning' and the way continuing education is classified varies according to the definitions used. Wherever continuing education is coupled with qualifications, it can be classified as formal or non-formal learning 0 depending on the definition used. Continuing vocational or general training that does not lead to a recognised advanced vocational qualification is classified as non-formal learning.

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Importance of non-formal and informal learning

There is no question that attending classes is not the only way to acquire knowledge. This is even more the case with the acquisition of skills. In the last 100 years, progressive approaches to educational theory have time and again drawn particular attention to the potential for learning that work has to offer and to the importance of learning for the acquisition of competences. These approaches also include the traditions on which the system of 'dual' vocational training in Germany is based, such as Kerschensteiner's Arbeitsschule (literally: work school).
However, informal and non-formal learning first found their way into the education policy discussion in Germany in connection with the debate on lifelong learning and the EU's increased activities in the employment and education policy fields in the years since the mid-1990s.
What is new about the current debate on learning that takes place outside educational institutions is the attention paid to utilising competences acquired in this way in the education system and the labour market. In light of this, the current debate is an employment policy as well as an education theory debate.

IMPORTANCE OF OF NON-FORMAL AND INFORMAL LEARNING IN THE EU'S EDUCATION AND EMPLOYMENT POLICIES

General education and vocational education were identified in 1993 as fundamental competitive factors for the European Union in the White Paper on "Growth, Competitiveness, Employment". The White Paper on "Education and Training - Teaching and Learning - Towards the Learning Society" (COM (1995) 590) laid the groundwork for the European Year of Lifelong Learning in 1996 and proposed "new methods of validating skills" to enable a "step towards the learning society" (p. 24):

"In the learning society individuals must be able to have their basic, technical and occupational skills validated, [regardless of] how they were acquired.. A personal skills card providing a record of skills and knowledge accredited in this way should be available to all those who want one."

The call for better systems for the recognition of learning outcomes was underscored in 2000 in "A Memorandum on Lifelong Learning": One of the Memorandum's six key messages is to "significantly improve the ways in which learning participation and outcomes are understood and appreciated, particularly non-formal and informal learning". These messages were increasingly operationalised in resolutions and programmes in the following years. In the process they were placed in context with the overall strategy and supported by numerous projects.

The need to refine and specify processes for recognising informally-acquired competences was stressed in the Communication from the Commission "Adult learning: It is never too late to learn" issued in 2006. The Commission points out in this Communication that

"the introduction of validation must be based on the inclusion of the relevant stakeholders, in particular social partners, in order to promote ownership and credibility;
the quality of assessment methods, and the institutions applying them, should be improved;
the objectives of education and training - at all levels - must be reformulated in terms of learning outcomes. This is crucial for validation: as long as objectives are based on input factors, validation is difficult to accomplish."

INSTRUMENTS AND FLANKING ACTIVITIES OF THE EU

EU instruments, programmes and projects in the area of vocational eduction and training which address the recognition of non-formal and informal learning are launched with the aim of fostering lifelong (and lifewide) learning and of enabling the better use of learning outcomes which were achieved in various learning environments.

EU PROGRAMMES
EU programmes such as the Leonardo programme are used to test implementation instruments. These programmes test the practicability and acceptance of various proposed approaches, taking into account the conditions governing their implementation in the different education systems. The recognition of non-formally and informally acquired competences has been a focus of calls for proposals for years now. The Leonardo project ⁰⁴ database ; links 195 projects during the period 2000 - 2006 to the subject of certification and validation of qualifications (competencies). The instruments and concepts that are developed and/or tested in projects that are funded under the Leonardo programme are often geared to a specific sector.

The operational goals of these programmes also currently include improving "the transparency and recognition of qualifications and competences, including those acquired through non-formal and informal learning".⁰⁵ In the Update 2010 ⁰⁶ ; of the General Call for Proposals in the Lifelong Learning Programme, projects for the recognition of non-formal and informal learning in connection with thematic Priority 1 "Transparency and recognition of competences and qualifications" (particularly in combination with ECVET) are funded for the Leonardo da Vinci programme. Improving the validation of non-formal and informal learning is the Grundtvig programme's fourth priority for multilateral projects. The Grundtvig programme also focuses on validation and certification in its Networks segment. In addition, the study visit programme for vocational training specialists also offers study visits on this subject.
These programme priorities strengthen bottom-up approaches and disseminate the specified concepts in the Member States.

EUROPASS
The Europass currently consists of five documents that are aimed at boosting transparency: the Europass curriculum vitae (CV), the Europass Language Passport, the Europass Mobility, the Europass Certificate Supplement and the Europass Diploma Supplement. The individual's skills, competences and qualifications can be presented in an understandable form using Europass instruments. As a result, Europass instruments contribute to transparency in the European context. The Europass CV and the Europass Language Passport are the two elements that particularly serve to make informally or non-formally acquired competences visible too. Assessment and formulation options, particularly for the Europass CV, were developed with europass+ and ProfilPASS (see Hippach-Schneider, Woll, Hanf 2008, p. 77ff.).
The Europass CV and Europass Language Passport do not focus on recognition. They instead give centre stage to documenting competences. Europass Mobility on the other hand is seen as having the potential for linking the Europass, ECVET and the EQF/GQF which in turn could lead to the recognition of competences. It might be possible in future to register learning that was accomplished abroad in the Europass Mobility according to the level of the learning and using credit points (see also Hippach-Schneider, Woll, Hanf 2008. p. 77ff.).

ECVET
The Recommendation of the European Parliament and the Council of 18 June 2009 on the establishment of a European Credit System for Vocational Education and Training (ECVET) aims at promoting and improving the "transfer, recognition and accumulation of individuals' learning outcomes achieved in formal, non-formal and informal contexts" at Community level. It recommends that the Member States establish the conditions necessary for the gradual application of the ECVET by the year 2012 and that they use the remaining time to test and review the ECVET instruments. The Recommendation underscores that the ECVET does not imply any new entitlement for citizens to automatic recognition of either learning outcomes or points. Instead, its application is to be in accordance with the legislation and regulations applicable in the Member States. Irrespective of the context of its use or application, the ECVET should however be based on the same principles and technical specifications (Annexe II of the Recommendation), namely: a clear focus on the description of learning outcomes, the definition of the units of learning outcomes, the allocation of points and the development of implementation tools (partnership agreements, learning agreements, etc).
It is clear that in the present development phase the ECVET recommendation is primarily aimed at applying the ECVET in connection with transnational mobility measures. This assessment is based on, inter alia, the funding strategy of the Commission which in 2009 in a first round of calls for proposals selected 11 projects which will test the above-mentioned "principles and technical specifications", primarily in transnational mobility contexts. None of the 11 projects explicitly uses the ECVET as an instrument for registering and recognising learning outcomes that were non-formally or informally acquired (see the project information at www.ecvet-projects.eu).
Since the ECVET system can be applied to any learning outcomes irrespective of the system or the place of learning, paragraph 8 of the ECVET recommendation argues that the ECVET system could particularly facilitate "the development of flexible and individualised pathways and also the recognition of those learning outcomes which are acquired through non-formal and informal learning".
The question of how the ECVET system can be operationalised as an instrument for recognising informally and non-formally acquired learning outcomes remains open and will require trials. Under the point "Principles and technical specifications", the Recommendation notes simply that "competent institutions which are empowered to award qualifications or units or to give credit should establish procedures and mechanisms for the identification, validation and recognition of these learning outcomes through the award of the corresponding units and the associated ECVET points" (Point 2, Transfer and Accumulation of learning outcomes, ECVET partnerships).

EUROPEAN PRINCIPLES AND GUIDELINES FOR THE VALIDATION OF NON-FORMAL AND INFORMAL LEARNING
The "Common European Principles for the identification and validation of non-formal and informal learning processes" were adopted in 2004 in response to the many approaches to and processes used in identification and validation at European, national, regional and local level and the equally large number of stakeholders. These principles have the aim of promoting the development of high-quality, trustworthy approaches and systems and ensuring wide acceptance.

The "European Guidelines for validating non-formal and informal learning" (CEDEFOP, 2009) were based on exchanges of experiences with representatives from more than 20 European countries and are inspired by the above principles. They are not however binding but rather offer recommendations which can be applied on a voluntary basis. These recommendations include basic facts, the European and national perspective, organisational and individual aspects, the structure of the validation process, assessment methods and information on the practitioners. Extensive checklists facilitate the application of the requirements set forth in the guidelines.

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Outlook

The recognition of competences that are acquired outside formal education processes is a fundamental prerequisite for enhancing the status of practical learning in the working world and professional life, in the family and in social contexts as an element of lifelong learning and for linking it more closely with formal learning processes. This could facilitate transitions, periods dedicated to education could be better utilised and the length of an individual's participation in education measures could be shortened.
In Germany, the so-called 'external examination' can be viewed as a method for recognising experiential learning and competences that are acquired by informal means. External examinations allow persons who did not complete formal vocational training in a company and vocational school to sit a regular final examination on the merits of their occupational experience and job.

Looking at the definitions of the different types of recognition systems provided above, the external examination can be classed as a Type I system. External examinations are conducted to enable individuals to earn vocational qualification in a state-recognised occupation that requires completion of formal vocational training. Thus the vocational qualification that successful candidates earn is the same qualification as that earned by an individual who has completed 'dual' vocational training (which combines part-time vocational schooling with practical work experience) for the particular occupation. The BIBB research project "Recognition of Vocational Competences as Illustrated by the Admission to the Final Examination Pursuant to the External Examinee Rule" is currently examining the question of which forms of competence acquisition count in the decision to admit an individual to an external examination. The Forschungsinstitut Betriebliche Bildung (f-bb) research institute has also been studying the recognition of non-formal and informal learning in recent years, such as in its project "Lateral Entrants in Vocational and Tertiary Education".

The funding initiative "Qualification-oriented modular qualification for young adults" which is part of the "Perspektive Berufsabschluss" (Prospects for Vocational Qualification) programme of the Federal Ministry of Education and Research aims to improve the possibilities for earning vocational qualification as an adult ('later vocational qualification'). This funding initiative was designed as a structural change programme so that suitable conditions for earning vocational qualification as an adult could be established.

The cabinet's current initiative to improve the assessment and recognition of vocational qualifications, diplomas and certificates earned abroad has increased the topicality of this issue. In this connection, a system is to be established that offers the means for the recognition of learning experience which can "range from partial recognition to full recognition on a flexible basis" ⁰⁷ in order to determine "whether and to what extent qualifications that have been earned abroad correspond to German training"^.⁰⁸

The aim of this initiative is to establish modes of certification for existing vocational competences and to document any possible need for updating training or refresher courses to bring the particular foreign qualification into line with German certificates. Work experience is also to receive adequate consideration when the individual's vocational competences are assessed. The development of systems that meet these requirements involves questions that are similar to those that arise in connection with the recognition of non-formal and informal learning. With regards to the establishment of standards for assessing competences, the question of who will be in charge of granting recognition, what costs will be incurred and which financial arrangements will have to be set up must also be answered.

Although systems for the recognition of non-formal and informal learning have been set up in many countries, there exist few reliable research findings on these systems' costs and benefits for the individual and society. Of particular interest here is the level of the labour market's acceptance of the certification of non-formal and informal learning and the question of whether the establishment of such systems will have repercussions for the education system, in terms of, for example, the importance of certificates, the number of persons enrolling in training programmes and the level of permeability in the education system.

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Literature

ANNEN, Silvia: Europäische versus nationale Verfahren der Kompetenzermittlung - eine Beurteilung aus pädagogischer und ökonomischer Perspektive. Vortrag im Rahmen des AG BFN-Forums "Kompetenzermittlung für die Berufsbildung". - Unpublished. manuscript. 2008
ANNEN, Silvia: Europäische versus nationale Verfahren der Kompetenzermittlung - eine Beurteilung aus pädagogischer und ökonomischer Perspektive. In: Münk, Dieter ; Schelten, Andreas (Ed.): Kompetenzermittlung für die Berufsbildung. Verfahren, Probleme und Perspektiven im nationalen, europäischen und internationalen Raum. Bielefeld 2010, pp. 205-220
ANNEN, SILVIA; SCHREIBER, DANIEL: Anerkennung informellen Lernens in Deutschland und Frankreich - ein Vergleich zwischen Externenprüfung und VAE. Beitrag im Rahmen des AG BFN-Workshop "Prüfungen und Zertifizierungen in der beruflichen Bildung", 2010 (forthcoming)
BUNDESMINISTERIUM FÜR BILDUNG UND FORSCHUNG (Ed.): Stand der Anerkennung non-formalen und informellen Lernens in Deutschland im Rahmen der OECD-Aktivität "Recognition of non-formal and informal learning. Bonn; Berlin 2008
CEDEFOP: Validation of non-formal and informal learning in Europe. A snapshot 2007. Luxembourg 2008
CEDEFOP: European guidelines for validating non-formal and informal learning, Luxembourg 2009. http://www.cedefop.europa.eu/EN/Files/4054_en.pdf (05.02.2010)
Discussion proposal for a German Qualifications Framework for Lifelong Learning. Prepared by the German Qualifications Framework Working Group. February 2009
HIPPACH-SCHNEIDER, UTE; WOLL, CHRISTIAN; HANF, GEORG: ReferNet-Country Report Germany 2008: progress in the policy priority areas for vocational education and training. Bonn 2008. http://www.refernet.de/documents/Policy_Report_2008_EN.pdf (Accessed on 10.10.2008)
RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL of 23 April 2008 on the establishment of the European Qualifications Framework for lifelong learning. Official Journal of the European Union (2008/C 111/01)
SCHNEEBERGER, Arthur; SCHLÖGL, Peter; NEUBAUER, Barbara: Zur Anerkennung von nicht-formalem und informellem Lernen im Nationalen Qualifikationsrahmen. In: MARKOWITSCH, Jörg (Ed.): Der Nationale Qualifikationsrahmen in Österreich. Beiträge zur Entwicklung. Münster 2009, pp. 111-132

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footnotes:

⁰¹ http://www.deutscherqualifikationsrahmen.de/SITEFORUM?i=1215181395066&t=/Default/gateway&xref=http%3A//www.bmbf.de/_search/searchresult.php%3FURL%3Dhttp%253A%252F%252Fwww.bmbf.de%252Fde%252F12189.php%26QUERY%3Ddqr (19.08.2010)

⁰²CEDEFOP: European guidelines for validating non-formal and informal learning, Luxembourg 2009. http://www.cedefop.europa.eu/EN/Files/4054_en.pdf (19.08.2010)

⁰³ http://www.oecd.org/document/25/0,3343,en_2649_39263238_37136921_1_1_1_1,00.html (19.08.2010)

⁰⁴ http://leonardo.ec.europa.eu/pdb/recherche_en2000_all.cfm

⁰⁵ http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:327:0045:0068:en:PDF

⁰⁶ http://ec.europa.eu/education/llp/doc/call10/prior_en.pdf

⁰⁷ http://www.bmbf.de/_media/press/pm_20091209-294(1).pdf accessed on 11.03.2010.
⁰⁸ "Eckpunkte zur Verbesserung der Feststellung und Anerkennung von im Ausland erworbenen beruflichen Qualifikationen und Berufsabschlüssen"; as of: 09.12.2009.