Validierung und Anerkennung von Kompetenzen
Konzepte, Erfahrungen, HerausforderungenNr.37 | Juli 2019 | ISSN 1993-6818
Welche Konzepte rund um Anerkennung und Validierung gelingen bereits, welche Erwartungen sind zu hoch gegriffen und wo gibt es Handlungsbedarf? Meb37 diskutiert diese Fragen und legt dabei den Finger auf die Rhetorik der Ergebnisorientierung.Ausgabe herunterladen
Mona Pielorz, Patrick Werquin
Lost in Validation: Analysis of the French and German Systems
The idea that we learn everywhere and all the time is not new and is largely accepted on a wide scale by researchers, policy makers, practitioners, employers, workers‘ organisations and the general public (e.g. families and applicants). Learning contexts other than formal ones have received much attention in the scientific literature and the field of policy. Such learning contexts are called non-formal or informal, and there is little consensus about their respective definitions. This paper makes the claim that both France and Germany have a system for validating and recognising non-formal and informal learning outcomes. They are more or less unified and more or less developed, leading to different outcomes, focusing on different aspects of individual competences and taking place in different contexts. An analysis is proposed that explains these differences in countries that have different systems along with a strong historical attachment to vocational preparation for the labour market. The analysis shows that the approaches are derived from the same philosophy that we learn everywhere and all the time and that the corresponding learning outcomes should be given currency, especially on the labour market. However, the complexity of the systems coupled with a lack of information and guidance for its users both before and after enrolment as well as the large variations that exist in the implementation of this philosophical principle mean that there are good reasons to be lost in the validation procedures.