The recognition of competences as an institutional economic problem – comparison of selected national

approaches

Silvia Annen & Daniel SchreiberFederal Institute for Vocational Education and Training

Bonn, Germany

Überblick

1. Complex of problems towards the recognition of informal learning

2. Theoretical approach 3. VAE in France4. External exam („Externenprüfung“) in

Germany5. Comparison of VAE and external exam6. Conclusion

Informal learning

Formal learning is an external organised form of learning. The main focus is on institutionalised learning pathways leading to a state recognised certificate. The certifications are resulting in certain entitlements within specific societal areas, such as the educational system itself (e.g. higher education) or the jobmarket.

Non-formal learning is as well an external organised form of learning. Non-formal learning processes also lead to certificates, but they don´t lead to entitlements in the formal educational system.

In contrast to the above, informal learning processes are organised by individuals themselves. Informal learning is pursued outside institutionally organised forms of learning with the conscious goal of learning something. This sort of learning does not usually lead to a certificate.

Therefore these learning acivities can be differentiated in „extent of educationalarrangement, certification and approved on public regulations“(Straka 2004). Crucial question: How can informal learning be regognized to leed to certificates and entitlements?

Typology of Recognition Approaches

Type „Integration“ Type „Autonomy“ Type „Supplement“Obtainment of certificates/qualifications of the formal educational system

Obtainment of certificates without any equivalence in the formal educational system

Approaches for the identification and validation of informal learning

Formal Non-formal Informal

Summative (and formative) Summative Formative

Assessment of equivalences

Tests, performance measurements

Competence balances, Portfolios

Norm-orientated Criteria-orientated Individual-orientated

Source: Own Illustration according to Schneeberger/Schlögl/Neubauer (2009)

Principal-Agent-Relationships and Informal Learning

► The growing importance of informal learning causes the necessity of new methods on the one hand and of new institutional arrangements on the other hand.

► The recognition of informal learning contains a problem of information asymmetries.

Consequences of informal learning

Principal

Information and target asymmetries

Contract

AgentArea of conflict within

principal agent relationship

Modelling information asymmetries and behavioral uncertainty

Information asymmetries

Behavioral uncertainty

Uncertainty of quality with reference to the

agent before the conclusion of the

contract Hidden characteristics

Uncertainty of action with reference to the

agent after the conclusion of the

contract Hidden action

Uncertainty of intention with reference to the

agent after the conclusion of the

contract Hidden intention

Problem of adverse selection Problem of moral hazard Problem of hold up

Modelling Hidden Characteristics

Information problem of principal Quality feature of performance of contractual partner unknown

Reason for problem or essential influencing value

Possibilities of concealing characteristics/qualities

Leeway for acting of agent Before conclusion of contract

Example Personnel recruitement

Problem Adverse selection

Ways of solving the problems Clearance of information asymmetries by1.Signaling/screening 2.self selection 3.adjustment of interests

Possibilities of limiting problems (exemplary)

1.financial statements, certificates, credentials, seal of quality;2.differentiated cooperation treaties; 3.reputation of contractual partners

informational asymmetry IIthe individual is not properly

informed about the „methods and critieria“ of the

recognizing body

The interaction in the process of recognition

individual recognizingbody

competencesmethods

and criteria

informational asymmetry IThe recognizing body does not have the direct access to the

competances of the individual

double informational asymmetry

Theoretical Model

1) Signaling by recognizing body via

quality assurance system, accreditation procedures, coordination mechanisms

2) Screening by the individual via

use of information intermediates and consultants

1) Signaling by the individual via

writing a dossier, providing evidence (i.e. certificates)

2) Screening by recognizing body via

doing an interview, observation, assessments

Information asymmetry towards the recognition procedure

(individual=principal)

Solutions:

Information asymmetry towardsthe individual‘s competences

(recognizing body=principal)

Solutions:

VAE (Validation des Acquis de l'Experience)• Three laws: 1985 university admission,

1992: credits, 2002 (all qualifications or degrees and certificates)

• Since 2002: organizations are allowed to accredit qualifications

• Applications to the body that assigns the qualification and afterwards preparation of a dossier

• Evaluation of dossier through jury, additionally interview of candidate (especially in higher education)

• Result: full recognition, partly recognition, denial

• Recommendations for individual development (period five years)

• On average 30.000 qualifications are granted yearly by VAE

Problems of the VAE

Problems of the VAE

Present Solution Approaches

• Information policy was improved in recent years (internet, counseling hotline and communication campaign)

• Establishment of special organizations: Points Relais Conseil, Conseils regionaux and Comité Interministériel en faveur de développement de la VAE (CI-VAE)

• measures so far: creation of competence focused reference frameworks as well as requirement of evaluation scheme

• Registration in RNCP as a signal of quality of qualifications -> creates trust

• Positive that qualifications granted by VAE are not distinguishable from “normal” qualifications

Perspectives and Future Challenges

• Lacking quality assurance of jury evaluations• Competence based frameworks of reference for

several qualifications and an applicable formation/instruction of jury members are missing

• Demand for more standardization of VAE as well as adequate availability of resources

►For this reason: national VAE-group was established

...is regarded as one of the prominent forms of recognition of informel learning in Germany (OECD 2008)

It is based in the act of vocational training in 1996 and again in 2005 (§ 45(2))

It gives people, that have not attended the prozess of a formal vocational training in school an enterprises, the opportunity to take the final exam to gain the degree/certificate

In 2005 aproxiamatly 30.000 people took the exam.

The recognition of informel learning through the access to the final exam is made by the responsiple body (the chambers)

Externenprüfung

Critieria for the access to the Externenprüfung (BBiG § 43)

• People have had to work the 1 ½ amount of the duration of training in the field, were they want to take the final exam in.

• Also, other degrees of vocational training can be regogniced.

• Furthermore, when one can make plausible, that he/she has gained the neccessary competencies in the particular field of vocation.

Externenprüfung

1) The recognizing bodys (chambers) are not providing the individuals with „information intermediates“, especialy concerning the vocations and the methods and criteria auf recognising, which lead to high search costs.

2) The individuals are not able to document there competencies in the right way and can not chose, whitch competancies may be relevant for the vocation. This leads to high uncertanty concerning form of supporting documents.

3) There is no transparency about the methods and criteria, whitch are used by the bodys concerning the recognition of competancies.

Problems of the Externenprüfung

Comparison of both approaches

Criteria VAE ExternenprüfungLegal framework National law and

corresponding decretsLaw

Stakeholders‘ Rights Individual: right to apply for VAE

Recognizing bodies: right to develop own procedure and right to decide about the result

Individual: limited freedom to choose the procedure [exclusive jurisdiction of the recognising body] Recognizing bodies: right to decide about the result

Methological approach

Predominant summative, personal development plan as formative element

Summative

Criteria VAE ExternenprüfungMethods Reviewing of the dossiers,

interviews or test in the field of experience

Reviewing the certificates facultative guidance towards the supporting documents and the regular final exam in the vocation

Signaling elements Individual: Dossier(s), certificates or other evidence Recognising body: Registration in the RNCP, information policy

Individual: Certificates or other evidence Recognising body: [exclusive jurisdiction of the recognising body]

Screening elements Individual: Using consulting offersRecognizing body: evaluation of the dossier, interview and if neccesary observation

Individual: [unknown]

Recognizing body: evaluation of the dossier

Conclusion

Allthough both approaches belong to the same type there are the following differences:• The theoretical analysis shows that the external

exam has deficits concerning signaling by the recognising body as well as regarding the screening by the individual.

Instruments to compensate these deficits:Development of a National Qualification FrameworkEstablishment of an information and guidance systemDevelopment of new or utilisation of existing

instruments for the recognition of informal learning

Thank you for your attention!

Contact:Silvia Annen annen@bibb.deDaniel Schreiber schreiber@bibb.de