The recognition of competences as an institutional economic problem – comparison of selected...
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Transcript of The recognition of competences as an institutional economic problem – comparison of selected...
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
Area of conflict within principal agent
relationship
Modelling information asymmetries and behavioral uncertainty
Information asymmetriesInformation asymmetries
Behavioral uncertaintyBehavioral uncertainty
Uncertainty of quality with reference to the
agent before the conclusion of the
contract Hidden characteristics
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 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
Uncertainty of intention with reference to the
agent after the conclusion of the
contract Hidden intention
Problem of adverse selection
Problem of adverse selection Problem of moral hazardProblem of moral hazard Problem of hold upProblem 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 individual recognizingbody
recognizingbody
competencesmethods
and criteria
informational asymmetry IThe recognizing body does not have the direct access to the
competances of the individual
double informational asymmetry double informational asymmetry
Theoretical Model
1) Signaling by recognizing body via
quality assurance system, accreditation procedures, coordination mechanisms
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
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)
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
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
• 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
• 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
• 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)
...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.
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.
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 Externenprüfung
Legal framework National law and corresponding decrets
Law
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 Externenprüfung
Methods 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 [email protected] Schreiber [email protected]