HomeCategoryAPEL.Q Case studies

Validation of acquired experience in companies

Background

The Delors law in 1971 and the legislative modifications that followed it introduced continuing vocational training as an independent area of labour law. Subsequent reforms profoundly altered the French training system. In particular, the changes established the individual’s right to training as a national obligation and introduced new training options for employees, based on the existing established equal funding system. It was possible, for instance, for employees to receive training outside working hours. Furthermore, professional sectors gained an important role in the new continuing vocational training system. Key objectives of these reforms were to hand over some of the control of personal qualifications and competences to employees themselves, allowing them job mobility across sectors. Rather than being employer-driven, such a system puts the employee at the centre of all decisions regarding his/her own training paths and career progression routes.

The vocational training sector has become the place where training policies are devised and implemented for employees. It sets guidelines for the development of training and the allocation of corresponding funds. In general, companies must allocate a budget for the continuous training of their employees. The budget, for companies with 20 and more employees, should be equivalent to at least 1.6 per cent of their payroll. Each year, employers must formulate a training plan and should seek the advice of the work council. The plan consists of details of the company’s future goals and associated training needs, and also takes into account the company’s obligation to ensure the ability of its employees to remain employed.

As a result of this restructuring of the vocational training sector, there has been, for instance, an increase in the use of professional training contracts – a system that has served to create on-going courses designed to confirm employees’ commitment to their roles in their jobs and advance their careers. The individual entitlement to training is also becoming better known among employees.

Procedures and processes

The process of VAE in companies or through training providers follows the general framework for VAE procedures existing in France which basically comprise five steps:

  • The first phase comprises consultation, information, and guidance.
  • The second phase is when the application of the candidate conforms to the legal and administrative rules.
  • The third phase comprises the preparation of a dossier of evidence usually with the assistance of an advisor.
  • The fourth phase is when the VAE board of examiners evaluates the application.
  • Finally, the VAE board assesses the candidate’s claim and provides feedback on his/her future pathway. In cases where the board instructs the candidate to further develop his/her project and to complete the certification process, it will also monitor his/her progress.

Companies integrate VAE into businesses’ overall skills management policies. Some companies use it in their management plan to ensure employability of their employees in the face of ever-changing job profiles, increase of professionalism, and the need to facilitate internal mobility and support career progression. Others use VAE to increase the company’s attractiveness for the recruitment and retention of employees. VAE is also implemented as an element of the business’s social policy to retrain employees.

Outcomes and ways forward

VAE is a key factor in recognising learning gained through work experience, different forms of prior learning, and community and voluntary activities. It gives greater visibility to acquired knowledge and skills and encourages businesses to define the skills they expect. It lays out career paths more clearly in the form of nationally guaranteed qualifications (National Qualifications Framework), emphasising skills that are useful on the labour market, taking into account all stakeholders’ interests. It improves workers’ employability and encourages individuals to engage in lifelong learning. It encourages mobility by recognising a pathway of progression. Finally, it is an essential factor in career security for all those who experience a change in their job profiles, professions, or within industry and service sectors.

Despite the benefits of VAE, access to lifelong learning in companies is mostly provided to those with a good educational background and/or those holding positions with a certain level of responsibility. The pattern that emerges shows that the demand for VAE is highest within a relatively small range of professions, mostly in the traditional care and administrative work sectors, held usually by those who require a diploma in early childhood education, or are required to work as assistants to the manager. In 2013, the most demanded diplomas represented only four per cent of the over 700 qualifications listed in the National Directory of Vocational Qualifications (Répertoire National des Certifications Professionnelles, RNCP).

Similarly, continuing education, as it is currently organised, does not address all the challenges of the European Union’s aim of creating a knowledge society as laid out in the Lisbon Strategy. Other challenges that remain to be tackled are the high rates of unemployment. The second part of 2013 aimed therefore to arrive at a new agreement through collective bargaining (between government and social partners) to address these challenges and to especially direct training to those who are traditionally underrepresented and help companies to gain more qualified employees.

Likewise, new measures to provide stability and security of careers were launched in the aftermath of the financial crisis that has affected France since 2008. One of the ways forward has been to set up the Joint Fund for Career Security (Fonds paritaire de sécurisation des parcours professionnels, FPSPP). It came into effect through an agreement negotiated between social partners and the state in 2008, and became law in November 2009. The law provides for workers who have been laid off to keep the individual training rights they had acquired – the so-called ‘portability’ feature – which they can use either while unemployed or in their next job.

Source: UNESCO UIL

APEL.Q in employment and business services

Background

In the European Union (EU) countries, public employment services (PES) are the authorities that connect jobseekers with employers. Although these services are structured differently from country to country, all PES help to match supply and demand on the labour market (European Commission).

In Finland, the Ministry of Employment and the Economy is responsible for carrying out policies, guidelines, and performance management in relation to employment, labour market competence development and entrepreneurship. The Ministry provides more than 120 national employment and business services (TE offices), and these are in charge of securing skilled labour and placing jobseekers into vacant jobs. The objective of the TE offices is to assess the capacities, objectives and alternatives regarding education, training and employment in such a way that it matches the individual’s situation with regards to his/her competences, prior learning and work experience (Cedefop, 2014).

Like most European countries, Finland experiences challenges regarding youth unemployment. The overall unemployment rate in 2013 was 8.2 per cent, whereas the youth unemployment rate was 19.9 per cent. Thus, the Finnish government has introduced various initiatives (e.g. the Youth Guarantee plan) to reduce this rate. The TE offices play an important role in reducing the general unemployment rate and introduced additional support services for the unemployed youth in 2013 (TE-Palvelut, 2014).

Procedures and processes

Three categories of job services exist: Employment and Business Services, Competence Development Services and Supported Employment Services.

The first category of services is for two groups: employers and entrepreneurs from companies and organizations and individual jobseekers whose vocational competences and skills are sufficient for finding employment directly in the open labour market. TE offices assess, analyse and match the needs of the employers with those of jobseekers. Thus, employment services offered include assistance with job vacancy advertisements, recruitment, lay-offs and redundancies, personnel development, and training. Business development and entrepreneur-focussed services involve coordinating cooperation in partner networks. These partners include companies, sub-regional business services and municipalities (TE-Palvelut, 2014).

The second service category serves individual jobseekers who need to develop their competences to find employment, or who need support in determining a new career path. TE offices offer training, activation services, career planning and CV and job application writing services. During the initial job searching phase, the jobseeker and the TE-counsellor collaborate to identify competences and individual needs. Together, they develop a career plan and identify continuing training required. The TE offices procure vocational education and training services from various training providers, e.g. the training programmes for adults conducted in cooperation with the Competence Based Qualifications (CBQs). TE offices coordinate partnership networks between municipalities, training providers, educational institutions and companies (TE-Palvelut, 2014).

The third service category serves the long-term unemployed – jobseekers in need of individual and/or multi-professional support. This includes jobseekers over 50 or under 30 years of age, people with disabilities or illnesses and people with additional job seeking needs. Special TE centres (ESCs) provide extended services to this group by analysing the individual’s competences and requirements to prepare them for employment. These services include vocational rehabilitation, onward referral to vocational training programmes and apprenticeships, the identification and tailoring of suitable jobs, job placement, post-placement support and job coaching. ESC personnel find individual solutions in cooperation with employers and companies. The ESCs are joint service points for local authorities, including employment and social insurance offices, and municipal social and health departments. They follow a holistic approach based on a multi-professional individual counselling, meaning that individuals are referred to other service types as required (TE-Palvelut, 2014).

Internet-based services are provided for all service categories, including tools for registering as a jobseeker or employer, detailed guides for immigrants, information about labour market training, vocational guidance and career planning. Free telephone services offer information about services provided by the TE offices.

Outcomes and ways forward

With regard to the youth unemployment rate, Finland has succeeded in improving long-term labour market prospects for youth who are unemployed or inactive through the Youth Guarantee plan. This plan targets specific subgroups, giving greater attention to vocational education and training apprenticeships. Since the plan was implemented, the youth unemployment rate has decreased, with 67.8 % of beneficiaries starting a job, a traineeship, an apprenticeship or further education within four months of registering with the Finnish TE offices. After six months, this rate increased to 89.6% of Youth Guarantee beneficiaries (European Commission, 2015).

References

CEDEFOP. 2014. European Inventory on Validation of Non-formal and Informal Learning: Country report Finland. http://www.cedefop.europa.eu/da/publications-and-resources/country-reports/validation-finland-2014 (Accessed 20 November 2015).

European Commission. Public Employment Services.http://ec.europa.eu/social/main.jsp?catId=105&langId=en (Accessed 20 November 2015).

European Commission. 2015. Youth Guarantee Country by Country – Finland 2015. http://ec.europa.eu/social/main.jsp?catId=1161&langId=en&intPageId=3332(Accessed 9 August 2016).

TE-Palvelut Services. 2014. Public Employment Services in Finland. Vantaa, Uusimaa Employment and Economic Development Office. http://www.te-services.fi/te/en/index.html (Accessed 9 August 2015).

Source: UNESCO UIL

Qualifications of validation practitioners in adult education institutions

Background

Two main groups of practitioners are involved in the validation process of non-formal and informal learning in adult education institutions in Denmark: those who offer guidance for potential validation and those who carry out the validation assessment. The performance of validation practitioners has a large impact on the quality and reliability of the validation process. Thus competence development and professionalization of practitioners is essential. In the last decade, the Ministry of Education has carried out a number of initiatives for competence development of practitioners involved with validation in adult education.

Following Act 8 on ‘Validation of Prior Learning’, education institutions are responsible for assuring that validation practitioners have the adequate qualifications in relation to the education for which the assessment is aimed (Danish National Parliament, 2008). According to the Act, the education institutions are also responsible for the facilitation of validation practitioners’ attendance in the adequate courses and training.

Procedures and processes

The following two programmes for practitioners involved in validation processes at educational institutions are described in this case study:

  1. The national umbrella organization for adult education in Denmark (DAEA) offers a training programme for practitioners to be trained as ‘prior learning guides’. The learning outcomes of the DAEA course are formulated as enabling participants to:
    • be familiar with the latest research on guidance and counselling in relation to the process of clarification and documentation of prior learning;
    • be able to use tools for clarification and documentation of prior learning, including the tools developed by the Ministry of Education (e.g. ‘My Competence Portfolio’);
    • teach and support others on how to work in a professional way as a ‘prior learning guide’ (‘sparring partner’) with regard to clarification and documentation of prior learning.
  2. In 2011, the National Knowledge Centre for Validation of Prior Learning (NVR) developed a ‘Diploma module’ for validation practitioners. The module is approved in the national education system (NQF level 6, 10 ECTS) and is offered at the university colleges. Admission requirements are that candidates have completed either a short-cycle or medium-cycle higher education and a minimum of 2 years of relevant professional experience. Applicants with equivalent backgrounds may get access through a validation process.The objectives of the course are for students to be able to undertake and develop tasks concerning validation through the integration of practical experience and theoretical knowledge in all phases of the validation process. At the end of the course, the practitioner is expected to have knowledge, skills and competences in:
    • assessing and utilizing various validation methods and tools;
    • assuring quality of validation processes in an institutional context;
    • working in cooperation with practitioners from other education institutions and work places;
    • reflecting on his/her own practice, based on relevant theory; and
    • supporting clients in their personal and professional development.

    The content of the course includes the following themes:

    • validation of non-formal and informal learning as part of a national and international strategy for lifelong learning;
    • the education systems and cooperation with the labour market;
    • validation target groups and different individual perspectives, including adult living, career development and motivation;
    • methods and tools for recognition, identification, documentation and validation of prior learning;
    • quality assurance, validity, reliability and development work of validation processes; and
    • theories of knowledge and learning.

Outcomes and ways forward

Due to the fact that validation practitioners in Denmark have many other tasks in addition to becoming validation practitioners, focussing on validation processes becomes difficult. Counsellors and assessors have demanded further education.

In 2010, the Ministry of Education made a national action plan on validation of prior learning with four initiatives crossing all relevant adult educational areas: mapping out the players in guidance and counselling, improving quality assurance and addressing the need to develop competences in practitioners.

Vocational education institutions providing AMU and adult education centres (VUC) all participate in thirteen local adult and continuing training centres (VEU-centres). The thirteen VEU centres were established in 2010 to provide a unified gateway to general adult education, vocational adult education and continuing training, with a greater focus on quality and effectiveness. The VEU-centres are also responsible for promoting RPL-programmes and improving programme quality in the participating education institutions. Since 2012, the continuing training centres have been actively involved in RVA initiatives by developing standards and common methods across institutions, as well as facilitating competence development for RVA practitioners.

References

CEDEFOP. 2014. European Inventory on Validation of Non-formal and Informal Learning 2014: Country report Denmark.http://libserver.cedefop.europa.eu/vetelib/2014/87054_DK.pdf.

Denmark. Ministry of Education 2008. Bekendtgørelse om Realkompetencevurdering. https://www.retsinformation.dk/forms/R0710.aspx?id=25521#Kap5 (Accessed 6 November 2015).

Denmark. Ministry of Education. My Competence Portfoliohttps://minkompetencemappe.dk/ (Accessed 4 November 2015).

Source: UNESCO UIL

Validation of non-formal and informal learning of information and technology workers

Background

Information Technology (IT) workers often gain their competences in non-formal or informal settings or through self-directed learning. They often fear the loss of their jobs due to the insecure nature of the IT business in which competences quickly become obsolete. Thus, there is a need for additional formal education and continuing training to adapt to the changes in skills requirements within the field.

This case study concerns IT workers – supporters, programmers and developers – participating in a major project involving the strategic competence development of IT workers in an IT department of a public healthcare company in Denmark (Enggaard and Aagaard, 2014). The different stakeholders involved in the project all had their own vested interest. Firstly, most of the staff involved in the project needed formal education at higher levels within management and IT areas in the public healthcare system. Secondly, employers were interested in the project due to the constant pressure on the public healthcare sector to make procedures more efficient and to exploit new technology. Thirdly, the IT workers’ trade union had an interest as part of their effort to secure their members’ employability through lifelong learning and competence development. Lastly, educational institutions shared interest in the project since they saw it as an opportunity to develop improved procedures for the validation of non-formal and informal learning and to gain a large group of new students as a result.

Procedures and processes

The validation of non-formal and informal learning completed by the the nine IT workers comprised several steps:

Firstly, the IT department carried out a gap analysis. This analysis compared the IT workers’ existing competences with the expected demand for IT competencies according to the company’s overall strategic plan. Based on this overall demand, a list of job roles or functions was created and translated into occupational and personal competences, positioned from level one to five.

Secondly, the workers’ existing competences were matched with one or more of the job roles, and a competence development plan was designed.

Thirdly, a competence matrix was developed, in which all job roles were matched with the courses and modules at different levels in educational institutions. Combining the competence matrix with the individual competence development plan gave an overview of the demand for competence development in the IT department.

Lastly, the relevant educational institutions were invited to participate in translating the individual plan into concrete educational plans for IT workers wishing to access higher education or receive exemptions for course components. In the context of the relevant educational institution, the IT workers were asked to prepare a portfolio defining their competences acquired through formal, non-formal and informal learning. In cooperation with counsellors from the relevant educational levels, they clarified the best possible career routes, including access to higher education and/or exemptions from courses.

Outcomes and ways forward

During the validation process, workers became aware of their legal right to have their competences validated in an educational institution, taking into account the individuals’ desire for further education, career changes and/or higher earnings. Some of the workers saw the company’s strategic competence development project as an opportunity to change career paths and get a new job in another department or company. Some of the workers preferred access to an educational programme rather than exemption from course components.

The case study of the validation of IT workers’ non-formal and informal learning showed that in order to avoid conflict of interests, it is important that the three stakeholders come to a common understanding on how to assess competences derived from the workplace. This understanding is particularly important as the three different stakeholders use different yardsticks: employers use company demand for competences, employees tend to use future career options and educational institutions use the respective formal educational objectives.

References

Enggaard, E. and Aagaard, K. 2014. Meeting points in the VPL process – a key challenge for VPL activities. In: R. Duvekot, H. Bénédicte, K. Aagaard, S. Gabrscek, and J. Murray. eds. 2014. The Power of VPL. Validation of Prior Learning as a Multi-targeted Approach for Access to Learning Opportunities for All. Vught, EC-VPL.

Source: UNESCO UIL

RPL and labor mobility, Department of Labor and Advanced Education, Government of Nova Scotia

Background

Over the last five years the Government of Nova Scotia, through its Department of Labour and Advanced Education (LAE), has undertaken a number of initiatives to support the development of a comprehensive Recognition of Prior Learning (RPL) system. In 2009 the Government of Nova Scotia established the Nova Scotia RPL Policy Framework. This Policy Framework set out the vision, mission, principles, and values underlying a comprehensive approach to RPL and identified the key goals and strategic actions necessary to support a province –wide system. It included actions to be undertaken by groups both within and outside of government and the steps necessary to assure sustainable leadership. The Policy Framework identified LAE as the lead partner in government for facilitating and coordinating the Framework and led to the creation of the RPL and Labour Mobility Unit within the Adult Education Division.

In its first year of implementation, the RPL Policy Framework called for the development of an Environmental Scan of RPL activity across all sectors. In subsequent years it has called for the use of competency frameworks for high priority professions and occupations, and the development of new initiatives to support the greater inclusion of under-represented groups in the work force.

Procedures and processes

The NS Government contracted the Prior Learning Centre in 2010 to complete the Environmental Scan of RPL Activities in the Province of Nova Scotia. It was the first such review of its kind. It resulted in a comprehensive inventory of RPL activities from a wide range of providers: education and training institutions, industry groups and employers, government departments, regulatory bodies and non-profit and community-based organizations. The results continue to provide a benchmark from which to improve and enhance the capacity of the overall system.

The RPL and Labor Mobility Unit established in 2011 has continued to provide leadership over this period, in implementing the Policy Framework, building the elements necessary for facilitating an RPL system. The Unit has supported the development of occupational standards and competency profiles for high priority occupations, and the application of competency –based assessment and alternative assessment methods. In addition the Unit has initiated innovations to recognize the learning of individuals from under-represented groups who have no formal qualifications (Record of Achievement).

Outcomes and Ways Forward

The project has had a record of achievement. The Adult Education division recognized that a percentage of their learners would never achieve high school completion or pass the General Educational Development (GED) test for a variety of reasons. Many of these learners had skills and knowledge that would make them good employees in entry level jobs, but often employers would not even consider their applications since they did not meet the minimum requirement of a high school diploma. The Record of Achievement project was originally conceived to address this issue, but it was apparent that it could also address challenges faced by the close to 100,000 working age Nova Scotians with few or no formal qualifications. The Record of Achievement (ROA) RPL methodologies assist individuals in identifying, documenting, and recognizing the skills and knowledge they have acquired through education life, community and work experience. It further provides supports for assessing this learning against the Nova Scotia Core Employability Skills Framework (or NS Core Skills Framework).

The NS Core Skills Framework is designed to provide a standard of essential and employability skills relative to entry level work in the 21st century. Certified Assessors conduct assessments using a variety of tools that provide a snapshot of where a person is in relation to the framework. The assessment results in a credential issued by the Department of Labour and Advanced Education and signed by the Minister. The ROA is a living document that will change as the learner increases his/her knowledge and skills. It offers the employer a validation of the skills and learning of individuals that can be measured against occupational requirements. It offers the learner an opportunity to identify gaps as well as strengths and thus develop a personal plan for bridging these gaps toward securing employment or further training.

More pilot projects and the second validation of the NS Core Skills Framework are underway and the Department is planning for implementation in September 2015.

Source: UNESCO UIL

Recognition and certification of vocational secondary education for adults

Background

Vocational secondary schools carry the main responsibility for adult and continuing education in Bosnia and Herzegovina (BiH). They offer training programs for adults mostly on the same lines as the programmes of formal vocational secondary educa. The aim of these programs is to enable adults to upgrade their skills and acquire qualifications in order to improve their employment prospects. Non-Governmental Organizations (NGOs) are also active in the training of adults, but this training does not lead to certification. An important aspect of vocational secondary education for adults is the opening up to a range of different providers and settings for training, including non-formal and informal learning (ETF, 2009).

The provision of vocational secondary education for adults is determined by two framework laws at the national level: (1) The Framework Law on Primary and Secondary Education in BiH (2003), adopted in 2008, is key to initial and continuing training of adults in response to labor market demands and trends. (2) The Framework Law on Secondary VET BiH of 2008 provides a broader perspective linked to lifelong learning ensuring conditions for the development and promotion of industrial crafts and services.

For recognition, validation and accreditation (RVA) of non-formal and informal learning to happen, standards need to be established against which skills, prior learning and work experience can be assessed and measured. Standards of assessment and quality of secondary vocational secondary VET (also for adults) are under the responsibility of the Agency for Pre-primary, Primary and Secondary Education as laid down under the Framework law on Secondary VET and the Law on Agency.

Procedures and processes

Activities around vocational secondary education for adults are mainly organised at the level of the two entities: (1) in the smaller entity of Republika Srpska (RS); (2) in the bigger Federation of BiH (FBiH) and in District-Brcko of the country. In the Republika Srpska (RS):

The Law on Adult Education of 2013 promotes the vocational secondary education of adults (above the age of 17). This law states that adults are required to update their vocational and professional knowledge, skills and competences through additional/further education leading to a qualification.

  • The Institute for Education of Adults designs the vocational secondary education curriculum for certification at levels three and four. It also develops standards and procedures for the accreditation of programmes/modules as well as offering further training for professionals who have prior experience in their occupational fields. Some of the training fields are radiotherapy, shoemaking, beekeeping, fruit business, winemaking, and nursing of elderly people and people with special needs.
  • The Council of Adult Education acts as an advisory body for standards and procedures for the accreditation of institutions, programmes and teacher qualifications. It cooperates with municipalities and is active in the networking of adult education institutions.
  • Until March 2011, almost 600 applications were registered for adult and continuing education. The Institute approved 88 training providers of adult and continuing programmes from the Republic of Srpska (Institute for Education of Adults in RS, 2011, p. 8).

There are several innovative cases of vocational secondary education for adults where RVA is being promoted in collaboration with private enterprises. These examples are taken from RS as well as from the different cantons of FBiH

  • The Tešanj vocational school in the Zenica-Doboj Canton (FBiH) delivers courses based on modular curricula and learning outcomes-based approaches. Social partners (employers and employee associations) have formed an advisory council to collaborate with enterprises. They deliver services to employed workers, and recognize and certify skills and learning outcomes from vocational secondary adult education that are relevant to the needs of local enterprises.
  • The Banja Luka Agricultural School is a member of the Chambers of Commerce and Industry of RS. It cooperates with associations of bakers, butchers, and milk producers to organise courses and classes for gardeners, wine-growers, butchers and milk producers in accordance with the needs of the labour market.
  • The Gradiska Technical School (RS) co-operates with private businesses on the basis of an agreement for recognizing learning outcomes from practical training.
  • The Transport and Electrical Engineering School (RS) cooperates with the business sector in the recognition of learning outcomes from training programmes for adult education.
  • The Sarajevo Tourism and Catering Secondary school recognizes and certifies the learning outcomes from courses related to occupations in the Register containing the Classification of Occupations. The vocational secondary school has established good links with local companies in order to provide practical training to students and adults. The school also offers adult training that may not lead to a formal qualification, but local companies recognise the value of the certificate of attendance issued by the school.

In the case of Brčko District of BIH, the Development Strategy of Brčko District for the period of 2008-2017 (Brčko District Assembly, 2009) should lead to the adoption of a law on adult education. In the meantime, there are some activities in the VET of adults, which are modestly regulated (especially in regard to RVA) by the Law on Education in Primary and Secondary Schools in Brčko District BIH.  However, it is important to highlight that the already existing 2011 framework law on adult education for Brčko District, has until today never been given for consideration and adoption to the Brčko District government. Considering that already 4 years have passed, it is necessary to be cautiously optimistic about the adult education law in Brčko District (Kojić and Ćemerlić, 2015).

Outcomes and ways forward

The existing legislative frameworks on adult and continuing education are to a great extent influenced by vocational secondary education provision. Several recommendations have been made by the European Training Foundation (ETF, 2009, 2010) to improve adult and continuing education and to develop RVA mechanisms. These recommendations are listed below:

  • RVA should not only be limited to recognizing vocational and technical skills, but also to recognizing the wider needs of adults with regard to literacy, personal development and social cohesion.
  • It is important to take cognizance of the fact that employers are not only seeking technical/vocational skills but also general skills such as IT skills, foreign languages, team-working skills and positive attitudes towards work.
  • It is necessary to develop occupational profiles and standards in order to mitigate the problem of skills mismatch,
  • There appears to be a strong belief among people in BiH that the training of adults means going back to school; this is amply illustrated by the fact that it is mostly adults in formal vocational secondary schools, rather than adults outside the formal system, who are better able to express a demand for requalification in certain professions. The ETF reports suggest that incentives should be provided not only for the formal education of adults but also for the development and recognition of non-formal training, on-the-job training, and training at post-secondary levels.
  • In addition to the award of certification by schools and universities through diplomas, it will be crucial to draw attention to certifying learning outcomes from other forms of learning that take place in the labor market, in companies and in the non-formal training sector. This should happen with a view to supporting recognition and validation of prior learning, taking into account all knowledge, competences and skills acquired through formal, non-formal and informal learning.
  • The processes of identification and documentation of skills, knowledge and competences needs to be done with the involvement of a wider range of stakeholders, requiring improved communication, cooperation and coordination between education, employment, economic sectors and among social partners.
  • Vocational secondary schools for adults should be merged into regional and sectoral networks of secondary school communities. This would address socio-economic development at the regional level.
  • Post-secondary and tertiary education pathways must be established in order to give adults a future perspective after secondary vocational education.
  • The establishment of an Agency for Standards and Assessment will be crucial for the accreditation and the evaluation of programmes/modules;
  • “The development of a quality assurance mechanism in line with the European Qualification Assurance reference framework for VET (EQA-VET) would be particularly useful in a country like Bosnia and Herzegovina given the extremely fragmented administrative organisation and also because of the need for greater autonomy among VET providers. This would lead to the development of assessment, including self-assessment of providers (including VET schools), the development of indicators and a monitoring system at policy and system level.” (ETF, 2010, p. 20).

References

Bosnia and Herzegovina. Brcko Distrikta Skupština. 2009. Strategija razvoja Brčko distrikta BIH za razdoblje 2008-2017. [Development Strategy of Brcko Distrikt for the period of 2008-2017]. Brčko, Institute za društvene i ekonomske studije-IDES. http://www.bdcentral.net/images/stories/Vazni_akti/Strateski_dokumenti/strategija_razvoja_brcko_distrikta_2008-2017-hr.pdf (Accessed 1 September 2015).

Bosnia and Herzegovina. Službene novine Bosansko-podrinjskog kantona Goražde (Bosnian-Podrinje Canton). 2014. Zakon o srednjem odgoju i obrazovanju. Ministry of Education of Bosnian-Podrinje Canton. http://asubih.ba/wp-content/uploads/2015/01/Zakon-o-srednjem-obrazovanju-iodgoju-Bosansko-podrinjskog-kantona-Gora%C5%BEde (Accessed 20 April 2015).

Bosnia and Herzegovina. Službene novine Zenicko-Dobojskog kantona (Zenica-Doboj Canton). 2014. Zakon o obrazovanju odraslih. Ministry of Education of Zenica-Doboj Canton. http://uciradi.ba/index.php/files/preview/29/34 (Accessed 20 April 2015).

Bosnia and Herzegovina. Vlada Hercegovačko-neretvanskog kantona (Government of Herzegovina-Neretva Canton). Dokumenti Ministarstva obrazovanja Vlada Hercegovačko-neretvanskog kantona. Ministry of Education of Herzegovina-Neretva Canton. http://www.vlada-hnz-k.ba/bs/clanovi-vlade/ministarstvo-obrazovanja-nauke-kulture-i-sporta (Accessed 20 April 2015).

Bosnia and Herzegovina. Valda Kantona 10. Dokumenti Ministarstva obrazovanja Vlada Kantona. Ministry of Education Government of Canton 10. http://www.vladahbz.com/pages/dokumenti. (Accessed 20 April 2015).

Bosnia and Herzegovina. Vlada Sarajevskog Kantona. Aktualne obavijesti [current notices]. Web page of the Ministry of education of Sarajevo Canton. http://www.ks.gov.ba/aktuelnosti/novosti/ministar-kazazovic-direktor-reso-neophodno-hitno (Accessed 20 April 2015).

Bosnia and Herzegovina. Vlada Tuzlanskog Kantona. 2015. Uređivanje oblasti obrazovanja odraslih. Ministry of Education of the Government of Tuzla Canton. http://www.vladatk.kim.ba/vlada-tk/rad-vlade/sjednice-vlade/2462-2-svtk-17032015(Accessed 20 April 2015).

Council of Ministers of Bosnia and Herzegovina. 2007. Strategija razvoja strucnog obrazovanja i obuke u Bosni i Hercegovini za period 2007–2013. Godine. [Development strategy of vocational education and training of Bosnia and Herzegovina for the period 2007-2013]. Sarajevo. http://www.aposo.gov.ba/hr/files/2012/11/Strategija-razvoja-strucnog-obrazovanja-i-obuke-u-Bosni-i-Hercegovini1.pdf (Accessed 26 April 2015).

Council of Ministers of Bosnia and Herzegovina. 2007. Okvirni zakon o osnovnom i srednjem obrazovanju u Bosni i Hercegovini. Sarajevo. http://www.aposo.gov.ba/en/files/2013/06/Framework-Law.pdf (Accessed 20 April 2015).

Council of Ministers of Bosnia and Herzegovina. 2009. Razvojna strategija BiH[Draft Development Strategy of BiH]. Sarajevo. Direkcija za ekonomsko planiranje.

Council of Ministers of Bosnia and Herzegovina. 2014. Nacrt zakon o principima obrazovanja odraslih u Federaciji Bosne i Hercegovine. Sarajevo. http://www.parlamentfbih.gov.ba/dom_naroda/bos/parlament/propisi/El_materijali/Nacrt zakona o principima obrazovanja odraslih u FBiH_2014. (Accessed 17 April 2015).

Coradini, M., Masson, J.R., Baumann, A. 2010. Torino Process. Bosnia and Herzegovina 2010. Turin, European Training Foundation.

Government of Bosnia and Herzegovina. 2009. Zakona o obrazovanju odraslih Republike Srpske Banja Luka. http://www.parlament.gov.rs/upload/archive/files/lat/pdf/predlozi_zakona/2230-13Lat.pdf (Accessed 20 April 2015).

Herić, E., Grgić, K. 2008. The Development and State of the Art of Adult Learning and Education (ALE): National report of Bosnia and Herzegovina. Sarajevo, DVV International Head Office. http://www.unesco.org/fileadmin/MULTIMEDIA/INSTITUTES/UIL/confintea/pdf/National_Reports/Europe – North America/Bosnia and Herzegovina.pdf (Accessed 20 April 2015).

Kojić, G., Ćemerlić, Z. 2015. Studije o obrazovanje odraslih u regiji Posavine. Projekat “Posavina za cjeloživotno učenje”. Brčko Distrikt, Employment Bureau.

Parliamentary Assembly of Bosnia and Herzegovina. 2008. Okvirni zakon o srednjem i stručnom obrazovanju u Bosni i Hercegovini. Sarajevo. http://bhric.ba/dokumenti/BHS%203%20Okvirni%20zakon%20o%20osnovnom%20i%20srednjem%20obrazovanju. (Accessed 26 April 2015).

Sarajlić, A., Žiga, B., Karić, M. 2011. Bosnia and Herzegovina: Impact assessment of vocational education and training reform. Torino, ETF Communication Department. http://www.etf.europa.eu/webatt.nsf/0/13DE66C4FED34DBFC12579D6005E5C31/$file/BA VET reform impact assessment.pdf. (Accessed 26 April 2015).

Slovenian Institute for Adult Education. 2011. Novicke 2011, 1.

Službeni glasnik Unsko-Sanskog Kantona. 2013. Zakon o Obrazovanju odraslih [. Bihac, Government of Una-Sana Canton. http://skupstinausk.ba/Sluzbeni/2013/br_10 (Accessed 26 April 2015).

Source: UNESCO UIL

Austrian Academy of Continuing Education’s (wba) role in professionalizing adult educators

Background

The Academy of Continuing Education (wba) was founded in 2007 by the Cooperative System (an association of Austria’s ten major umbrella adult education institutions (KEBÖ) and the Federal Institute for Adult Education) with the aim to professionalize and improve the quality of adult education in Austria. wba validates the competences of adult educators according to defined standards set down in the so-called ‘qualification profiles’. On the basis of the qualification profiles, wba submits and recognizes relevant competences and awards two different qualification types. While the certificate confirms basic competences in all four fields of adult education, the diploma focuses only on the specific field of adult education in which the candidate is working (either teaching, guidance/counselling, educational management or librarianship and information management).

To obtain a wba certificate, the following competences must be acquired:

  • Educational theory
  • Didactic skills
  • Management skills
  • Counselling skills
  • Librarianship and information management skills
  • Social skills
  • Personal skills
  • General optional modules (foreign languages or ICT skills)
  • Attendance at the certification workshop
  • 500 hours / at least 1 year of practical experience in the field of adult education

The wba diploma is aimed at those who specialize in one of the four areas of adult education and demonstrate practically applicable experience and theoretical knowledge. To be awarded the wba diploma, candidates must:

  • prove all the required competences
  • write a theory-guided, work-related thesis
  • pass the final oral exam
  • attain 400 hours / 4 years of practical experience in the field of adult education

Procedures and processes

0. Prerequisites

Candidates must have completed vocational education (e.g. an apprenticeship) or possess a school qualification above the compulsory secondary school level. They must be able to demonstrate hands-on experience in the area of adult education.

1. Status quo evaluation

After registration and payment of the fee, candidates have access to the wba login area and their personal online portfolio. They upload relevant evidence (e.g. attendance certificates for further education courses, university degrees, school leaving certificates, confirmations of work experience etc.) to their online portfolio and send this information to the wba. After approval by the accreditation board, candidates receive a detailed evaluation that lists the competences already acquired and the ones not yet fulfilled. Candidates can then either opt for the wba-certificate or end the recognition process.

2. wba certificate ‘Certified Adult Educator’

The candidates meet with their personal wba advisor to clarify which requirements towards a successful qualification as a certified adult educator have already been fulfilled and which are still missing. Together, they devise an education plan and the candidates subsequently acquire any missing qualifications. The wba advisor provides support regarding the selection of appropriate offers. When all remaining requirements are obtained, candidates attend an assessment, the so-called ‘certification workshop’, which includes a multiple choice test on educational theory, a presentation of the current work context, role plays and pair-work, a group exercise etc.). After participating successfully in the assessment and completing all required competences, the wba certificate is awarded. Candidates can now opt to apply for the wba diploma.

3. wba-diploma ‘Graduate Adult Educator’

To obtain the wba diploma ‘Graduate Adult Educator’, candidates must specialize in one of the four areas of AE: teaching and training, educational management, counselling/guidance or librarianship and information management. Compared to the wba certificate, the wba diploma has a much stronger focus on theoretical issues and evidences basic skills in academic writing: the candidate must write a work-related thesis and two book reviews. The thesis is discussed in a final oral exam, known as the ‘Colloquium’. After the candidate completes all required competences and passes the final oral exam, the wba diploma is awarded.

Outcomes and ways forward

wba graduates have, in general, a deeper insight into AE and better chances on the labour market, as both the wba-certificate and the wba-diploma are widely recognized within Austrian AE. Several evaluation studies conducted by wba, IHS and the University of Klagenfurt between 2010 and 2015 showed high levels of self-confidence acquired by candidates through the certification and graduation process.

Nearly 74 per cent of wba candidates are female. 47 per cent are between 40 and 49 years old, 21 per cent are aged 50 or older. In terms of educational background, 80 per cent of the candidates have an upper secondary school leaving exam, which provides general access to higher education. Fifteen per cent of candidates come from an immigrant background.

Source: UNESCO UIL

Recognition and validation for decent work

Background

Afghans, especially those excluded from national education and training and skills development, gain their learning and competences primarily through grassroots programs in non-formal settings and through informal apprenticeships. Currently, Afghanistan is aiming to create a long-term vision for the skills development of adults. This is seen to be helpful in encouraging adults who lack a formal education to continue to learn and build on the knowledge, skills and competencies they acquired through non-formal and informal learning.

In Afghanistan, different ministries have the responsibility for formal and non-formal education and training. Formal Technical and Vocational Education and Training (TVET) means vocational education imparted through formal schools under the Ministry of Education (MoE). Any training or teaching outside these schools is referred to as non-formal and informal learning, including the skills development programs offered by the Ministry of Labour, Social Affairs, Martyrs and Disabled (MoLSAMD).

The Afghanistan National Qualifications Framework (ANQF), initiated by the Government in 2008, is seen by the government as an important policy instrument for the recognition of non-formal learning and informal learning. The ANQF aims to: (1) recognize the different forms of learning and their specific contribution to the entire spectrum of education and training (basic education, secondary education, higher education, TVET, Islamic education, and literacy and non-formal education; (2) develop the Recognition of Prior Learning (RPL) as a pathway to certification; (3) promote the further education and career progression of individuals.

A comprehensive recognition system linked to the ANQF is in the process of being developed. One of the building blocks in this process is the development of an assessment methodology based on a competency-based training (CBT) approach. This labour-market-driven vocational training together with the National Occupational Skills Standard (NOSS) has been developed by the National Skills Development Programme (NSDP). The NOSS serves as a reference framework against which skills recognition takes place. Since 2009, the NSDP has been supported through the first Afghanistan Skills Development Project (ASDP1), funded by the World Bank and a consortium of donors including the United States Agency for International Development (USAID) and the Government of Norway.

Procedures and processes

The recognition of skills includes the following steps:

  • The identification of competencies.
  • The collection of evidence on performance and knowledge that can be compared to the required occupational standards.
  • The award of a certificate, when the learner demonstrates the required competencies.
  • The recommendation to do a further training course, when the learner is only partially able to demonstrate the required competencies.

The NSDP also provides Training-of-Trainer (TOT) workshops for providers/trainers who have already had some experience with NOSS and its implementation. During the TOT workshops trainers are taught how to assure the quality of the NOSS framework. TOT workshops are conducted for all kinds of providers such as those from NGOs and private and public TVET sectors. These workshops are conducted in all major provinces of Afghanistan, such as Herat, Balkh, Kandahar, Nangarhar and Paktya and also in the city of Kabul.

Outcomes and ways forward

Providing Afghans with decent work through RPL needs to be seen in the context of the employment situation and the level of job creation prevailing in the country. Estimates from the National Risk and Vulnerability Assessment (NRVA) for 2011-2012 show that unemployment stood at 8 per cent whilst vulnerable employment was nearly 50 per cent (NRVA, 2011-12). In addition, the country faces a shortage of skilled labor that is able to respond to the demands created by new investment initiatives. A crucial element in RPL is therefore to ensure the certification of skilled people who are directly employable after skills training.

Where RPL is part of a training program, it is important to ensure the quality of that training. The TOT workshops ensure that both formal and non-formal training providers follow the NOSS standards and certification procedures, and also take into account the employability of adults and the market relevance of the skills they impart. Often non-formal training providers do not base their programs on NOSS nor consider the value and acceptance of the certifications that are awarded in the labor market. These issues need to be systematically addressed in RPL. Furthermore, NOSS needs to be comprehensively applied across the major providers of skills development and adhered to in the training provision. This depends largely on whether the existing curriculum has been revised by the training providers according to the NOSS skills standards.

A recent World Bank assessment of Afghan Skills Development Program, ASDP1 (World Bank, 2015).

concluded that it is possible to provide demand-driven training in Afghanistan as long as increased  focus is placed on improved governance, the quality of delivery, institutional management and strengthening collaboration with the private sector. ASDP1 tracer studies also established the improved effectiveness of informal skills development programs supported by the project and delivered through the NSDP. These courses delivered 75 per cent employment within six months of completion with wages improved by 150-400 per cent for both male and female trainees. By comparison, persons who had not been trained improved their wage earnings only by 10-20 per cent in the period studied.

However, to further strengthen certification systems and quality assurance of skills development, the Second Afghan Skills Development Program (ASDP2) has been proposed and prepared by NSDP with financial and technical support from the World Bank. It aims to build on the gains of ASDP1 and address primarily the quality of certification and assessment issues in skills development. The ASDP2 funded by the World Bank runs from 2014 to 2018. The International Labour Organization is a major partner and is particularly involved in linking NOSS and curriculum learning outcomes, to the generic/core skills for each level of the ANQF. This referencing to the ANQF is expected to provide direct certification to Afghans through competency-based assessments linked to learning outcome descriptors in the ANQF. These inputs will hopefully also remedy the situation for adults where presently, under the existing qualifications system, only non-formal and informal learning that is equivalent to grade six of formal schooling is recognized, and only on the condition that the learner is of an age for the level at which he/she is assessed, and that the learner continues his/her education in a formal school (Nasry, 2013).

References

CINOP. 2009. Draft Structure and Model of Qualifications Framework (ANQF) for Afghanistan Revised Submitted by: CINOP dvies B.V. February 2011 Kabul, Afghanistan, Project: VPO/CESP/949/FBS http://www.cesp.gov.af/anqa/Documents/Output%201-%20ANQF-Revised-Final.pdf(Accessed 31 August 2015).

Committee on Education and Skills Policy (CESP). National Qualifications Authority. Available on the website of CESP at http://cesp.gov.af/about/

Committee on Education and Skills Policy (CESP). 2010. Annex 1: Meeting Minutes of Technical Advisory Group (to discuss the final version of the ANQA/ANQF). Kabul, Ministry of Labour, Social Affairs, Martyrs and Disabled (MoLSAMD).

Ministry of Labour, Social Affairs, Martyrs and Disabled (MoLSAMD). 2009. National Skills Development Program. Islamic Republic of Afghanistan. http://molsamd.gov.af/Content/files/research/An%20Urban%20Base%20Study%20of%20Media%20and%20tourism%20and%20hospitalitysectors%28Eng%29.pdf(Accessed 11 June 2015).

Ministry of Labour, Social Affairs, Martyrs and Disabled (MoLSAMD). 2007. TVET in Afghanistan. National Skills Development Project (NSDP). Kabul, MoLSAMD.

Nasry, A. R. 2013. National Qualifications Framework: Assisting citizens excluded from education. Singh and Duvekot (eds), Linking Recognition Practices and National Qualifications Frameworks. International benchmarking of experiences and strategies on the recognition, validation and accreditation of non-formal and informal learning. Hamburg, UNESCO Institute for Lifelong Learning (UIL).

UNESCO Institute for Lifelong Learning (UIL). 2014. Global Inventory of National Qualifications Framework: Country case studies compiled by the UNESCO Institute for Lifelong Learning. Hamburg, UIL.

World Bank. 2015. Non-formal Approach to Training Education and Jobs in Afghanistan. Implementation Status Results Report. Washington DC, World Bank.

Source: UNESCO UIL

The ProfilPASS System

Background

In addition to formal assessment methods, Germany has developed supplementary methods aimed at recognition of competences acquired in non-formal and informal settings. Instruments such as the ProfilPASS (BMBF, 2008) have been developed to record individuals’ training, learning and work biographies.

Between 2002 and 2012, the German Federal Ministry of Education and the EU funded the development of ProfilPASS. In 2006, a national ProfilPASS Service Centre was set up at the German Institute for Adult Education – Leibniz Centre for Lifelong Learning (DIE). It offers information and service to users, educational institutions and counsellors and is responsible for quality assurance.

ProfilPASS instruments are:

  1. the ProfilPASS for adults (since 2006)[1];
  2. the ProfilPASS for young people (since 2007), intended for youth from age 13-14 upwards and valid in schools at lower secondary level[2];

ProfilPASS users are mostly people who are transitioning: job seekers, individuals keen to re-enter the labour market, immigrants, unqualified workers, people from marginalized groups, people who are endangered by unemployment, students transitioning from education to work or individuals who dropped out of education and training courses previously. In addition, entrepreneurs can use it to sourceemployees.

Procedures and processes

ProfilPASS is a developmental instrument for the documentation of competences and abilities gained in non-formal and informal settings through vocational training, voluntary work or leisure time activities. ProfilPASS is a way of empowering individuals and making them aware of their personal strengths. Its efficacy is based on the assumption that many individuals can estimate the value of their competences through critical reflection on their own lives and evaluation of their own potential. It is a formative method based on user self-assessment and supported by professional guidance on a one-on-one basis or in groups. Persons interested in using the ProfilPASS can find a counsellor either by searching on the ProfilPASS website or by contacting a local dialogue centre in their region. Usually, they pay for counselling privately, including the folder. The local employment agency (Arbeitsagentur) or other publicly funded projects geared to bring people back into employment sometimes cover course participation costs.

The ProfilPASS system embeds two interconnected elements:

  1. the ProfilPASS folder (ProfilPASS-Ordner); and
  2. professional ProfilPASS guidance supported by trained advisors (ProfilPASS-Beratung)

A. The ProfilPASS folder is a portfolio that identifies and documents an individual’s competences in a biographical and systematic manner. This process is accompanied by professional and qualified guidance. The assumption is that individuals can widen their perceptions and identify their competences objectively only with support from experts.

The ProfilPASS folder[3] is made up of four main sections:

Section 1 ‘My life – an overview’, containing individual biographies and a reflection on competences gained through experiences in school, work and life.

Section 2 ‘My activity fields – a documentation’, containing individual interests, activities and priorities.

Section 3 ‘My competences – a conclusion’, containing a competence review.

Section 4 ‘My aims and next steps’, containing goal setting, life planning and evaluation on a four-level scale (levels A, B, C1 and C2)[4].

People usually attend a consultation session on a one-to-one or group basis. In these sessions, ProfilPASS counsellors support individuals through a process of reflection to realize and specify their abilities and to set future goals.

B. Qualified ProfilPASS counsellors support the ProfilPASS process. The ProfilPASS Service Centre of the German Institute of Adult Education – Leibniz Centre for Lifelong Learning (DIE) coordinates advisor training at the national level. The Service Centre supports local dialogue centres and counsellors (BMBF, 2008). Counsellors can work in educational institutions or as freelancers. Nationwide ProfilPASS dialogue centres disseminate the concept and organize the process in their region. By cooperating with counsellors. they promote the prevalence of the ProfilPASS system[5].

A precondition for becoming a ProfilPASS counsellor is either a formal counselling qualification or vocational experience supplemented with further education in the field of counselling. Counsellors also need to undertake a 3-day preparatory training in the methodology of documenting competences, delivered by certified ProfilPASS multipliers. After completing the training, counsellors receive a certificate that is valid for two years. They then go through a re-certification process by documenting the practice of their counselling.

Outcomes and ways forward

More than 200,000 people have used ProfilPASS since 2006, of which half were adults (74,000) and the other half young people (89,000). More than 8,000 people are qualified counsellors (Beratende), although not all of them offer counselling with the instrument. Currently, thirty-seven ProfilPASS dialogue centres (Dialogzentren) and about thirty-six disseminators (Multiplikatoren) promote the ProfilPASS-system within their region (Schrader and Winther 2016).

In line with the EU-funded project ‘Knowing interests showing skills’, the ProfilPASS and the counsellor training curriculum has been adapted and translated into English, French, Spanish, Greek and Slovenian.[6] In Bosnia and Herzegovina it is known under the name ‘Pasoš kompetencija’.

Periodical evaluations of the system are used as a kind of monitoring system at different levels and from different perspectives such as the users, counsellors, the national service team and dialogue centres (Bosche et al. 2015).

The ProfilPASS folder can be ordered in a bookshop or through the publishing house W. Bertelsmann Verlag. In future, users can download a ProfilPASS PDF from the ProfilPASS website.

References

Bosche, B., and Seusing, B.  2014. Der ProfilPASS in Unternehmen: ein Leitfaden für die Praxis. http://www.die-bonn.de/doks/2014-kompetenz-01.pdf (Accessed 29 April 2016).

Bosche, B., Goeze, A. and Hülsmann, K. 2015. Beratungsspezifische Professionalitätsentwicklung. Aktuelle empirische Ergebnisse zu ProfilPASS-BeraterInnen in Deutschland und Österreich. In: Magazin erwachsenenbildung.at., 26. http://erwachsenenbildung.at/magazin/15-26/meb15-26.pdf (Accessed 29 April 2016).

CEDEFOP. 2010. European Inventory on Validation of Non-formal and Informal Learning: Country report Germany. https://cumulus.cedefop.europa.eu/files/vetelib/2011/77458.pdf

CEDEFOP. 2014. European Inventory on Validation of Non-formal and Informal Learning: Country report Germany. http://libserver.cedefop.europa.eu/vetelib/2014/87053_DE.pdf (Accessed 18 January 2016).

Germany. Bundesministerium für Bildung und Forschung. 2008. Status of Recognition of Non-formal and Informal Learning in Germany within the Framework of the OECD Activity ‘Recognition of Informal and Non-formal Learning (RNFIL)’. Bonn.

Hülsmann, K., Kruse, N. and Seidel, S. 2015. Zwei, die sich ergänzen: ProfilPASS für junge Menschen und Berufswahlpass in der Berufsorientierung. Handreichung mit Erfahrungen und Anregungen aus der Praxis für die Praxis. Online-Erstveröffentlichung in der Sammlung texte. online. http://www.die-bonn.de/doks/2015-berufswahl-01.pdf (Accessed 18 January 2016).

ReferNet. Cedefop Thematic Analysis. 2006. Accumulating, Transferring and Validating Learning. Report on Germany.  http://www.refernet.de/media/a13_refernet_thematic-analysis_08.pdf (Accessed 18 January 2016).

Seidel, S., Hülsmann, K., Reinshagen, G., and Walgert, E. 2014. ProfilPASS für junge Menschen: Einsatz in der Schule.  http://www.die-bonn.de/doks/2014-berufsberatung-01.pdf (Accessed 29 April 2016).

Schrader, J. and Winther, E. 2016: DIE Jahresbericht 2015. http://www.die-bonn.de/docs/DIE_Jahresbericht_2015_weboptimiert.pdf

Source: UNESCO UIL

https://apelq.com/wp-content/uploads/2024/04/APEL-Q-Logo_2024-White_800.png
Blegistrasse 7, 6340 Baar, Switzerland
+4176 803 86 49
support@apelq.com

Follow us:

APEL.Q of Schweizer Institut für Hochschulbildung in Management und Innovation (MI Swiss) is the first independent APEL.Q provider in the world. The learner could get a full accredited academic degree within 6 months

Copyright © Schweizer Institut für Hochschulbildung in Management und Innovation (MI Swiss)