Europas Staaten brauchen ein verbindliches Anerkennungssystem für non-formal oder informell erworbene Kompetenzen, um Chancengerechtigkeit auf dem Arbeitsmarkt herzustellen und die Potentiale von Flüchtlingen zu nutzen. Sieben europäische Länder zeigen, wie solche Systeme ausgestaltet werden können.
In Deutschland und in vielen anderen europäischen Staaten wird darüber diskutiert, wie Erfahrungswissen sichtbar und beruflich verwertbar gemacht werden kann. Bisher eröffnen oftmals fast ausschließlich formale Bildungsgänge Arbeitsmarkt- und soziale Aufstiegschancen. Kompetenzen hingegen, die Menschen informell in Beruf und Freizeit oder non-formal in der Weiterbildung erwerben, gelten bisher wenig - obwohl sie für die berufliche Handlungsfähigkeit in vielen Fällen bedeutender sein können als das formell zertifizierte Wissen.
Insbesondere Menschen ohne formalen Schul- oder Berufsabschluss, aber mit langjähriger Berufserfahrung, und Menschen mit im Ausland erworbenen Berufskompetenzen könnten von einer Validierung informellen und non-formalen Lernens profitieren. Hier kann Deutschland viel von seinen europäischen Nachbarn lernen.
Experten aus verschiedenen europäischen Staaten untersuchten ihre jeweiligen nationalen Anerkennungssysteme mit dem Ziel, Transfermöglichkeiten von good practices für Deutschland zu finden. Die Ergebnisse flossen in eine Studie ein.
Die Untersuchung analysiert die Anerkennungssysteme von sieben Staaten entlang von fünf Kernelementen und gibt Anregungen für den Transfer einzelner Kernelemente von einem Land auf das andere. Die fünf Kernelemente sind: Recht, Verfahren und Instrumente, Finanzierung, Institutionalisierung und Support. Wichtige Prinzipien eines erfolgreichen Anerkennungssystems non-formal und informell erworbener Kompetenzen sind der einfache Zugang für alle Zielgruppen, die Gleichartigkeit oder zumindest Gleichwertigkeit der Abschlüsse, die Akzeptanz bei Unternehmen und die Bekanntheit der Verfahren und Zertifikate bei Zielgruppen und Unternehmen.
Die englischsprachige Präsentation zeigt die Länder im Überblick und stellt zu jedem Kernelement die besten Transferreferenzen für Deutschland dar. Abschließend wird eine Vision für das zukünftige Anerkennungssystem Deutschlands anhand von zwei konkreten Personen aufgezeigt.
Mehr zum Thema: http://www.bertelsmann-stiftung.de/vnfil-in-europe
Empowering Migrants and Refugees - A competence-oriented career guidance tool...Bertelsmann Stiftung
This presentation gives an overview on national systems for validation of informal and non-formal learning in Europe and presents a tool for identification of competences in migrants and refugees – the Competence Cards. It was held at the EARLALL annual conference on May 12 of 2016 in Brussels during the workshop “Building up Regional Initiatives to Develop Guidance for low-skilled adults”.
After a short introduction the presentation outlines the validation process and core elements as well as quality criteria for any validation system. It then compares 8 European good practice examples. In a second part it describes the development and use of the Competence Cards. This is a tool that helps to identify competences and support the clearing situation at the beginning of any guidance process. The cards are modular, multi-lingual, contain a key visual illustrating the competence and further support for the guide. They come in a set with cards for interests and with templates for a documentation of the identified competences. The presentation provides a download link to the English version of the cards and a 10 minute instruction video for its use.
These posters were shown during the gallery walk of the AVA expert seminar. They illustrate the results of the study "When competences become occupational opportunities" carried out by the Bertelsmann Stiftung in cooperation with the Lifelong Learning Platform.
This document is an application form for the Erasmus+ programme. It requests information in several sections, including general information about the applicant organizations, a description of the proposed project's objectives, planning, and activities. It also asks for details on project management, dissemination of results, and planned intellectual outputs, multiplier events, and learning/teaching activities. If selected, the project would receive EU funding to promote cooperation and innovation in adult learning through transnational partnerships.
T
- has fulfilled its obligations relating to the payment of social security contributions or the payment of taxes in accordance with the
legal provisions of the country in which it is established or those of the country of the responsible National Agency or those of the
country where the grant agreement is to be performed;
- has not been the subject of a judgment which has the force of 'res judicata' for fraud, corruption, involvement in a criminal
organisation or any other illegal activity detrimental to the Communities' financial interests;
- it is not currently subject to an administrative penalty referred to in Article 109(1) of the Financial regulations ;
The document provides information about an application form for the Erasmus
The document is an application form for the Erasmus+ program's Key Action 1 - Learning Mobility of Individuals funding. It requests information about the applicant organization, the proposed project activities and participants, budget, and other logistical details. The form consists of several main sections requesting context and identification details, information about participating organizations, a description of the project and activities, participant profiles, preparation, management and follow up plans, budget, and required annexes.
This application form is for applying for funding under the Erasmus+ Programme for a VET learner and staff mobility project under Key Action 1 (KA1). The summary provides an overview of the different sections of the application form, which requests information about the applicant organization, project description, budget, and other details. Applicants are advised to read the e-Forms Guideline for help filling out the form correctly. The deadline for submission is provided.
This document is an application form for the Erasmus+ program. It requests information about the applicant organizations, the proposed project details, budget, and impact. The form has several sections including general information, participating organizations, project description, preparation, management, implementation, dissemination, budget, and a summary. It collects contact information, background of the organizations, project activities, intellectual outputs, events, and financial information to assess the proposed project.
This document is an application form for the Erasmus+ 2014 call for proposals under the Key Action 2 strategic partnerships grant. The form requests information in several sections, including general information about applicant and partner organizations, a description of the proposed project activities and objectives, a budget, and required supporting documents. It informs applicants about the application and selection process and important conditions related to applying for and receiving EU funding.
Empowering Migrants and Refugees - A competence-oriented career guidance tool...Bertelsmann Stiftung
This presentation gives an overview on national systems for validation of informal and non-formal learning in Europe and presents a tool for identification of competences in migrants and refugees – the Competence Cards. It was held at the EARLALL annual conference on May 12 of 2016 in Brussels during the workshop “Building up Regional Initiatives to Develop Guidance for low-skilled adults”.
After a short introduction the presentation outlines the validation process and core elements as well as quality criteria for any validation system. It then compares 8 European good practice examples. In a second part it describes the development and use of the Competence Cards. This is a tool that helps to identify competences and support the clearing situation at the beginning of any guidance process. The cards are modular, multi-lingual, contain a key visual illustrating the competence and further support for the guide. They come in a set with cards for interests and with templates for a documentation of the identified competences. The presentation provides a download link to the English version of the cards and a 10 minute instruction video for its use.
These posters were shown during the gallery walk of the AVA expert seminar. They illustrate the results of the study "When competences become occupational opportunities" carried out by the Bertelsmann Stiftung in cooperation with the Lifelong Learning Platform.
This document is an application form for the Erasmus+ programme. It requests information in several sections, including general information about the applicant organizations, a description of the proposed project's objectives, planning, and activities. It also asks for details on project management, dissemination of results, and planned intellectual outputs, multiplier events, and learning/teaching activities. If selected, the project would receive EU funding to promote cooperation and innovation in adult learning through transnational partnerships.
T
- has fulfilled its obligations relating to the payment of social security contributions or the payment of taxes in accordance with the
legal provisions of the country in which it is established or those of the country of the responsible National Agency or those of the
country where the grant agreement is to be performed;
- has not been the subject of a judgment which has the force of 'res judicata' for fraud, corruption, involvement in a criminal
organisation or any other illegal activity detrimental to the Communities' financial interests;
- it is not currently subject to an administrative penalty referred to in Article 109(1) of the Financial regulations ;
The document provides information about an application form for the Erasmus
The document is an application form for the Erasmus+ program's Key Action 1 - Learning Mobility of Individuals funding. It requests information about the applicant organization, the proposed project activities and participants, budget, and other logistical details. The form consists of several main sections requesting context and identification details, information about participating organizations, a description of the project and activities, participant profiles, preparation, management and follow up plans, budget, and required annexes.
This application form is for applying for funding under the Erasmus+ Programme for a VET learner and staff mobility project under Key Action 1 (KA1). The summary provides an overview of the different sections of the application form, which requests information about the applicant organization, project description, budget, and other details. Applicants are advised to read the e-Forms Guideline for help filling out the form correctly. The deadline for submission is provided.
This document is an application form for the Erasmus+ program. It requests information about the applicant organizations, the proposed project details, budget, and impact. The form has several sections including general information, participating organizations, project description, preparation, management, implementation, dissemination, budget, and a summary. It collects contact information, background of the organizations, project activities, intellectual outputs, events, and financial information to assess the proposed project.
This document is an application form for the Erasmus+ 2014 call for proposals under the Key Action 2 strategic partnerships grant. The form requests information in several sections, including general information about applicant and partner organizations, a description of the proposed project activities and objectives, a budget, and required supporting documents. It informs applicants about the application and selection process and important conditions related to applying for and receiving EU funding.
The document is an application form for the Erasmus+ 2014 Call for proposals under the Key Action 2 - Cooperation and Innovation
for Good Practices funding scheme. The form requests general information about applicant and partner organizations, a description of
the proposed project activities, budget, and expected results. It guides applicants through sections on project context and management,
participating organizations, activity planning, budget, dissemination of results, and required declarations.
This document is an application form for the Erasmus+ 2014 call for proposals under the Key Action 2 Strategic Partnerships for Youth. [1] The form requests general information about the applicant organizations and partners, a description of the proposed project, activities, budget, and expected impacts. [2] It explains that applicants must provide details of the project rationale, objectives, methodology, timeline, management, and a summary of the results and benefits. [3] Additional documents may need to be attached for the application to be complete.
This application form is for Erasmus+ funding for school education staff mobility projects. The form requests information about the applicant organization, project description and activities, participants, budget, and preparation and follow up plans. It will be used to apply for a grant to fund staff training and job shadowing abroad.
This application form is for the Erasmus+ programme Key Action 1 funding for mobility projects. It requests information about the applicant organization, the proposed mobility activities and participants, project budget, and supporting documents. The form must be validated and submitted electronically to the relevant National Agency by the specified deadline. Additional guidance is available to help complete the form correctly.
This document is an application form for the Erasmus+ programme. It requests information in several sections: Context, Participating Organisations, Description of Project, Participants, Preparation, Main Activities, and Budget. The form is used to apply for funding for a learning mobility project involving exchanges of individuals between countries.
This document is an application form for organisations seeking accreditation under the Erasmus+ programme for learning mobility activities. It requests information about the applicant organisation, its experience with past EU projects, strategy for internationalisation and inclusion of mobility activities. It asks the organisation to describe its management of practical, financial and administrative tasks, selection and preparation of participants, recognition of learning outcomes, evaluation methods and plans for future activities. Background documents on the Erasmus+ programme and roles of organisations are provided as references.
This document provides a summary of recent and forthcoming policy measures across EU Member States in response to the Europe 2020 strategy priorities in education and training. It covers reforms in four areas: early school leaving, higher education, youth employment and skills, and lifelong learning.
The majority of countries report initiatives to prevent early school leaving through improving early childhood education, supporting disadvantaged students, and strengthening vocational education and training. To improve higher education, countries focus on widening participation, quality assurance, and graduate employability. Youth employment measures center around work-based learning, skills forecasting, and upskilling opportunities. Finally, lifelong learning reforms aim to increase participation through career guidance, flexible learning, and support for low-skilled
This document is an application form for the Erasmus+ 2014 Call for proposals under the Key Action 2
Strategic Partnerships action. The form requests information about the applicant organizations, the project
description and activities, budget, and participating organizations. It guides applicants through sections on
project context and objectives, preparation, implementation, management, dissemination of results, and
includes a summary and budget breakdown. Upon completion, applicants must check eligibility criteria and
provide personal data acknowledgements before final submission.
This document summarizes a course on programming in C++ for quantitative finance applications. The course teaches C++ programming from basic examples to object-oriented applications, using examples from quantitative finance. It assumes no prior programming knowledge. Students will learn to model quantitative finance problems algorithmically and solve them through C++ code. By the end of the course, students will have a practical knowledge of C++ and skills in computational methods for pricing derivatives. The course is suitable for anyone working in financial markets or hoping to, and aims to provide skills needed for jobs requiring C++.
a proposal for a valuation ladder for recognition of informal - , non formal ...robert bouwhuis
A proposal for a valuation ladder for the recognition of informal-, non formal and formal learning as a contribution to the annual conference Chain 5 2021 Zagreb on 3 & 4 March 2021
The document summarizes key findings from the HEGESCO research project on relations between higher education and employers in Europe. It discusses definitions of employability and factors that influence graduates' unemployment rates. It also outlines HEGESCO's methodology, which included large-scale surveys of graduates and employers, and findings related to required competencies, acquired competencies, higher education experiences, and labor market success.
Évaluer les compétences acquises par l’expérience professionnelle -- Enjeux e...jfthuot
The document discusses assessing competencies acquired through work experience for professional orders in Quebec. It outlines the challenges of developing standardized assessment models and describes Quebec's efforts to establish common recognition procedures with France based on competencies rather than just diplomas. A proposed assessment model involves candidates relating their experience to competency frameworks, then juries interviewing candidates and making judgment-based decisions about recognition.
Policy brief RU 'Fostering equal treatment of Third Country Nationals in the ...Niels Grootjans
This document discusses improving skill and diploma recognition practices for migrants in the Netherlands. It finds that while the Netherlands has a well-developed system for credential recognition, third country nationals still face barriers to finding or keeping work. It recommends developing an online tool to help migrants and employers navigate recognition options, increasing use of autobiographical screening for recognition of prior learning, raising awareness of diversity management benefits among organizations, and improving opportunities for refugee voluntary work. Overall, the system works reasonably well for higher educated migrants but more can still be done to help lower educated third country nationals have their skills and experiences recognized.
Following the Tunisian revolution, the British Council Tunisia has an expanding programme of activity
across all business areas – Teaching, Exams and Grant and Partnership operations.
Within the EU funded project Karama/Dignity, the Marketing and Communications officer will have to
implement the communication activities requested to ensure the visibility of the project.
The EUCEBS project aims to develop a multi-lingual, competence-based certification called the European Certificate of Basic Skills (EUCEBS) that will assess skills in communication, numeracy, ICT, learning to learn, interpersonal skills, and citizenship. The certification is being developed by a partnership of organizations across Europe and will provide a standardized assessment of basic skills for employers across European countries. The project has developed an online portfolio system and website for the certification and plans to make the certification interoperable with the Europass system for increased transparency of qualifications in Europe.
Pages from erasmus plus-programme-guide enslavicivan
This mobility project allows for the exchange of school education staff between partner schools in different countries. Staff can participate in teaching assignments abroad or receive training through courses or job shadowing. Sending schools select staff and manage the grant agreement, while receiving organizations provide hosting and activities. Projects must involve at least two schools from different countries and last 1-2 years. Funding is provided through unit costs to cover travel, individual subsistence, and organizational support. Projects are evaluated based on criteria such as relevance, quality of design and impact.
Nicolò Crosignani is an Italian energy consultant seeking new professional opportunities. He has a Master's degree in Energy Engineering from Politecnico di Milano and over 3 years of experience in energy efficiency consulting. His skills include energy auditing, data analysis, project management, and technical evaluations in fields like lighting and compressed air. He is proficient in English and French and has strong communication, organizational, and digital skills.
This document provides guidance on submitting a successful proposal for an EU competition law training project for national judges. It outlines the key sections of the call for proposals and important points to address in the proposal. The summary should:
1) Explain the purpose is to provide guidance on submitting proposals for EU funded training projects on competition law for judges.
2) Mention the document outlines sections to address in the call like the scope, audience, timeline, and priority areas.
3) Note it emphasizes important elements for the proposal like demonstrating EU value, strong methodology, balanced budget, and clear project description.
Whipepaper Open Educational Resources in Ausbildung und WeiterbildungBertelsmann Stiftung
Im Jahr 2015 sind digitale Lehr-Lern-Materialien („Educational Resources“) im Bildungsbereich zum Normalfall geworden. Inhalte sind digital einfacher zu kopieren und zu bearbeiten, besser miteinander zu kombinieren und schneller zu verbreiten. Auch die Lernenden schätzen die Vorteile von Materialien, die sie nach Belieben abspeichern und bearbeiten können, ganz zu schweigen von multimedialen und interaktiven Inhalten.
In der Praxis stoßen die erweiterten Möglichkeiten häufig an urheberrechtliche Grenzen. Die Folge sind Unsicherheit und Zurückhaltung bei der Bearbeitung, beim Austausch und Verbreiten digitaler Materialien. Hier setzt die Idee von Open Educational Resources (OER) an. Offene Lizenzen erlauben all das, was traditionell eingeschränkt ist. Entsprechend groß sind die Hoffnungen, die mit OER verbunden werden: Die UNESCO erkennt in OER „ein gewaltiges Potential zur Verbesserung der Qualität und Effektivität von Bildung“. Bei der OECD sieht man OER als „Treiber für Innovation im Bildungsbereich“, und auch die Europäische Kommission erwartet eine „Chance für die Neugestaltung der Bildung in der EU“. Eine gemeinsame Arbeitsgruppe von Kultusministerkonferenz (KMK) und Bundesministerium für Bildung und Forschung (BMBF) stellte im März 2015 fest: „OER können einen Mehrwert bei der Vermittlung und Aneignung von Wissen darstellen und pädagogische Ziele wie zum Beispiel die Individualisierung von Lehr-Lern-Prozessen fördern.“ Nicht zuletzt ist die Bereitstellung von OER aber auch eine zivilgesellschaftliche Frage der erhöhten Partizipation sowie des ökonomischen Nutzens; Zugang zu Wissen ist die entscheidende Voraussetzung, um auf den globalisierten Arbeitsmärkten in Zukunft zu bestehen.
Die Erwartungen sind also hoch. Passt die OER- Idee aber überhaupt in ein System, in dem Dozenten und Trainer in Konkurrenz zueinander stehen und sich auch über ihre Materialien voneinander unterscheiden? Wissen die Entscheider um die Potenziale und Herausforderungen von OER? Auch auf politischer Ebene ist das Thema relevant, wie das 2014 gegründete zivilgesellschaftliche „Bündnis freie Bildung“ deutlich macht. Eine der zentralen Forderungen des Bündnisses lautet: Materialien, deren Erstellung öffentlich finanziert sind, sollen offen lizenziert sein. Das vorliegende Whitepaper will einen Beitrag dazu leisten, das Grundlagenwissen zu OER zu verbreitern und die Diskussion um OER voranzutreiben. Denn bisher sind alle Versprechungen zu OER vor allem eins: Versprechungen. Um das Potenzial der OER zu entfalten, braucht es eine Debatte auf allen Ebenen des Bildungswesen.
Autoren: Ingo Blees, Markus Deimann, Hedwig Seipel, Doris Hirschmann, Jöran Muuß-Merholz
Zeitarbeiter haben erheblich an Chancen auf Weiterbildung eingebüßt. Die auf Zeit verliehenen Arbeitnehmer sind unter den fast acht Millionen atypisch Beschäftigten in Deutschland in dieser Hinsicht die Verlierer der vergangenen Jahre: Während in 2012 sowohl die Arbeitnehmer in normalen Beschäftigungsverhältnissen als auch die befristet, geringfügig oder Teilzeit-Beschäftigten etwas öfter an Weiterbildung teilnahmen als sechs Jahre zuvor, stürzte die Weiterbildungsquote bei den Zeitarbeitern von 43 auf 27 % ab. Dies geht aus einer aktuellen Studie hervor, in der der Arbeitsökonom Prof. Lutz Bellmann im Auftrag der Bertelsmann Stiftung die Bildungsbeteiligung atypisch Beschäftigter untersucht hat.
Der Anteil der Arbeitnehmer, die eine berufsbezogene Weiterbildung absolvierten, ist seit 2006 nahezu konstant geblieben (von knapp 58 auf 59 %). Die Möglichkeit, an organisierten Kursen oder Seminaren teilzunehmen, hängt allerdings stark vom Beschäftigungsverhältnis ab. Von den Arbeitnehmern in normalen Beschäftigungsverhältnissen geben fast 2 Drittel (64 %) an, sich während der vergangenen 3 Jahre beruflich weiterqualifiziert zu haben. Bei den atypisch Beschäftigten hingegen liegt diese Quote lediglich bei knapp 48 %. „Atypisch Beschäftigte sind bei der Weiterbildung benachteiligt. Damit werden ihnen Chancen auf beruflichen Aufstieg vorenthalten“, so Frank Frick von der Bertelsmann Stiftung. Diese Benachteiligung senke die Wahrscheinlichkeit, dass atypische Beschäftigung als Sprungbrett in ein normales Arbeitsverhältnis dienen kann. Frick: „Gerade der sich abzeichnende Fachkräftemangel lässt es sinnvoll erscheinen, in die Weiterbildung dieser Arbeitnehmer stärker zu investieren.“
Unter den atypisch Beschäftigten haben die 5 Millionen Teilzeit- und die 2,8 Millionen befristet Beschäftigten die besten Aussichten auf berufliche Weiterbildung mit jeweils über 48 %. Vor allem bei den befristeten Arbeitsverhältnissen stieg die Beteiligung an Weiterbildung; 2006 hatte sie noch bei 44 % gelegen. Weniger Chancen auf Weiterbildung als die 775.000 Zeitarbeiter (27 %) haben mit 23 % nur noch die 2,7 Millionen geringfügig Beschäftigten („Mini-Jobber“).
Dies spiegelt sich in der Zufriedenheit der atypisch Beschäftigten mit ihren Fortbildungschancen. Rund 40 Prozent der Zeitarbeiter und geringfügig Beschäftigten sind unzufrieden mit ihren persönlichen Möglichkeiten, sich weiterzubilden und hinzuzulernen. Von den Arbeitnehmern in normalen Beschäftigungsverhältnissen sagen dies nur 24 %. „Je geringer die Chance auf Weiterbildung, desto höher die Unzufriedenheit. Das angebliche Desinteresse von atypisch Beschäftigten an Weiterbildung ist damit widerlegt – sie wünschen sich sehr wohl mehr Bildungsbeteiligung“, so der Autor der Studie, Lutz Bellmann.
In einer Fokusgruppe mit Alumni der Executive Trainings, aber auch in vielen Einzelgesprächen, haben Führungskräfte ungeschminkt über das gesprochen, was sie wirklich bewegt.
Führung ist facettenreicher als angenommen. Jede Führungskonstellation ist einmalig. Tools und Theorien lassen sich nicht pauschal auf Führungssituationen anwenden. Führungskräfte müssen ihre Rolle immer wieder legitimieren und brauchen in einer beschleunigten Welt andere Kompetenzen als bisher: für die täglichen Konflikte, das geduldige Zuhören und beherzte Handeln – alles unter hoher Unsicherheit.
Auf Basis der gewonnenen Erkenntnisse hat die Bertelsmann Stiftung die Executive Trainings: Zukunftsfähige Führung (www.bertelsmann-stiftung.de/executivetraining) weiterentwickelt, um Führungskräfte optimal bei ihren Herausforderungen zu unterstützen.
Die Auseinandersetzung mit der Zukunft der Arbeit bedeutet, Paradigmenwechsel zu akzeptieren. Technologischer Fortschritt, Digitalisierung und eine stetig zunehmende Informationsvernetzung sorgen für harte und unvermeindliche Veränderungen des Arbeitsmarkts. Doch nicht nur dort. Der Wandel betrifft fast alle Lebensbereiche: Arbeit, Bildung, Mobilität, Energie, Wohnen und viele mehr. Wie kann die Arbeiten 4.0 aussehen? Unsere Publikation gibt Impulse.
The document is an application form for the Erasmus+ 2014 Call for proposals under the Key Action 2 - Cooperation and Innovation
for Good Practices funding scheme. The form requests general information about applicant and partner organizations, a description of
the proposed project activities, budget, and expected results. It guides applicants through sections on project context and management,
participating organizations, activity planning, budget, dissemination of results, and required declarations.
This document is an application form for the Erasmus+ 2014 call for proposals under the Key Action 2 Strategic Partnerships for Youth. [1] The form requests general information about the applicant organizations and partners, a description of the proposed project, activities, budget, and expected impacts. [2] It explains that applicants must provide details of the project rationale, objectives, methodology, timeline, management, and a summary of the results and benefits. [3] Additional documents may need to be attached for the application to be complete.
This application form is for Erasmus+ funding for school education staff mobility projects. The form requests information about the applicant organization, project description and activities, participants, budget, and preparation and follow up plans. It will be used to apply for a grant to fund staff training and job shadowing abroad.
This application form is for the Erasmus+ programme Key Action 1 funding for mobility projects. It requests information about the applicant organization, the proposed mobility activities and participants, project budget, and supporting documents. The form must be validated and submitted electronically to the relevant National Agency by the specified deadline. Additional guidance is available to help complete the form correctly.
This document is an application form for the Erasmus+ programme. It requests information in several sections: Context, Participating Organisations, Description of Project, Participants, Preparation, Main Activities, and Budget. The form is used to apply for funding for a learning mobility project involving exchanges of individuals between countries.
This document is an application form for organisations seeking accreditation under the Erasmus+ programme for learning mobility activities. It requests information about the applicant organisation, its experience with past EU projects, strategy for internationalisation and inclusion of mobility activities. It asks the organisation to describe its management of practical, financial and administrative tasks, selection and preparation of participants, recognition of learning outcomes, evaluation methods and plans for future activities. Background documents on the Erasmus+ programme and roles of organisations are provided as references.
This document provides a summary of recent and forthcoming policy measures across EU Member States in response to the Europe 2020 strategy priorities in education and training. It covers reforms in four areas: early school leaving, higher education, youth employment and skills, and lifelong learning.
The majority of countries report initiatives to prevent early school leaving through improving early childhood education, supporting disadvantaged students, and strengthening vocational education and training. To improve higher education, countries focus on widening participation, quality assurance, and graduate employability. Youth employment measures center around work-based learning, skills forecasting, and upskilling opportunities. Finally, lifelong learning reforms aim to increase participation through career guidance, flexible learning, and support for low-skilled
This document is an application form for the Erasmus+ 2014 Call for proposals under the Key Action 2
Strategic Partnerships action. The form requests information about the applicant organizations, the project
description and activities, budget, and participating organizations. It guides applicants through sections on
project context and objectives, preparation, implementation, management, dissemination of results, and
includes a summary and budget breakdown. Upon completion, applicants must check eligibility criteria and
provide personal data acknowledgements before final submission.
This document summarizes a course on programming in C++ for quantitative finance applications. The course teaches C++ programming from basic examples to object-oriented applications, using examples from quantitative finance. It assumes no prior programming knowledge. Students will learn to model quantitative finance problems algorithmically and solve them through C++ code. By the end of the course, students will have a practical knowledge of C++ and skills in computational methods for pricing derivatives. The course is suitable for anyone working in financial markets or hoping to, and aims to provide skills needed for jobs requiring C++.
a proposal for a valuation ladder for recognition of informal - , non formal ...robert bouwhuis
A proposal for a valuation ladder for the recognition of informal-, non formal and formal learning as a contribution to the annual conference Chain 5 2021 Zagreb on 3 & 4 March 2021
The document summarizes key findings from the HEGESCO research project on relations between higher education and employers in Europe. It discusses definitions of employability and factors that influence graduates' unemployment rates. It also outlines HEGESCO's methodology, which included large-scale surveys of graduates and employers, and findings related to required competencies, acquired competencies, higher education experiences, and labor market success.
Évaluer les compétences acquises par l’expérience professionnelle -- Enjeux e...jfthuot
The document discusses assessing competencies acquired through work experience for professional orders in Quebec. It outlines the challenges of developing standardized assessment models and describes Quebec's efforts to establish common recognition procedures with France based on competencies rather than just diplomas. A proposed assessment model involves candidates relating their experience to competency frameworks, then juries interviewing candidates and making judgment-based decisions about recognition.
Policy brief RU 'Fostering equal treatment of Third Country Nationals in the ...Niels Grootjans
This document discusses improving skill and diploma recognition practices for migrants in the Netherlands. It finds that while the Netherlands has a well-developed system for credential recognition, third country nationals still face barriers to finding or keeping work. It recommends developing an online tool to help migrants and employers navigate recognition options, increasing use of autobiographical screening for recognition of prior learning, raising awareness of diversity management benefits among organizations, and improving opportunities for refugee voluntary work. Overall, the system works reasonably well for higher educated migrants but more can still be done to help lower educated third country nationals have their skills and experiences recognized.
Following the Tunisian revolution, the British Council Tunisia has an expanding programme of activity
across all business areas – Teaching, Exams and Grant and Partnership operations.
Within the EU funded project Karama/Dignity, the Marketing and Communications officer will have to
implement the communication activities requested to ensure the visibility of the project.
The EUCEBS project aims to develop a multi-lingual, competence-based certification called the European Certificate of Basic Skills (EUCEBS) that will assess skills in communication, numeracy, ICT, learning to learn, interpersonal skills, and citizenship. The certification is being developed by a partnership of organizations across Europe and will provide a standardized assessment of basic skills for employers across European countries. The project has developed an online portfolio system and website for the certification and plans to make the certification interoperable with the Europass system for increased transparency of qualifications in Europe.
Pages from erasmus plus-programme-guide enslavicivan
This mobility project allows for the exchange of school education staff between partner schools in different countries. Staff can participate in teaching assignments abroad or receive training through courses or job shadowing. Sending schools select staff and manage the grant agreement, while receiving organizations provide hosting and activities. Projects must involve at least two schools from different countries and last 1-2 years. Funding is provided through unit costs to cover travel, individual subsistence, and organizational support. Projects are evaluated based on criteria such as relevance, quality of design and impact.
Nicolò Crosignani is an Italian energy consultant seeking new professional opportunities. He has a Master's degree in Energy Engineering from Politecnico di Milano and over 3 years of experience in energy efficiency consulting. His skills include energy auditing, data analysis, project management, and technical evaluations in fields like lighting and compressed air. He is proficient in English and French and has strong communication, organizational, and digital skills.
This document provides guidance on submitting a successful proposal for an EU competition law training project for national judges. It outlines the key sections of the call for proposals and important points to address in the proposal. The summary should:
1) Explain the purpose is to provide guidance on submitting proposals for EU funded training projects on competition law for judges.
2) Mention the document outlines sections to address in the call like the scope, audience, timeline, and priority areas.
3) Note it emphasizes important elements for the proposal like demonstrating EU value, strong methodology, balanced budget, and clear project description.
Whipepaper Open Educational Resources in Ausbildung und WeiterbildungBertelsmann Stiftung
Im Jahr 2015 sind digitale Lehr-Lern-Materialien („Educational Resources“) im Bildungsbereich zum Normalfall geworden. Inhalte sind digital einfacher zu kopieren und zu bearbeiten, besser miteinander zu kombinieren und schneller zu verbreiten. Auch die Lernenden schätzen die Vorteile von Materialien, die sie nach Belieben abspeichern und bearbeiten können, ganz zu schweigen von multimedialen und interaktiven Inhalten.
In der Praxis stoßen die erweiterten Möglichkeiten häufig an urheberrechtliche Grenzen. Die Folge sind Unsicherheit und Zurückhaltung bei der Bearbeitung, beim Austausch und Verbreiten digitaler Materialien. Hier setzt die Idee von Open Educational Resources (OER) an. Offene Lizenzen erlauben all das, was traditionell eingeschränkt ist. Entsprechend groß sind die Hoffnungen, die mit OER verbunden werden: Die UNESCO erkennt in OER „ein gewaltiges Potential zur Verbesserung der Qualität und Effektivität von Bildung“. Bei der OECD sieht man OER als „Treiber für Innovation im Bildungsbereich“, und auch die Europäische Kommission erwartet eine „Chance für die Neugestaltung der Bildung in der EU“. Eine gemeinsame Arbeitsgruppe von Kultusministerkonferenz (KMK) und Bundesministerium für Bildung und Forschung (BMBF) stellte im März 2015 fest: „OER können einen Mehrwert bei der Vermittlung und Aneignung von Wissen darstellen und pädagogische Ziele wie zum Beispiel die Individualisierung von Lehr-Lern-Prozessen fördern.“ Nicht zuletzt ist die Bereitstellung von OER aber auch eine zivilgesellschaftliche Frage der erhöhten Partizipation sowie des ökonomischen Nutzens; Zugang zu Wissen ist die entscheidende Voraussetzung, um auf den globalisierten Arbeitsmärkten in Zukunft zu bestehen.
Die Erwartungen sind also hoch. Passt die OER- Idee aber überhaupt in ein System, in dem Dozenten und Trainer in Konkurrenz zueinander stehen und sich auch über ihre Materialien voneinander unterscheiden? Wissen die Entscheider um die Potenziale und Herausforderungen von OER? Auch auf politischer Ebene ist das Thema relevant, wie das 2014 gegründete zivilgesellschaftliche „Bündnis freie Bildung“ deutlich macht. Eine der zentralen Forderungen des Bündnisses lautet: Materialien, deren Erstellung öffentlich finanziert sind, sollen offen lizenziert sein. Das vorliegende Whitepaper will einen Beitrag dazu leisten, das Grundlagenwissen zu OER zu verbreitern und die Diskussion um OER voranzutreiben. Denn bisher sind alle Versprechungen zu OER vor allem eins: Versprechungen. Um das Potenzial der OER zu entfalten, braucht es eine Debatte auf allen Ebenen des Bildungswesen.
Autoren: Ingo Blees, Markus Deimann, Hedwig Seipel, Doris Hirschmann, Jöran Muuß-Merholz
Zeitarbeiter haben erheblich an Chancen auf Weiterbildung eingebüßt. Die auf Zeit verliehenen Arbeitnehmer sind unter den fast acht Millionen atypisch Beschäftigten in Deutschland in dieser Hinsicht die Verlierer der vergangenen Jahre: Während in 2012 sowohl die Arbeitnehmer in normalen Beschäftigungsverhältnissen als auch die befristet, geringfügig oder Teilzeit-Beschäftigten etwas öfter an Weiterbildung teilnahmen als sechs Jahre zuvor, stürzte die Weiterbildungsquote bei den Zeitarbeitern von 43 auf 27 % ab. Dies geht aus einer aktuellen Studie hervor, in der der Arbeitsökonom Prof. Lutz Bellmann im Auftrag der Bertelsmann Stiftung die Bildungsbeteiligung atypisch Beschäftigter untersucht hat.
Der Anteil der Arbeitnehmer, die eine berufsbezogene Weiterbildung absolvierten, ist seit 2006 nahezu konstant geblieben (von knapp 58 auf 59 %). Die Möglichkeit, an organisierten Kursen oder Seminaren teilzunehmen, hängt allerdings stark vom Beschäftigungsverhältnis ab. Von den Arbeitnehmern in normalen Beschäftigungsverhältnissen geben fast 2 Drittel (64 %) an, sich während der vergangenen 3 Jahre beruflich weiterqualifiziert zu haben. Bei den atypisch Beschäftigten hingegen liegt diese Quote lediglich bei knapp 48 %. „Atypisch Beschäftigte sind bei der Weiterbildung benachteiligt. Damit werden ihnen Chancen auf beruflichen Aufstieg vorenthalten“, so Frank Frick von der Bertelsmann Stiftung. Diese Benachteiligung senke die Wahrscheinlichkeit, dass atypische Beschäftigung als Sprungbrett in ein normales Arbeitsverhältnis dienen kann. Frick: „Gerade der sich abzeichnende Fachkräftemangel lässt es sinnvoll erscheinen, in die Weiterbildung dieser Arbeitnehmer stärker zu investieren.“
Unter den atypisch Beschäftigten haben die 5 Millionen Teilzeit- und die 2,8 Millionen befristet Beschäftigten die besten Aussichten auf berufliche Weiterbildung mit jeweils über 48 %. Vor allem bei den befristeten Arbeitsverhältnissen stieg die Beteiligung an Weiterbildung; 2006 hatte sie noch bei 44 % gelegen. Weniger Chancen auf Weiterbildung als die 775.000 Zeitarbeiter (27 %) haben mit 23 % nur noch die 2,7 Millionen geringfügig Beschäftigten („Mini-Jobber“).
Dies spiegelt sich in der Zufriedenheit der atypisch Beschäftigten mit ihren Fortbildungschancen. Rund 40 Prozent der Zeitarbeiter und geringfügig Beschäftigten sind unzufrieden mit ihren persönlichen Möglichkeiten, sich weiterzubilden und hinzuzulernen. Von den Arbeitnehmern in normalen Beschäftigungsverhältnissen sagen dies nur 24 %. „Je geringer die Chance auf Weiterbildung, desto höher die Unzufriedenheit. Das angebliche Desinteresse von atypisch Beschäftigten an Weiterbildung ist damit widerlegt – sie wünschen sich sehr wohl mehr Bildungsbeteiligung“, so der Autor der Studie, Lutz Bellmann.
In einer Fokusgruppe mit Alumni der Executive Trainings, aber auch in vielen Einzelgesprächen, haben Führungskräfte ungeschminkt über das gesprochen, was sie wirklich bewegt.
Führung ist facettenreicher als angenommen. Jede Führungskonstellation ist einmalig. Tools und Theorien lassen sich nicht pauschal auf Führungssituationen anwenden. Führungskräfte müssen ihre Rolle immer wieder legitimieren und brauchen in einer beschleunigten Welt andere Kompetenzen als bisher: für die täglichen Konflikte, das geduldige Zuhören und beherzte Handeln – alles unter hoher Unsicherheit.
Auf Basis der gewonnenen Erkenntnisse hat die Bertelsmann Stiftung die Executive Trainings: Zukunftsfähige Führung (www.bertelsmann-stiftung.de/executivetraining) weiterentwickelt, um Führungskräfte optimal bei ihren Herausforderungen zu unterstützen.
Die Auseinandersetzung mit der Zukunft der Arbeit bedeutet, Paradigmenwechsel zu akzeptieren. Technologischer Fortschritt, Digitalisierung und eine stetig zunehmende Informationsvernetzung sorgen für harte und unvermeindliche Veränderungen des Arbeitsmarkts. Doch nicht nur dort. Der Wandel betrifft fast alle Lebensbereiche: Arbeit, Bildung, Mobilität, Energie, Wohnen und viele mehr. Wie kann die Arbeiten 4.0 aussehen? Unsere Publikation gibt Impulse.
As private and public players at all levels examine our progress in moving people out of poverty, the time is right to explore if and how livelihoods have improved. What factors really determine livelihoods? Which issues will most affect them over the next 20 to 30 years as economic growth shifts from West to East, amid increasing global interdependence? And how can rising living standards across the globe be ensured and sustained?
Livelihoods are constantly at risk. Local and global crises, demographic shifts, climate change, new technologies and other challenges impact livelihoods in many ways. These challenges vary dramatically across countries, cultures and communities. Their impacts’ complexity demands that relevant stakeholders from the public and private sectors, universities, nonprofits and the public join forces in a holistic way to design future strategies for securing sustainable livelihoods.
Validation of Non-Formal and Informal Learning (VNFIL) in Europe: Learning fr...Bertelsmann Stiftung
This document summarizes a presentation on validation of non-formal and informal learning in Europe. It discusses validation systems in several countries, including:
- France, which has a longstanding legal framework for validation des acquis de l'experience (VAE) that establishes individual rights to validation across all education levels.
- Denmark, where validation procedures are standardized and quality assured, though awareness could still be improved. Validation results can lead to shortening education tracks or replacing exams.
- Switzerland, where validation is extensively publicly financed to be equal to the formal system, and responsibilities are established across entrance, assessment, and quality assurance.
- The United Kingdom, which takes a minimal regulatory approach but incorporates recognition across qualifications frameworks,
Lorna Campbell received a Bachelor of Science (Hons) in Biotechnology from Dublin City University in November 2012. She obtained a 2nd class honors, division 2 classification. The 4-year program consisted of modules in areas such as biochemistry, microbiology, bioprocess engineering, and biotechnology. Lorna's studies were full-time and she was assessed through exams, coursework, and laboratory work. The diploma supplement provides information on the Irish higher education system, including the National Framework of Qualifications which recognizes degrees at levels 6 through 10.
This document discusses national qualifications frameworks and their self-certification of compatibility with the European Higher Education Area (EHEA) framework. It provides an overview of qualifications meta-frameworks, the typical stages of national qualifications framework development, and scorecard data on countries' progress. It then examines the criteria and procedures for self-certification, examples of countries that have undertaken joint EQF/QF-EHEA referencing reports, and challenges encountered in self-certification processes. While self-certification methods vary, the process provides incentives for countries to strengthen their national qualifications frameworks and enhance international recognition and reputation.
The document discusses the implementation of ECVET (European Credit System for Vocational Education and Training) in Bulgaria. It describes ECVET as a system to facilitate the accumulation and transfer of credits for learning outcomes in vocational education across Europe. The national aims for implementing ECVET in Bulgaria are to reform the vocational education system through validation of skills and increased mobility. Prerequisites for implementation include establishing national contact points, training experts, and increasing awareness among stakeholders. Technical requirements include having a national qualifications framework oriented towards learning outcomes and defining units of learning outcomes.
The document discusses challenges that developing countries face in establishing quality infrastructure systems that are recognized internationally. It notes that many developing countries lack conformity assessment bodies that are internationally recognized, making it difficult for exporters to demonstrate compliance with product standards and often requiring them to undergo expensive assessments abroad. It also explains that governments are required to establish standards bodies, metrology institutes, and accreditation bodies in order to set up a quality infrastructure system and ensure confidence in their products and services both domestically and abroad. This enhances international competitiveness for businesses.
OpenCred Study – Recognition of open learning in Europe: some issues for inst...witthaus
Slides from a European University Association (EUA) Webinar on 19 Nov 2014. I spoke about the OpenCred study, which is part of the EU's OpenEdu project and investigates recognition practices for non-formal, open learning in Europe. The Webinar recording is at https://connect.sunet.se/p830rtdeaki/. My bit of the session is from 22:30 to 38:29.
The document discusses European quality assurance in higher education. It describes the European Quality Assurance Register for Higher Education (EQAR), which maintains a register of quality assurance agencies that comply with the European Standards and Guidelines. The document also discusses the revised 2015 version of the Standards and Guidelines, noting expanded coverage of new modes of education delivery and a stronger focus on the student experience. While a robust European quality assurance framework exists, national legal frameworks still present challenges for cross-border recognition of quality reviews.
Accreditation and Recognition - Reflecting Jointness in External Quality Assu...Colin Tück
This document discusses European quality assurance frameworks and the development of a European Approach for quality assurance of joint higher education programs. It summarizes the key elements of the European Standards and Guidelines, the European Quality Assurance Register, and efforts to establish a single, joint external quality assurance process for joint programs based on these frameworks. This European Approach aims to make quality assurance of joint programs more efficient and ensure the joint nature of programs is reflected, with the goal of facilitating recognition of joint qualifications across Europe.
REVISED GUIDELINES IN THE ACCREDITATION OF SOCIAL WORKERS MANAGING COURT CASE...rhealou22
This document outlines revised guidelines for the accreditation of social workers managing court cases (SWMCCs) by the Department of Social Welfare and Development (DSWD) in the Philippines. It defines key terms, sets qualifications for social workers seeking accreditation or renewal that include training and experience requirements. It also describes the application and assessment process, benefits of accreditation, roles of DSWD and partner organizations, and fees. The guidelines aim to recognize social workers' competence in court settings and were revised in response to implementation issues identified with previous guidelines.
The document proposes a 5 pillar structure for a licensing, accreditation and quality assurance framework for further and higher education in Malta. The 5 pillars include institution licensing, institution accreditation, program accreditation, quality audits, and accreditation agencies. Institution licensing would involve different categories and quality standards. Institution accreditation would distinguish between self-accrediting and non-self accrediting status. Program accreditation would cover further/higher, foreign, and professional programs. Quality audits and an accreditation agency body are also recommended.
This framework provides officers with a single pathway to obtain two qualifications, PSP41404 Certificate IV in Government (Statutory Compliance) and PSP41504 Certificate IV in Government (Investigation), through 21 units of competency instead of 30. Officers can apply for recognition of prior learning to have their skills assessed against the standards and potentially forego some training. The assessment includes a portfolio of evidence, conversation with a workplace assessor, and potential skill demonstrations. If gaps are identified, flexible gap training will be provided. Upon successful completion of the process, the qualifications will be issued.
Making quality assurance more European – where are we and where do we want to...Colin Tück
The document discusses the current state of quality assurance in European higher education and ideas for further development. It outlines the key elements that currently define quality assurance, including the European Standards and Guidelines (ESG) and the European Quality Assurance Register (EQAR). It also discusses the policy push for more cross-border recognition of quality assurance decisions and agencies. Finally, it considers ongoing revisions to the ESG and poses questions about the future direction of quality assurance in Europe, such as whether more convergence or additional European rules or guidelines would be beneficial.
Presentation 2
LEBPASS Project - Work package 2
Developing the Lebanese Diploma Supplement Principles and Form (12 - 15 January 2020) in University of Cyprus, Nicosia
PEMPAL: Training & Certification of Internal AuditBev Trayner
The document discusses the benefits of harmonizing internal audit training and certification (T&C) across countries. Key benefits include:
1) Improved understanding of the internal auditor role, increased professionalism, and motivation of internal auditors.
2) Opportunity to build partnerships between managers and auditors and enhance quality assurance.
3) Establishment of a unified approach and common language and standards for internal audit training.
4) Facilitation of monitoring, evaluation, and further development of T&C processes in the region.
The document discusses accreditation in engineering education. It outlines the three steps in developing as an engineering professional: 1) obtaining an accredited educational qualification, 2) gaining professional registration after formative development, and 3) qualifying for an international register. International agreements like the Washington, Sydney, and Dublin Accords provide mutual recognition of accredited qualifications between countries. The Federation of Engineering Institutions of Asia and the Pacific (FEIAP) works to raise engineering education standards across Asia and the Pacific through guidelines. Accreditation helps ensure continuous improvement in education quality and developing skilled human resources for countries.
UN Convention Against Corruption - Implementation Review Mechanism (UNDP pres...UNDP Eurasia
The document outlines the United Nations Convention Against Corruption (UNCAC) implementation review mechanism. It discusses the process by which states are peer reviewed to evaluate their implementation of the UNCAC. States are reviewed in pairs by other state parties over two 5-year cycles to assess different chapters of the UNCAC. The review is a confidential and non-intrusive process aimed at facilitating assistance. The document also provides guidance on conducting a UNCAC self-assessment, including establishing a lead agency, collecting stakeholder input, analyzing findings, and publishing reports. The self-assessment is an opportunity for states to evaluate their anti-corruption measures and develop new strategies.
This document provides an overview of the accreditation process for the UNT Health Science Center Police Department. It discusses how the Commission on Accreditation for Law Enforcement Agencies (CALEA) was established in 1979 by four law enforcement associations to improve public safety services through voluntary accreditation. The presentation educates personnel on what to expect during their upcoming 2014 on-site assessment. It outlines the standards agencies must meet around policies, accountability, community engagement, and more. It also describes how agencies provide proof of compliance through directives, documentation, interviews and observations during the on-site and commission review phases.
Similar to When competences become occupational opportunities (20)
Zukunft ungewiss – Ausbildungsperspektiven von Jugendlichen mit niedriger Sch...Bertelsmann Stiftung
In dieser Präsentation werden zentrale Ergebnisse der gemeinsam von der Deutsche Kinder- und Jugendstiftung (DKJS) und der Bertelsmann Stiftung (BSt) herausgegebenen Studie "Zukunft ungewiss – Ausbildungsperspektiven von Jugendlichen mit niedriger Schulbildung" vorgestellt.
Außerdem werden zur Kontextualisierung einige Daten und Fakten aus der Ausbildungsstatistik und weiteren Studien der Bertelsmann Stiftung präsentiert.
Zur Studie gelangen Sie hier: https://www.bertelsmann-stiftung.de/de/publikationen/publikation/did/zukunft-ungewiss-ausbildungsperspektiven-von-jugendlichen-mit-niedriger-schulbildung-all
Presentation of the study "Tech Giants in Healthcare" on October 5, 2022. Global tech corporations are increasingly penetrating the healthcare sector. Their activities and business segments show an enormous range. Politicians and society must agree on how best to integrate the digital players into existing healthcare systems while at the same time preserving the principle of solidarity.
The Open Jobs Observatory aims to fill gaps in labor market information by collecting and analyzing UK job postings data. It extracts skills, salaries, locations and other data from millions of job ads to provide insights on regional skill demands, high paying skills, skills required for jobs, and skills in "green" industries like sustainability. The Observatory shares its methodology and preliminary findings to demonstrate how novel data sources and analytics can improve understanding of labor market dynamics.
This document summarizes Kasper Kok's presentation on creating a dynamic, data-driven profession-skills ontology. It discusses Textkernel's AI capabilities for matching people and jobs, including semantic search, document understanding, and labor market intelligence. It then covers Textkernel's approaches to skill extraction from job descriptions, including list-based extraction from predefined skills (closed world) and context-based extraction using machine learning to discover new skills (open world). The presentation argues that a best approach combines the closed and open world methods with a taxonomy to map skills.
Vorstellung der Studie "Tech-Giganten im Gesundheitswesen" am 09.03.2022. Globale Technologiekonzerne dringen immer stärker in den Gesundheitsbereich vor. Ihre Aktivitäten und Geschäftsfelder weisen eine enorme Bandbreite auf. Politik und Gesellschaft müssen sich darauf verständigen, wie sich die Digitalkonzerne am besten in die bestehenden Gesundheitsstrukturen einbinden lassen und gleichzeitig das Solidarprinzip gewahrt bleibt.
101121_Digitale Transformation – Quo vadis berufliche Bildung?Bertelsmann Stiftung
Der Attraktivitätsverlust der dualen Ausbildung ist keine kurzfristige Mode – eher ein stabiler Trend, der sich nicht leicht umkehren lässt, so eine zentrale These des Vortrags. Zudem sei die Medienaffinität vieler Jugendlicher nicht gleichzusetzen mit Medienkompetenz – bei Letzterer sind wir international nur Mittelmaß. Um die Grundlage unserer Produktivität und unserer Wettbewerbsfähigkeit nicht zu gefährden, sind Eltern, Schulen, Betriebe, Verbände und Politik dringend zum Handeln gefordert.
Volkswirtschaftliche Auswirkungen einer Ausbildungsgarantie. Simulation einer...Bertelsmann Stiftung
In Österreich gibt es seit vielen Jahren eine Ausbildungsgarantie. Diese beinhaltet, dass jede:r ausbildungswillige Jugendliche bis 25 Jahre ein Angebot für eine Ausbildung erhält. Was würde passieren, wenn in Deutschland ein Modell mit ähnlicher Wirkungsweise eingeführt würde?
Ein Vortrag von Susanne Forstner, Zuzana Molnárová und Mario Steiner vom Institut für Höhere Studien (IHS), Wien, am 19. August 2021 zu einer Studie im Auftrag der Bertelsmann Stiftung.
Mehr zur Studie erfahren Sie hier: https://www.bertelsmann-stiftung.de/de/themen/aktuelle-meldungen/2021/august/ausbildungsgarantie-bringt-pro-jahr-bis-zu-20000-zusaetzliche-fachkraefte
#showyourskills – Anwendungsworkshop zu den Kompetenz- und BerufekartenBertelsmann Stiftung
In dem Anwendungsworkshop zu den Kompetenz- und Berufekarten wurden die Kartensets und ihre Einsatzmöglichkeiten von den Beraterinnen Barbara Brem und Ramona López vorgestellt. Sie setzen die Karten seit Jahren in der Arbeitsmarktberatung ein und ließen uns an ihren Erfahrungen mit der Arbeit rund um die Kompetenz- und Berufekarten teilhaben.
Mehr als vier Millionen Erwerbspersonen in Deutschland eint das Problem, dass sie keine Kompetenznachweise haben – sie gelten als formal Geringqualifiziert. Hierzu zählen sowohl Migrant:innen als auch Personen, die in Deutschland aufgewachsen sind. Um ihre Kompetenzen sichtbar zu machen, haben wir vier praxisorientierte Instrumente entwickelt: Kompetenz- und Berufekarten, meine-berufserfahrung.de und MYSKILLS.
Im ersten Teil der Präsentation gibt Sonja Schmöckel vom Bundesministerium für Arbeit, Familie und Jugend in Wien einen kompakten Einblick in die Funktionsweise und die Ausgestaltung der Ausbildungsgarantie in Österreich.
In den folgenden Folien gibt Dr. Mario Steiner vom Institut für Höhere Studien in Wien einige Einschätzungen zur Ausbildungsgarantie aus volkswirtschaftlicher Sicht.
Den abschließenden dritten Teil bildet eine Präsentation von Alexander Hölbl vom österreichischen Bundesministerium für Digitalisierung und Wirtschaftsstandort. Er referiert über Ergebnisse und Wirkungen der Ausbildungsgarantie.
Arbeitsmarktbedarfsanalyse zu beruflichen Kompetenzen und TeilqualifikationenBertelsmann Stiftung
Teilqualifizierungen können helfen, Menschen ohne Berufsabschluss aber mit Berufserfahrung in den Arbeitsmarkt zu integrieren. Denn die Mehrheit der deutschen Unternehmen (81,2 Prozent) ist bereit, Teilqualifizierten auch ohne Berufsabschluss eine Chance zu geben. Das zeigen die zentralen Ergebnisse unserer repräsentativen Unternehmensbefragung.
ETAPP ist ein vom Bundes¬ministerium für Bildung und Forschung gefördertes Projekt. Es hat die wich¬tige Aufgabe, alle Teilqualifikationen (TQ) bundesweit auf einheitliche Standards festzulegen, um so Unternehmen im Kampf gegen den Fachkräftemangel zu unterstützen. Gleichzeitig sollen sie arbeitsuchende und beschäftigte Erwachsene unkompliziert bei ihrer Qualifizierung weiterbringen – egal, wo in Deutschland.
Am 3. Juni 2020 hielt unser Experte Marcus Eckelt im Rahmen der öffentlichen Vorlesungsreihe Open BTU an der Brandenburgisch Technischen Universität Cottbus–Senftenberg die Online-Vorlesung "Was Corona für den Ausbildungsmarkt bedeutet". Darin erläutert er:
* Wie die duale Ausbildung in der nachschulischen Bildung systemisch eingebettet ist,
* welche quantitative Bedeutung die verschiedenen Bildungsteilsysteme haben sowie
* weshalb insbesondere Jugendliche mit maximal Hauptschulabschluss und Kleinstunternehmen vom absehbaren Rückgang der Ausbildungsverträge in Folge der Corona-Pandemie betroffen sind.
Ausgewählte Ergebnisse und Schlussfolgerungen aus dem Ländermonitor beruflich...Bertelsmann Stiftung
Bei der Jahrestagung der Sektion der Berufs- und Wirtschaftspädagogik der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE) tauschten sich vom 25. bis zum 27. September 2019 in Graz mehr als 300 Wissenschaftlerinnen und Wissenschaftler über aktuelle Forschungsprojekte und -entwicklungen aus.
Erstmals mit einem eigenen Beitrag auf dieser Konferenz vertreten war das Projekt Chance Ausbildung der Bertelsmann Stiftung. Claudia Burkard und Marcus Eckelt präsentierten zentrale Ergebnisse des eine Woche zuvor erschienenen Ländermonitors berufliche Bildung 2019 sowie die bildungspolitischen Schlussfolgerungen aus Sicht der Bertelsmann Stiftung.
Hervorgehoben wurde:
* Die Übergangschancen unterscheiden sich zwischen den Ländern deutlich. Bei ganz unterschiedlichen Voraussetzungen erreichen einige Länder Werte um die 80 Prozent bei der Vermittlung in vollqualifizierende Ausbildung.
* Die Passungsprobleme nehmen deutlich zu und es kommt zu einer Verschiebung der relativen Gewichtung zwischen den Ursachen; diese können eigenschaftsbezogen (in einem BA-Bezirk gibt es gleichzeitig unvermittelte Bewerber*innen und unbesetzte Ausbildungsplätze in einem Beruf), regional (unvermittelte Bewerber*innen und unbesetzte Ausbildungsplätze in einem Beruf befinden sich in unterschiedlichen BA-Bezirken) sowie berufsfachlich (unvermittelte Bewerber*innen und unbesetzte Stellen kommen nicht im gleichen Beruf vor) sein.
* Das Schulberufssystem wächst nur noch leicht. Innerhalb des Schulberufssystems kam es jedoch zu massiven Verschiebungen: Schulische Berufsausbildungen im Bereich Gesundheit, Erziehung und Soziales sind stark expandiert. Spiegelbildlich dazu gingen schulische Ausbildungen in Berufen mit Affinität zum dualen System zurück.
* Das gestiegene Ausbildungsplatzangebot hat die Übergangschancen der Jugendlichen insgesamt verbessert. Schüler*innen mit maximal Hauptschulabschluss haben jedoch weiterhin große Probleme bei der Ausbildungsplatzsuche.
Mehr zum Ländermonitor berufliche Bildung finden Sie hier: https://www.bertelsmann-stiftung.de/de/unsere-projekte/laendermonitor-berufliche-bildung/
The presentation shows the key findings and qualitative learnings of the #SmartHealthSystems study. 17 countries have been compared with regard to the digitalization of their respective healthcare systems. Further study results at https://smarthealthsystems.de/en
Weiterbildungssituation in den östlichen Bundesländern und aktuelle Herausfor...Bertelsmann Stiftung
Die Leiterinnen und Leiter der Volkshochschulen diskutierten am 12. und 13.03.2019 im Potsdam über aktuelle Herausforderungen und Zukunftsfragen der Weiterbildung. In diesem Rahmen stellten wir die Ergebnisse des aktuellen Deutschen Weiterbildungsatlas für die östlichen Bundesländer vor.
Die Ergebnisse des Deutschen Weiterbildungsatlas finden Sie hier: https://kreise.deutscher-weiterbildungsatlas.de/
Die Präsentation zeigt die Kernergebnisse und qualitativen Ableitungen der Studie #SmartHealthSystems. Es wurden 17 Länder zum Stand der Digitalisierung ihrer Gesundheitssysteme verglichen. Weitere Ergebnisse auf smarthealthsystems.de
Du – bist zwischen 14 und 21 Jahren alt?
Du – möchtest zum Thema soziale Ungleichheit mitdiskutieren?
Du – hättest Spaß daran, mit uns gemeinsam das Programm für das TogetherLand zu gestalten?
Dann sei dabei und bewirb Dich bis zum 13. Januar 2019!
Weitere Informationen und das Bewerbungsformular findest du hier: https://www.bertelsmann-stiftung.de/index.php?id=11802
The DCFTA Provisions and their Implementation: Some Observations Bertelsmann Stiftung
The presentation reviews several key DCFTA provisions and their implementation from the point of view what other countries could learn from this experience. Veronika Movchan is a Ukraine expert, an academic director and Head of the Center for Economic Studies at IER in Kiev. Her main research interests are for example trade policy and regional integration.
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বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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When competences become occupational opportunities
1. EUROPEAN CIVIL SOCIETY FOR EDUCATION
When competences become
occupational opportunities
How informal and non-formal learning
can be recognised and used in Europe
European comparisonFigure 1: European comparison
Sources: own representation.
D C B A
Support
structures
Legal
foundations
Procedures and
instrumentsFinancing
Institution-
alisation
UNITED KINGDOM
D
D
D
C
C
NETHERLANDS
A
A
B
B
B
DENMARK
A
A
B
BC
NORWAY
B
A
A
A
A
FINLAND
B
A
A
A
A
GERMANY
D
CD
C
D
AUSTRIA
SWITZERLAND
C
C
C B
C
FRANCE
A
A
A
A
B
Status of development from D (weak) to A (strong)
B
B
A
A
A
2. EUROPEAN CIVIL SOCIETY FOR EDUCATION
When competences become
occupational opportunities
How informal and non-formal learning
can be recognised and used in Europe
Transfer reference 2
FRANCE
1. Equivalence with formal qualifications,
right to validation with or without certification
2. Statutory regulation of all core elements
3. Scope of application for all qualifications listed
in the National Register of Qualifications
4. Nationwide regulation of practical implementation (VAE)
5. Voluntary take-up in place
Transfer reference 1
SWITZERLAND
1. Effective equivalence with formal qualifications,
individual and binding right to validation
2. Statutory regulation of all core elements
3. Scope of application for a large number
of qualifications
4. Federal implementation (cantons)
5. Voluntary take-up in place
Sources: own representation.
AB
Figure 3: Core element “Legal foundations” – transfer references
D C B A
Status of development from D (weak) to A (strong)
Sources: own representation.
No or other forms
of statutory
regulation in place
Individual
regulated
instruments
in place
Statutorily regulated
procedure with
limited legal right
to validation
Statutorily regulated
procedure with
unlimited legal
right to validation
UNITED KINGDOM
AUSTRIA
GERMANY
SWITZERLAND
DENMARK
FINLAND
NETHERLANDS
FRANCE
NORWAY
A
B
C
D
Figure 2: Core element “Legal foundations”
D C B A
Status of development from D (weak) to A (strong)
Core element “Legal foundations”
Transfer reference France
In France, the “Loi de modernisation sociale” from 2002 opens up a legal basis for the right to validation of informal learning
to every person with at least three years’ experience in a paid, unpaid or voluntary activity via the procedure of “Validation
des acquis de l’expérience“ (VAE). This statutory foundation is far-reaching to the extent that it both secures the individual
right to participation in a validation procedure in legal terms and governs all further process components associated with
validation. It also relates to guidance as well as covering financing and institutional responsibilities. The procedure, which is
voluntary, leads to official certification of the same type as initial training and is based on a broad range of reference profiles.
All qualifications listed in the National Register of Qualifications (“Répertoire national des certifications professionnelles“,
RNCP) and other qualifications recognised in individual branches may be acquired via this route.
The individual right to competence assessment procedures (“Bilan de competences”) not leading directly to certification is
also enshrined in law.This comprehensive legal situation, the legal right itself and practical implementation, and the formali-
sation of validation results from various areas (job, employment, voluntary work etc.) are evidence of the fact that non-formal
learning, informal learning and occupational experience are accorded a recognised equal status in France.
Transfer reference Switzerland
The Swiss Vocational Training Act (BBG) and the Ordinance on Vocational Education and Training (BBV) allow adults with at
least 5 years of occupational experience (at least three of which must be in the occupation in which recognition is sought
and at least half of which must be shown to have taken place in Switzerland) to demonstrate and obtain recognition of their
occupational competences via a validation dossier (Salini 2014: 11). Statutory regulation is thus in place with regard to the
individual legal right to validation, the result of which is a formal entitlement (e.g. shortening of training) or a qualification.
Because of the particular federal nature of Switzerland, development of solutions and modalities for the validation procedures
and stipulation of their financing takes place via the cantons. Das SBFI (Swiss State Secretariat for Education, Research and
Innovation) recognises the procedures of the cantons following validation. Joint minimum standards (which also act as the
test criteria) are stipulated in the SBFI guide.These include statements regarding the tasks of the stakeholders responsible wi-
thin the individual stages of validation, the sequence and methods of the procedure, guidance, support and quality assurance
(ibid. 9).
The Swiss Conference of Vocational Education and Training Offices (SBBK) is responsible for overall coordination. Despite
close coordination between the cantons, availability and awareness of the procedure continues to vary from canton to canton
(ibid. 4). Moreover, the procedure is not yet established for all occupational groups, something which is currently still restric-
ting the range of reference profiles (ibid. 12).
Sources: own representation.
No or other forms
of statutory
regulation in place
Individual
regulated
instruments
in place
Statutorily regulated
procedure with
limited legal right
to validation
Statutorily regulated
procedure with
unlimited legal
right to validation
UNITED KINGDOM
AUSTRIA
GERMANY
SWITZERLAND
DENMARK
FINLAND
NETHERLANDS
FRANCE
NORWAY
A
B
C
D
Figure 2: Core element “Legal foundations”
D C B A
Status of development from D (weak) to A (strong)
Sources: own representation.
No or other forms
of statutory
regulation in place
Individual
regulated
instruments
in place
Statutorily regulated
procedure with
limited legal right
to validation
Statutorily regulated
procedure with
unlimited legal
right to validation
UNITED KINGDOM
AUSTRIA
GERMANY
SWITZERLAND
DENMARK
FINLAND
NETHERLANDS
FRANCE
NORWAY
A
B
C
D
Figure 2: Core element “Legal foundations”
D C B A
Status of development from D (weak) to A (strong)
Transfer reference 2
FRANCE
1. Equivalence with formal qualifications,
right to validation with or without certification
2. Statutory regulation of all core elements
3. Scope of application for all qualifications listed
in the National Register of Qualifications
4. Nationwide regulation of practical implementation (VAE)
5. Voluntary take-up in place
Transfer reference 1
SWITZERLAND
1. Effective equivalence with formal qualifications,
individual and binding right to validation
2. Statutory regulation of all core elements
3. Scope of application for a large number
of qualifications
4. Federal implementation (cantons)
5. Voluntary take-up in place
Sources: own representation.
AB
Figure 3: Core element “Legal foundations” – transfer references
D C B A
Status of development from D (weak) to A (strong)
3. EUROPEAN CIVIL SOCIETY FOR EDUCATION
When competences become
occupational opportunities
How informal and non-formal learning
can be recognised and used in Europe
Core element “Procedures and instruments”
Transfer reference 2
FINLAND
1. Formal recognition of informal
learning without additional final
examination
2. Structured procedure with
reference to the phases of
validation
3. Alignment to low-skilled
workers (target group reference)
via individual training and
examination planning
Transfer reference 1
DENMARK
1. Two-stage certification system
with reference to the formal
education system
2. Consideration of phases of
validation
3. Alignment to low-skilled
workers (target group reference)
4. Flexible usability for interested
parties (certificate, individual
training planning etc.)
Sources: own representation.
AA
Transfer reference 4
NETHERLANDS
1.Two-stage certification system
for personal orientation with
a high degree of labour market
relevance and awareness
2. Consideration of phases of
validation
3. Flexible connectivity
opportunities for interested
parties
Transfer reference 3
FRANCE
1. Formal recognition of informal
learning without additional
final examination
2. Structured procedure with
reference to the phases of
validation
3. Alignment to low-skilled
workers (target group
reference) via alternative forms
of competence assessment
AA
Transfer reference 5
AUSTRIA
1. Formal recognition of informal
learning without final
examination
2. Structured procedure with
reference to the phases of
validation
3. Alignment to low-skilled
workers (target group
reference) via staged procedure
B
Figure 5: Core element “Procedures and instruments” – transfer references
D C B A
Status of development from D (weak) to A (strong)
Heterogeneous
procedures and
instruments without
standardisation,
quality assurance
and binding status
Heterogeneous
procedures
subject to
quality assurance
Standardised
procedures and
instruments with
quality assurance
but a limited
sphere of effect
Statutorily regulated
binding procedure(s)
with standards and
quality assurance
system
GERMANY UNITED KINGDOM
AUSTRIA
SWITZERLAND
DENMARK
FINLAND
FRANCE
NETHERLANDS
NORWAY
A
B
C
D
Sources: own representation.
Figure 4: Core element “Procedures and instruments”
D C B A
Status of development from D (weak) to A (strong)
Transfer reference Austria
A procedure has been developed in Upper Austria which facilitates de facto recognition of competences acquired by informal
means for persons with a minimum age of 22. In the initiative “Du kannst was! – recognition of occupationally relevant le-
arning outcomes” (which is still at the project stage), validation candidates go through a six-stage procedure. Competences
acquired are documented by the candidates (e.g. via references, diplomas, work confirmations and/or descriptions of compe-
tences acquired by non-formal and informal means), evaluated by the respective competent body (which is also responsible
for the issuing of formal qualifications) via such vehicles as an interview or workplace observation, and, if a positive decision
is arrived at, certified (Part 1 of the examination). Missing competences are acquired via a second-chance procedure involving
supplementary training measures and subsequently tested (Part 2 of the examination), whereby preparation may take place
via vehicles such as courses at vocational school, at providers of non-formal training or though expansion of practical experi-
ence at the company. In legal terms, this route to the acquisition of an apprenticeship certificate has its basis in the possibility
of completing the final apprenticeship examination in two parts (Austrian Vocational Training Act, BAG, § 23 Paragraph 11).
Guidance and support are also obligatory. The number of apprenticeship qualifications gained via this route is still relatively
small (72 qualifications since the introduction of the procedure in December 2011).
Transfer reference Finland
In Finland, a standardised procedure called “Personalisation” has been in place since 2007. This gives every candidate the
right to an individual training and examination plan (including validation), via which the target qualification can be achieved.
Final examinations may involve competence-based tests conducted in the workplace.These may be tailored in a highly indivi-
dual manner and either be completed in full or in modular form via several stages.The examinations may be omitted entirely
if there is sufficient evidence of the competences necessary to obtain the certificate. A de facto recognition of competences
acquired by non-formal and informal means thus takes place. Apart from the examination modalities, however, the skills re-
quirements are the same.This means that certificates are of the same type.A high degree of participation has been recorded
for the procedure. In 2012, for example, more than 34,000 competence-based qualification certificates were issued. By way
of comparison, the number of school-based vocational qualifications acquired by young people during the same year was
36,500.
Transfer reference Denmark
Two certificates for the validation of competence profiles that include a content reference to formal training courses and qua-
lifications have been established in adult VET in Denmark.The “competence certificate” attests knowledge, skills and compe-
tences which correspond with the learning outcomes of defined modules of education and training courses. The “programme
certificate” attests knowledge, skills and competences which fully correspond with the learning outcomes of the reference
training course. This system of competence and programme certification is recognised by the social partners. It supports the
individual planning of training pathways (such as via the issuing of individual modules). In addition to this, the competence
certificates can be utilised on the labour market.
Transfer reference France
In France, the VAE (“Validation des acquis de l‘expérience”) enables persons to obtain a (partial) qualification by demonstra-
ting competences acquired through non-formal and informal learning. A partial qualification (i.e. the confirmation of indivi-
dual learning units) must be completed within five years. Persons wishing to avail themselves of the VAE procedure submit an
application to the specialist ministry responsible for the occupation exercised and put together the necessary documentation
if a positive decision is made. Examination of the documentation, validation of the competences via tests and an interview
with a jury (comprising trainers and teachers) all take place in accredited institutions. The competence assessment process
is somewhat different for persons making an application to the Ministry of Labour. Candidates first draw up a document
detailing their experience (“Dossier de synthèse de pratique professionnelle”). During the second phase, they are observed
in a simulated work situation before taking part in an interview with a jury. Approximately 65,000 people participate in this
procedure every year, and around 30,000 fully equivalent qualifications are awarded in this way.
Transfer reference Netherlands
Whereas in Denmark the first stage of the procedure, the “competence certificate”, is also related to parts of the formal educa-
tion system, the two stages stipulated by the Dutch system have a different alignment.The EVC (“Erkenning verworven compe-
tenties”) leads to a validated portfolio (“Ervaringsprofiel”), which constitutes an independent and legally valid document.This
is used in the provision of guidance on opportunities for validation or stages of personal development. In the second stage, it
leads to an “Ervaringscertificaat”, which has the status of an official certificate and relates to a certain national qualifications
standard. Accreditation takes place in the form of a credit transfer, which can be claimed at a qualifying institution or school.
Formalised results of validation are thus established at two different levels.The “Ervaringsprofiel” is at the level of orientation
of the candidate‘s own competence profile (similar to the EUROPASS or the ProfilPASS developed in Germany), whilst the
“Ervaringscertificaat” refers to national or sectoral standards and thus in this way to the formal education system. This clear
system ensures transparency and acceptance of the procedure in the employment system.
4. EUROPEAN CIVIL SOCIETY FOR EDUCATION
When competences become
occupational opportunities
How informal and non-formal learning
can be recognised and used in Europe
Core element “Financing”
Predominantly
private
financing
Temporary or
regionally
established
financing models
Financing of
validation procedures
instigated by
government authorities
or companies
Right to
predominantly
public financing
UNITED KINGDOM
GERMANY AUSTRIA NETHERLANDS
SWITZERLAND
DENMARK
FINLAND
FRANCE
NORWAY
A
B
C
D
Sources: own representation.
Figure 6: Core element “Financing of validation”
D C B A
Status of development from D (weak) to A (strong)
Transfer reference 2
SWITZERLAND
1. Federal public financing (cantons)
2. Free validation procedures for persons not in
possession of a vocational qualification
3. Free supplementary training measures, guidance
and support
Transfer reference 1
FINLAND
1. Public financing
2. Graded contributions by participants towards the
financing of validation procedures
3. Free supplementary training measures, guidance
and support
AA
Sources: own representation.
Figure 7: Core element “Financing of validation” – transfer references
D C B A
Status of development from D (weak) to A (strong)
Transfer reference Finland
In Finland, there are laws in place which govern the possibility of free take-up of validation and of examination preparation
courses for validation candidates. Costs incurred are covered by the Ministry of Education and Culture (for validation candi-
dates who are in work) and the Ministry of Labour (for unemployed persons). In individual cases, validation candidates are
required to make a contribution, such as if they are working. Candidates may also incur modest fixed costs under certain
circumstances. Since 2012, all validation candidates in Finland have been required to pay a sum of €58 towards the costs of
the procedure regardless of their employment status. If an applicant is in employment, employers may also finance training
modules.
Transfer references France and Netherlands
Most countries also stipulate participation by companies in the validation of competences.The French ContinuingTrainingAct,
for example, regulates the financing of validation via continuing training funds and the possibility of release from work in the
form of educational leave. (In legal terms, the VAE validation process is allocated to continuing vocational training.
Various forms of financing exist in the Netherlands. Because EVC (“Erkenning verworven competenties”) is a commercial
process, implementation providers may not access public funds. Nevertheless, continuing training funds are in place for com-
panies with fewer than 500 employees. These are mostly sectorally organised and are supported by public funding in some
cases. Companies or individual persons using the validation process may also set costs off against tax.
Transfer reference Switzerland
In Switzerland, the guidelines of the Federal Government state that all candidates who have at least five years of occupational
experience but are unable to demonstrate a vocational qualification have a right to full assumption of costs (except any ad-
ditional or material costs incurred) by the cantons.This includes the costs of the procedure itself, costs of guidance and costs
of any support training that may be required (Salini 2014: 28).The final decision as to whether costs will be assumed and to
what amount is taken by the cantons. Currently, however, almost all cantons comply with the recommendation of the Federal
Government.The differing legislation of the cantons means that regulations vary in terms of detail.
Predominantly
private
financing
Temporary or
regionally
established
financing models
Financing of
validation procedures
instigated by
government authorities
or companies
Right to
predominantly
public financing
UNITED KINGDOM
GERMANY AUSTRIA NETHERLANDS
SWITZERLAND
DENMARK
FINLAND
FRANCE
NORWAY
A
B
C
D
Sources: own representation.
Figure 6: Core element “Financing of validation”
D C B A
Status of development from D (weak) to A (strong)
Predominantly
private
financing
Temporary or
regionally
established
financing models
Financing of
validation procedures
instigated by
government authorities
or companies
Right to
predominantly
public financing
UNITED KINGDOM
GERMANY AUSTRIA NETHERLANDS
SWITZERLAND
DENMARK
FINLAND
FRANCE
NORWAY
A
B
C
D
Sources: own representation.
Figure 6: Core element “Financing of validation”
D C B A
Status of development from D (weak) to A (strong)
Transfer reference 2
SWITZERLAND
1. Federal public financing (cantons)
2. Free validation procedures for persons not in
possession of a vocational qualification
3. Free supplementary training measures, guidance
and support
Transfer reference 1
FINLAND
1. Public financing
2. Graded contributions by participants towards the
financing of validation procedures
3. Free supplementary training measures, guidance
and support
AA
Sources: own representation.
Figure 7: Core element “Financing of validation” – transfer references
D C B A
Status of development from D (weak) to A (strong)
5. EUROPEAN CIVIL SOCIETY FOR EDUCATION
When competences become
occupational opportunities
How informal and non-formal learning
can be recognised and used in Europe
Core element “Institutionalisation”
No regulated areas
of responsibility
Areas of responsibility
discernible
within the scope
of individual
procedures
Clear areas of
responsibility with
decentralised
implementation
and quality assurance
Regulated areas of
responsibility
via legal remit and/or
accreditation and/or high
degree of awareness
and recognition
UNITED KINGDOM
AUSTRIA
GERMANY
DENMARK
NORWAY
SWITZERLAND
FINLAND
FRANCE
NETHERLANDS
A
B
C
D
Sources: own representation.
Figure 8: Core element “Institutionalisation”
D C B A
Status of development from D (weak) to A (strong)
Transfer reference 1
SWITZERLAND
1. Networking via cooperative solution with overarching
coordination
2. Establishment of a specialist agency for all matters
relating to the validation of educational achievements
in the canton (securing of the competence of the
persons responsible)
3. Legal establishment of areas of responsibility in the
procedure
Transfer reference 2
NORWAY
1. Regional networks and institutional remit for quality
assurance and overarching coordination
2. Existence of a specialist agency (central) and advisory
centres (regional) for all matters relating to the
validation of educational achievements (securing of
the competence of the persons responsible)
3. Transparency of areas of responsibility in the
procedure
B A
Sources: own representation.
Figure 9: Core element “Institutionalisation” – transfer references
D C B A
Status of development from D (weak) to A (strong)
Transfer reference Switzerland
The validation of educational achievements in Switzerland is a cooperative task in which representatives of the branches and
sectors, Federal Government and cantons are all involved, each with clearly regulated areas of responsibility. So-called “Nati-
onal Organisations of the World of Work” (OdA), which mostly comprise former employers’ associations, draw up skills profi-
les and pass rules for the individual occupations.Validation cannot take place until both documents have been developed for
an occupation.The OdA experts (which are also responsible for assessment in regulated training) also assess applicants and
their dossiers (Salini 2014: 32). As soon as the skills profile and pass rules have been approved by the Federal Government,
represented by the State Secretariat for Education, Research and Innovation (SBFI), responsibility passes to the cantons. This
area of responsibility involves the establishment of a validation procedure (including adaptation to canton legislation) and a
so-called validation organ. The latter acts as the regional contact partner for all matters regarding the validation of learning
achievements and is also responsible for the examination of the dossier.
Despite close coordination, there are currently still acceptance problems on the labour market. Qualifications acquired via
validation are considered to be “second rate”.To this extent, true equivalence is not in place.
Transfer reference Norway
Although the Norwegian system is characterised by the dominance of public bodies, implementation in the 19 administrative
districts takes place in networks and in conjunction with educational institutions.There are clear areas of institutional respon-
sibility at the national level via the commissioning of two institutions to carry out and provide overarching coordination of
the validation procedures under the auspices of the Ministry of Education and Research.“VOX” (Norwegian Institute of Adult
Education) is responsible for the coordination of the validation approaches at various levels, whilst the “Directorate of Educa-
tion” takes charge of management and development of aspects such as vocational education and training.Transparency and
quality assurance in accordance with uniform standards are thus ensured.
Transfer reference 1
SWITZERLAND
1. Networking via cooperative solution with overarching
coordination
2. Establishment of a specialist agency for all matters
relating to the validation of educational achievements
in the canton (securing of the competence of the
persons responsible)
3. Legal establishment of areas of responsibility in the
procedure
Transfer reference 2
NORWAY
1. Regional networks and institutional remit for quality
assurance and overarching coordination
2. Existence of a specialist agency (central) and advisory
centres (regional) for all matters relating to the
validation of educational achievements (securing of
the competence of the persons responsible)
3. Transparency of areas of responsibility in the
procedure
B A
Sources: own representation.
Figure 9: Core element “Institutionalisation” – transfer references
D C B A
Status of development from D (weak) to A (strong)
No regulated areas
of responsibility
Areas of responsibility
discernible
within the scope
of individual
procedures
Clear areas of
responsibility with
decentralised
implementation
and quality assurance
Regulated areas of
responsibility
via legal remit and/or
accreditation and/or high
degree of awareness
and recognition
UNITED KINGDOM
AUSTRIA
GERMANY
DENMARK
NORWAY
SWITZERLAND
FINLAND
FRANCE
NETHERLANDS
A
B
C
D
Sources: own representation.
Figure 8: Core element “Institutionalisation”
D C B A
Status of development from D (weak) to A (strong)
No regulated areas
of responsibility
Areas of responsibility
discernible
within the scope
of individual
procedures
Clear areas of
responsibility with
decentralised
implementation
and quality assurance
Regulated areas of
responsibility
via legal remit and/or
accreditation and/or high
degree of awareness
and recognition
UNITED KINGDOM
AUSTRIA
GERMANY
DENMARK
NORWAY
SWITZERLAND
FINLAND
FRANCE
NETHERLANDS
A
B
C
D
Sources: own representation.
Figure 8: Core element “Institutionalisation”
D C B A
Status of development from D (weak) to A (strong)
6. EUROPEAN CIVIL SOCIETY FOR EDUCATION
When competences become
occupational opportunities
How informal and non-formal learning
can be recognised and used in Europe
Core element “Support structures”
Isolated guidance
and support
structures with
low level of
awareness
Broadly based guidance
and support structures
largely in place, but poorly
coordinated and
exhibiting a low level
of professionalism
Broadly based
guidance and
support structures
in place,
awareness and
professionalism
Broadly based central
guidance and support
structures with
connected information
provision (national
strategy)
GERMANY
AUSTRIA
DENMARK
UNITED KINGDOM
FRANCE
NETHERLANDS
SWITZERLAND
FINLAND
NORWAY
A
B
C
D
Sources: own representation.
Figure 10: Core element “Support structures”
D C B A
Status of development from D (weak) to A (strong)
Transfer reference 2
FINLAND
1. Nationwide face-to-face guidance provision
2. Professionalism of guidance
3. Broad electronic information provision (websites)
4. Contractual duty of training providers to establish
support provision
Transfer reference 1
SWITZERLAND
1. Nationwide face-to-face guidance provision via
entry portals
2. Established guide function
3. Broad electronic information provision (websites)
4. Legal establishment of support provision
Sources: own representation.
Figure 11: Core element “Support structures” – transfer references
D C B A
Status of development from D (weak) to A (strong)
AA
Transfer reference Finland
In Finland, the duty to establish guidance and support provision and make such provision available is incumbent on the provi-
ders of validation and supplementary training. Each adult education institute or vocational school offering validation relating
to a qualification is required to act in accordance with the national strategy in recording in writing the form of guidance provi-
ded (group and individual advice, online service), the necessary resources and the competences and qualifications of advisory
staff (advisors must have completed teacher training and provide evidence of additional certificates stipulated) and have this
written record assessed by the Qualifications and Examinations Board. Registration as a validation agency is not issued until
these requirements have been fulfilled. Nevertheless, according to the Finish case study, guidance continues to be directed
towards the acquisition of a formal qualification rather than being aimed at individual occupational and career planning.
The labour offices offer information and guidance on opportunities for validation to the unemployed.
A diverse range of electronic information provision is in place (websites and interactive services such as chats with experts)
to provide information on qualifications and validation procedures.
Transfer reference Switzerland
In Switzerland, guidance and support provision for validation is largely available nationwide. This is particularly secured by
so-called entry portals.These are advisory bodies which offer services such as general information on the procedure and other
training pathways (regular or shortened training, direct admission to a final examination), specific information on individual
reference occupations, entrance requirements, financing and support in preparing the dossier necessary for the validation pro-
cess (Salini 2014: 31). Guidance on individual aspects or throughout the whole of the procedure may be sought from trained
careers advisors or experts from the offices of the cantons. Each canton decides on the structure and form of its guidance
provision (group and individual services, online services in some cases). The Swiss Conference of Vocational Education and
Training Offices (SBBK) has issued a guide which sets out a number of mandatory stipulations such as the central location of
the entry portal and qualification of the guidance staff (ibid. 31). There is also supplementary provision in the form of web-
based services for potential validation candidates and the specialist public (ibid. 30).
Isolated guidance
and support
structures with
low level of
awareness
Broadly based guidance
and support structures
largely in place, but poorly
coordinated and
exhibiting a low level
of professionalism
Broadly based
guidance and
support structures
in place,
awareness and
professionalism
Broadly based central
guidance and support
structures with
connected information
provision (national
strategy)
GERMANY
AUSTRIA
DENMARK
UNITED KINGDOM
FRANCE
NETHERLANDS
SWITZERLAND
FINLAND
NORWAY
A
B
C
D
Sources: own representation.
Figure 10: Core element “Support structures”
D C B A
Status of development from D (weak) to A (strong)
Isolated guidance
and support
structures with
low level of
awareness
Broadly based guidance
and support structures
largely in place, but poorly
coordinated and
exhibiting a low level
of professionalism
Broadly based
guidance and
support structures
in place,
awareness and
professionalism
Broadly based central
guidance and support
structures with
connected information
provision (national
strategy)
GERMANY
AUSTRIA
DENMARK
UNITED KINGDOM
FRANCE
NETHERLANDS
SWITZERLAND
FINLAND
NORWAY
A
B
C
D
Sources: own representation.
Figure 10: Core element “Support structures”
D C B A
Status of development from D (weak) to A (strong)
Transfer reference 2
FINLAND
1. Nationwide face-to-face guidance provision
2. Professionalism of guidance
3. Broad electronic information provision (websites)
4. Contractual duty of training providers to establish
support provision
Transfer reference 1
SWITZERLAND
1. Nationwide face-to-face guidance provision via
entry portals
2. Established guide function
3. Broad electronic information provision (websites)
4. Legal establishment of support provision
Sources: own representation.
Figure 11: Core element “Support structures” – transfer references
D C B A
Status of development from D (weak) to A (strong)
AA
7. EUROPEAN CIVIL SOCIETY FOR EDUCATION
When competences become
occupational opportunities
How informal and non-formal learning
can be recognised and used in Europe
… and in 2020 … and in 2020
GUIDANCE
At her first appointment with the competent body, the advisor informs Kira about the stages of the procedure and
works with her to draw up a strategy that fits in with her current life situation (childcare responsibilities, very few finan-
cial resources etc.). Kira invests particular hope in the occupational experience she has gained from being an assistant
at the care home. She finds it helpful and motivating that the website and the guidance meeting have created trans-
parency and opened up possible routes to an (initially low-level) qualification and therefore to a qualified job in the
care sector. Kira will also attend a four-hour introductory course at the competent body to familiarise herself with the
general conditions and the methodological stages of the procedure.
IDENTIFICATION – DOCUMENTATION – ASSESSMENT
With the help of a portfolio, formalised confirmations of work performance from her employer and work observa-
tion, Kira’s competences are identified and documented in a competence pass. The reference system is her preferred
occupation of geriatric nursing assistant. During the stages of the procedure, Kira is not dependent on mobility. She
processes the portfolio instrument at home (with binding telephone support) and work observation takes place at
her company. She also receives support from her employer.The result of the assessment is that her pervious activities
do not permit recognition as equivalent to the regular qualification. With the help of the competent body, training
modules are identified which are necessary for the completion of the competence profile in a way that is adequate
to the occupation. The advisor establishes contact to a training provider for Kira. The validation procedure is fee of
charge to her. Financing of training takes place via a combination of training vouchers and a small self-contribution.
CERTIFICATION
The result of the validation procedure is that Kira receives certification from the competent body. In her case, the cer-
tificate is below the level of the regular occupation but will assist her in accessing the training modules. Kira is also
helped by the fact that the competences which have been validated can be transferred to further evidence of compe-
tence that is required.
INFORMATION
The advisor at the labour administration agency makes Kira aware that she has a legal right to one-off validation
by the competent body of the competences she has acquired by informal means. This validation would enable her
to obtain a binding certificate recognised on the educational and labour market which she can use to make further
progress towards a vocational qualification.The advisor refers her to the competent body. Before her appointment,
Kira uses the website the advisor has told her about to find out information on the procedure and the opportunities
open to her. She sees that she has the chance to use her validated occupational experience to achieve a regular
vocational qualification on a step-by-step basis via second-chance training.
IDENTIFICATION – DOCUMENTATION – ASSESSMENT
The procedure stipulates a competence-based test.Bastian is given the opportunity to demonstrate his competences via
a work sample prepared in the apprentice workshop of the training provider.Whilst Bastian is processing the task, he
explains and gives situative reasons for the approach he is adopting and answers technical questions. Documentation
takes place in the form of a competence pass.The results of the competence assessment are evaluated and deemed to
be equivalent to the two-year training occupation of “technical assistant for information technology”. Bastian does not
incur any costs for the integration of the validation into the training measure of the employment agency.
CERTIFICATION
Once the procedure is concluded, Bastian receives a certification from the competent body. The validation proce-
dure has enabled him to acquire a regular vocational qualification, which closes the formal gap in his competence
profile. He now also has a basis for the completion of IT continuing training courses and can continue to develop
his (formal) profile.
INFORMATION AND GUIDANCE
Bastian too has the legal right to seek validation of his competences acquired by informal means at the workplace
within the scope of a publicly funded training measure. Participation in the validation procedure is voluntary. In
cooperation with the competent body, Bastian begins by obtaining information and guidance from an expert. A
voluntary 4-hour introduction is also offered as part of the measure for those who are interested.
A vision for a better world with validation. Two examples
Two occupational biographies from Germany are presented below.These examples are taken from a country which has only just begun to institutionalise the validation of competences
acquired by informal means, and they illustrate the range of life situations in which persons with low levels of formal qualification may benefit from the establishment of such procedures.
Kira– 2015 …
Kira is 33 and has two children aged fourteen and nine. She achieved the lower secondary school leaving certificate but
has not completed vocational education and training because she was always caring for the children. For many years, she
has had a series of casual jobs (for example working as a cleaner in various doctors‘ surgeries via a temporary employment
agency and as an assistant in a care home). She has been inducted into the workplace but has not acquired a recognised
vocational qualification. Kira lives in a rural district of East Germany.The nearest large town (85,000 inhabitants) is about
one hour away by public transport. There is very little training provision in the local area. At one time, she would have
liked to have entered training, but this was not possible because of the long working and travelling times involved and
her childcare responsibilities. She is not in possession of any certificates which are utilisable on the labour market.
Bastian– 2015 …
Bastian is 29 and lives in a small town in Bavaria. He began his secondary school career at a grammar school,but switched
to an intermediate secondary school at the end of year 6. He completed his schooling by obtaining an intermediate sec-
ondary school leaving qualification. He then began to train as a nurse, but dropped out after a year. He then went into
the IT sector as a lateral entrant and gained three years of occupational experience at a major industrial company, where
he was responsible for network management and the coordination of IT services. As a result of redundancies and the
outsourcing of IT services, Bastian was initially taken on by an external service provider on the basis of a twelve-month
fixed contract of employment. He was not kept on at the end of the contract and became unemployed. Applications for
comparable jobs were unsuccessful. In the period of just under four years during which he was in employment, Bastian
acquired competence and experience in leading a small team and in the management of network services.Apart from his
testimonial, he has no formal evidence of any kind to demonstrate these competences.