How can the performances of continuing education become more influential in the German Qualification Framework (DQR)? The author presents concrete recommendations derived from a cross-provider work group: presentation of key competences across all levels; classification of qualifications acquired in continuing education to individual levels (example of level 6). With regard to the inclusion of non-formal and informal competences in continuing education, the author refers to the potential of EU …
Mit RUHR.2010 stellt Deutschland dieses Jahr die Kulturhauptstadt Europas. In diesem Ereignis gipfelt die über die letzten Jahre wachsende Popularität von Museen und Kulturveranstaltungen. Aber Kultur ist mehr als Kulturbetrieb. Unsere Gesellschaft produziert unter den Einflüssen der Digitalisierung, Individualisierung, Migration und Globalisierung stets neue kulturelle Codes. Beide Phänomene stellen Anforderungen an die Erwachsenenbildung. Unser Land braucht eine kulturell sensible Erwachsenen…
This report reflects potentials and dangers for adult education resulting from the process of Europeanizing educational politics. The report indicates the associated structural mechanisms of action in the area of tension of cooperation and competition with the example of the European Qualification Frame (EQF). While intending to achieve a better comparability of educational systems and educational programmes the EQF in fact injects fresh impetus for more national and international competition. …
The European Qualification Framework and the National Qualification Framework of Germany are two offer-specific reference instruments, which should be implemented in the German educational and employment systems. Both of them are difficult to estimate in regard to their transparency, penetrability and support of labour market mobility. Enterprises and educational institutes seem to be different in their logic of action concerning their educational and qualification achievements in the society. …
Weiterbildner stehen vor der Herausforderung, die Kompetenzen ihrer Teilnehmer zu erkennen und zu bewerten. Nehmen sie im Sinne einer „Output“-Orientierung die tatsächlichen Fähigkeiten und den Lernerfolg der Teilnehmenden in den Blick, bietet sich ihnen ein breites Spektrum von Möglichkeiten der Kompetenzerfassung. Dieses Buch erläutert verschiedene Bereiche und Ziele der Kompetenzerfassung, beschreibt Methoden und Instrumente und liefert Tipps für die Praxis. Dabei zeigen die Autorinnen Wege…
Recognition of informal professional competencies Learning in informal and non-formal contexts has not yet gained wide-spread political and social acceptance, documentation and certification. Due to its individual and contextual situation, informal learning can be recognized via learning results only. Professional competence, including both formal and informal learning strategies, will constitute the foundation for a comparative evaluation and certification of such competencies and abilities.
Thematisch widmet sich dieses Heft den Messverfahren in der Weiterbildung. Diese lassen sich auf verschiedenen Ebenen wiederfinden. Da Kompetenzorientierung in der bildungspolitischen Diskussion derzeit eine zentrale Rolle spielt, soll eine Fragestellung darauf abheben zu erkunden, wie (formell oder informell) erworbene Kompetenzen dokumentiert und zertifiziert werden können. Eine andere Frage soll den Möglichkeiten nachgehen, wie die Beteiligung an Weiterbildung gemessen wird. Auf organisation…
Interdependence of context, selection criteria and usability of assessment methods Competence assessment is a broad field increasingly difficult to structure. The article distinguishes different assessment methods regarding their relation to different definitions of competence (competence as a collective term vs. competence as an organizing function), purpose of assessment (summative - formative) and objects of assessment (action - resources - reflection). There are contingencies shown which s…
The aim of the paper is to give an overview of key issues involved in recognising non-formal and informal learning, ranging from the legitimacy of the learning activities in terms of the outcomes to be recognised, through the cost of the necessary assessment, and essential elements such as quality assurance, the standards used, the potential benefits and the real obstacles. The findings summarised here are based on a report that describes and analyses practices in the 22 countries that particip…
