Making informal and non-formal learning visible in the German Qualifications Framework

Since the year 2000, the EU has introduced a steady stream of resolutions, projects and instruments to promote and fund improved recognition of non-formal and informal learning. The Recommendation of the European Parliament and of the Council of 23 April 2008 on the Establishment of the European Qualifications Framework for Lifelong Learning (EQF) also pursues this objective. The aim of the EQF is to contribute both to "modernising education and training systems, the interrelationship of education, training and employment" and to "building bridges between formal, non-formal and informal learning, leading also to the validation of learning outcomes acquired through experience" (EU Parliament and Council 2008, p. 2, for a definition of the terminology cf. box).
The plan is for an orientation towards learning outcomes to make the greatest contribution in this regard. The main focus should be placed on evidence of competences acquired rather than on the learning pathway. In order to realise this idea, quality assurance procedures for competence assessment need to be developed and implemented - ideally via a comprehensive national strategy (cf. BJØRNÅVOLD, year of publication not stated).

Formal learning: Learning typically provided by an education or training institution, structured (in terms of learning objectives, learning time or learning support) and leading to certification. Formal learning is intentional from the learner's perspective.

Non-formal learning: Learning that is not provided by an education or training institution and typically does not lead to certification. It is, however, structured (in terms of learning objectives, learning time or learning support). Non-formal learning is intentional from the learner's perspective.

Informal learning: Learning resulting from daily life activities related to work, family or leisure. It is not structured (in terms of learning objectives, learning time or learning support) and typically does not lead to certification. Informal learning may be intentional but in most cases it is non-intentional (or "incidental"/random).
Source: EU Commission 2001, pp. 33 ff.

Validation of learning outcomes
The confirmation by a competent body that learning outcomes (knowledge, skills and/or competences) acquired by an individual in a formal, non-formal or informal setting have been assessed against predefined criteria and are compliant with the requirements of a validation standard. Validation typically leads to certification.
Source: CEDEFOP 2009, p. 89

In the introduction of the German Qualifications Framework, the emphasis thus far has been on the alignment of formal qualifications in the fields of general education, vocational education and training and higher education. Notwithstanding this, the necessity of connectivity for outcomes of non-formal and informal learning was stressed from the outset (cf. In this regard the Joint Resolution of the KMK, BMBF, WMK, BMWi, year of publication not stated). Initial phases of implementation are now being instigated on the basis of the reports and results of two working groups that operated in the summer of 2011.
The first of these two working groups considered the possible areas of connectivity to the DQR for non-formal and informal learning in the areas of general, political and cultural education, whereas the second investigated possibilities for the inclusion of competences acquired by non-formal and informal means in the occupational fields of metal/electrical, health/nursing, trade and the IT sector. The results produced by the groups were collated in a paper in November 2011 to the extent that both groups had processed the issues at hand or the result had been adopted by one of the two groups (cf. Recommendations of the working groups of 22.11.2011). This paper calls for non-formal and informal learning to be established in the DQR alongside formal learning and to be accorded equal status. An integrative reference system, in which competences are consistently described in terms of learning outcomes, was required for this purpose. The aim was for non-formal and informal learning to be included at all levels of the DQR. Existing procedures, instruments and institutions, such as the external examination in vocational education and training, for example, were to provide a basis and target groups were to be defined in broad terms. The necessary resources for the upcoming research and development work needed to be made available. Learning outcomes from non-formal and informal learning do not generally cover a DQR level to the same extent as the reference qualifications from the field of formal learning previously aligned to the DQR. Working Group 1 calls for skills bundles from the areas of non-formal and informal learning to be described as elements or parts of qualifications, the bundling of which should be taken into consideration as an addition, "although creeping modularisation should be prevented" (Recommendation 9, Working Group 1). It was also important to set up information and advisory bodies for the interested parties. Standardised provision within non-formal learning, e.g. provision that is curricularly structured and concludes with an examination, should be directly aligned to the DQR. Nevertheless, not all provision in the area of non-formal learning was suitable for direct alignment to the DQR. This may, for example, be because they encompass only very small competence bundles or because providers do not believe that alignment is useful, as is the case with parts of cultural or political education (cf. BBJ CONSULT AG, year of publication not stated, p. 40). This learning provision should not, however, suffer any disadvantages in future, such as regarding funding.

The "German Qualifications Framework Working Group" (AK DQR) ¹has also submitted a response to the recommendations of the working groups. It is in favour of continuing to pursue a number of recommendations, such as linking in with existing procedures and the broad definition of target groups, within the scope of its work. The AK DQR has also taken up the recommendation of direct alignment to the DQR of non-formal learning qualifications which exhibit considerable proximity to formal learning due to the fact that they involve a curriculum, descriptions of learning objectives and examinations. The response gives the examples of internationally recognised language certificates and integration courses and qualifications that are already classified in other contexts (such as qualifications for volunteer sports trainers in clubs or youth leaders). "Following the piloting phase for the sample alignment of formal qualifications" (cf. Response of the AK DQR of 22.11.2011), the aim is for a working group comprising experts from institutions and associations in the field of continuing training and members of the DQR committees to align approximately 15 pre-defined and potentially alignable qualifications to the DQR as an example and to draw up minimum requirements for their alignment as appropriate. The plan is for the results of the working group from the sample alignment of non-formal qualifications to be presented to the AK DQR and the end of 2013. The AK DQR will then consult on the further approach to be adopted.

According to the response of the AK DQR, some of the recommendations of the working groups extended beyond the remit of the DQR committees. For this reason, fundamental issues relating to the validation of non-formal and informal learning that require the involvement of further educational policy stakeholders will be discussed in a working group convened by the Federal Ministry of Education and Research in the summer of 2013.

KATRIN GUTSCHOW,
Research associate in the "Transition into VET and into Work, Vocational Training Orientation / Vocational Training Orientation Programm" Division at BIBB

Translation from the German original (published in BWP 5/2013): Martin Stuart Kelsey, Global Sprachteam Berlin