Validating informal and non formal learning


In contrast to this, however, it is also possible to adopt an “open” approach which is aligned to the biography of an individual and which infers competences on the basis of activities in various areas of life.Both approaches can also be combined, whereby an “open” approach may progress to a “closed system”.



One example of this is the so-called reference occupations, which are used as a benchmark to ascertain the equivalence of qualifications acquired abroad within the framework of the Professional and Vocational Qualifications Assessment Law (BQFG).In such cases, the candidate is given the task of making a product typical to the occupation. A clear understanding of the term assessment is important in order to understand the associated institutional arrangements within a validation process (cf. Both occupational and educationally related standards may be used, and a variety of methods may be deployed. Within the scope of the equivalence assessment of qualifications acquired abroad on the basis of the BQFG as referenced above, the so-called reference occupations form the benchmark or standard. 91), assessments are a form of external evaluation which is recorded in writing and is the result of investigatory procedures that are based on certain standards and reference levels.This may be, for example, a product manufactured in metal or wood, a computer programme, a marketing concept or product documentation (cf. A differentiation between the summative and formative forms mentioned above can also be made (cf. Assessment is also understood to include self-assessment processes on the part of learners on the basis of their own individual appraisal.It is also revealed that the individual steps cannot always be delineated in a fully clear-cut way.

With regard to the stages of identification and documentation, it should be remarked that these require a certain alignment insofar as the intention is to continue with assessment and certification as further stages within the validation procedure. Various approaches and procedures are used in practice that do not necessarily encompass all the stages named above.

The main basis of the nature of identification lies in striving to adopt a summative approach, which later leads to an assessment or even to certification of learning achievements, or a formative approach, which is more strongly aligned to individual self-assurance (cf. The stage of identification may take place autonomously or with the assistance of third parties.



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