The crediting of non-formal and informal learning on higher education courses in Germany
Abstract When crediting non-university previous achievements in higher education courses, the term “professional competence” is often used. However, the results of the 2014 “AnHoSt study” and the 2016 “Anrechnungsmonitor” show that the crediting procedures at German HEIs have so far mainly related t...
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| Format: | Article |
| Language: | deu |
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SpringerOpen
2018-09-01
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| Series: | Zeitschrift für Weiterbildungsforschung - Report |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1007/s40955-018-0114-8 |
| _version_ | 1819029882126991360 |
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| author | Wolfgang Müskens Sonja Lübben |
| author_facet | Wolfgang Müskens Sonja Lübben |
| author_sort | Wolfgang Müskens |
| collection | DOAJ |
| description | Abstract When crediting non-university previous achievements in higher education courses, the term “professional competence” is often used. However, the results of the 2014 “AnHoSt study” and the 2016 “Anrechnungsmonitor” show that the crediting procedures at German HEIs have so far mainly related to formal qualifications, but not to competences acquired in non-formal or informal learning contexts. Even individual crediting procedures are generally based on the formal curricula of apprenticeship and further training. Internationally, the topic of “crediting” is often equated with the recognition of non-formally and informally acquired competences. Approaches such as “APEL” (Accreditation of Prior Experiential Learning) and “PLAR” (Prior Learning Assessment and Recognition) focus on informally acquired competences and deal with their valid recording and validation. An examination of the legal situation and the national resolutions on crediting in Germany shows that both the KMK resolutions on crediting and the corresponding implementation in the state university laws permit non-formally and informally acquired competences to be taken into account in crediting also in this country. The PLAR service of the University of Oldenburg will be used as an example to show how non-formal and informal crediting of competences at universities can be implemented. The special features of the PLAR approach, which particularly supports the consideration of informally acquired competences, are being described. |
| first_indexed | 2024-12-21T06:21:19Z |
| format | Article |
| id | doaj.art-d5c6234daf7741f3b2402c01af5c2acb |
| institution | Directory Open Access Journal |
| issn | 2364-0014 2364-0022 |
| language | deu |
| last_indexed | 2024-12-21T06:21:19Z |
| publishDate | 2018-09-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Zeitschrift für Weiterbildungsforschung - Report |
| spelling | doaj.art-d5c6234daf7741f3b2402c01af5c2acb2022-12-21T19:13:15ZdeuSpringerOpenZeitschrift für Weiterbildungsforschung - Report2364-00142364-00222018-09-01412-310912410.1007/s40955-018-0114-8The crediting of non-formal and informal learning on higher education courses in GermanyWolfgang Müskens0Sonja Lübben1Fakultät I – Bildungs- und Sozialwissenschaften, Institut für Pädagogik, Kompetenzbereich Anrechnung, Carl von Ossietzky Universität OldenburgFakultät I – Bildungs- und Sozialwissenschaften, Institut für Pädagogik, Kompetenzbereich Anrechnung, Carl von Ossietzky Universität OldenburgAbstract When crediting non-university previous achievements in higher education courses, the term “professional competence” is often used. However, the results of the 2014 “AnHoSt study” and the 2016 “Anrechnungsmonitor” show that the crediting procedures at German HEIs have so far mainly related to formal qualifications, but not to competences acquired in non-formal or informal learning contexts. Even individual crediting procedures are generally based on the formal curricula of apprenticeship and further training. Internationally, the topic of “crediting” is often equated with the recognition of non-formally and informally acquired competences. Approaches such as “APEL” (Accreditation of Prior Experiential Learning) and “PLAR” (Prior Learning Assessment and Recognition) focus on informally acquired competences and deal with their valid recording and validation. An examination of the legal situation and the national resolutions on crediting in Germany shows that both the KMK resolutions on crediting and the corresponding implementation in the state university laws permit non-formally and informally acquired competences to be taken into account in crediting also in this country. The PLAR service of the University of Oldenburg will be used as an example to show how non-formal and informal crediting of competences at universities can be implemented. The special features of the PLAR approach, which particularly supports the consideration of informally acquired competences, are being described.http://link.springer.com/article/10.1007/s40955-018-0114-8Recognition of Prior Learning (RPL)Informally acquired competencesLevel AssessmentPrior Learning Assessment and Recognition (PLAR)Portfolio |
| spellingShingle | Wolfgang Müskens Sonja Lübben The crediting of non-formal and informal learning on higher education courses in Germany Zeitschrift für Weiterbildungsforschung - Report Recognition of Prior Learning (RPL) Informally acquired competences Level Assessment Prior Learning Assessment and Recognition (PLAR) Portfolio |
| title | The crediting of non-formal and informal learning on higher education courses in Germany |
| title_full | The crediting of non-formal and informal learning on higher education courses in Germany |
| title_fullStr | The crediting of non-formal and informal learning on higher education courses in Germany |
| title_full_unstemmed | The crediting of non-formal and informal learning on higher education courses in Germany |
| title_short | The crediting of non-formal and informal learning on higher education courses in Germany |
| title_sort | crediting of non formal and informal learning on higher education courses in germany |
| topic | Recognition of Prior Learning (RPL) Informally acquired competences Level Assessment Prior Learning Assessment and Recognition (PLAR) Portfolio |
| url | http://link.springer.com/article/10.1007/s40955-018-0114-8 |
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