Systemic approaches to the recognition of learning outcomes: signs vs. actions

Valuing learning outside formal education and training is one of the key elements in Europe’s Lifelong Learning policies. The ‘common European principles for validation of non-formal and informal learning’ or the ‘European inventory on validation of non-formal and informal learning’ are only two examples providing evidence that there is more than just rhetoric. Although there are common principles and we can see a number of initiatives and projects on institutional or national level, it is hard to see commonalities between them and to identify any structural or systemic approaches. More common in vocational education and training, things become more difficult with regards to higher education. The traditional monopoly of academic teaching and certification seems to be in danger, and some developments - such as the Bologna Process - show side effects which hinder the valuing of learning outside formal education instead of promoting it.

The presentation addresses the issue of systematising approaches to the recognition of learning outcomes and shows how the introduction of qualification frameworks might blur the boundaries between formal, non-formal, and informal learning in the coming years. Finally, it discusses the potential of portfolio techniques within the context of access to higher education programmes, student mobility, and qualifications frameworks.

Markowitsch: Systemic approaches to the recognition of learning outcomes: signs vs. actions