Identification and Validation of Prior and Informal Learning. Experiences, Innovations and Dilemmas. Discussion Paper = Ermittlung und Validierung von fruher bzw.informell erworbenen Kenntnissen. Erfahrungen, Innovationen, Probleme. Diskussionspapier = Identification et validation de l'apprentissage anterieur et informel. Experiences, innovations et problemes. Document de discussion. CEDEFOP Panorama.

Autor/in	Bjornavold, Jens
Institution	European Centre for the Development of Vocational Training, Thessaloniki (Greece).
Titel	Identification and Validation of Prior and Informal Learning. Experiences, Innovations and Dilemmas. Discussion Paper = Ermittlung und Validierung von fruher bzw.informell erworbenen Kenntnissen. Erfahrungen, Innovationen, Probleme. Diskussionspapier = Identification et validation de l'apprentissage anterieur et informel. Experiences, innovations et problemes. Document de discussion. CEDEFOP Panorama.
Quelle	(1997), (66 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; deutsch; französisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Certification; Credits; Educational Experience; Employment Experience; Evaluation Methods; Experiential Learning; Foreign Countries; French; German; Informal Assessment; Nonformal Education; Nontraditional Education; Performance Based Assessment; Portfolio Assessment; Portfolios (Background Materials); Prior Learning; Qualifications; Student Evaluation; Australia; European Union + Suchen Sie Ihr Suchwort? Abschlusszeugnis; Zertifizierung; Bildungserfahrung; Occupational experience; Job experience; Work experience; Berufserfahrung; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Französisch; Deutscher; Non-formal education; Non formal education; Nichtformale Bildung; Non-traditional education; Alternative Erziehung; Leistungsermittlung; Portfoliobeurteilung; Vorkenntnisse; Qualifikation; Qualifikationsstufe; Schulnote; Studentische Bewertung; Australien
Abstract	During the last 5-10 years, a number of countries have introduced methods and systems for identifying, validating, and recognizing prior and nonformal learning that can be viewed as tools for improving the transparency and transfer of skills. In most cases, they have been operational for a comparatively short time, which makes it difficult to decide whether expectations regarding them are justified. Some of the most important initiatives and innovations connected with the identification and validation of prior and nonformal learning include examples from Australia, Finland, France, Germany, Ireland, Japan, and United Kingdom. The French, Australian, Irish, and British methodologies are based on related principles, introducing different versions of portfolios, dossiers, or passports. Finland, Germany, and Japan have been reluctant to introduce the portfolio method. In spite of similarities in design, countries tend to apply the methodologies in different ways. This difference may be seen as a difference between centralized and decentralized systems. Initiatives and ideas on a European level are the Individual Portfolio Project and the Personal Skills Card and the European Skills Accreditations system. Some basic questions related to the legitimacy of the new methods and systems deal with the institutional basis, flexibility versus fragmentation, transparency and visibility, and transfer. (German, English, and French versions appear in side-by-side columns. Appendixes contain 27 references and 18 notes.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC