The recognition of informal learning, nationally as well as Europe-wide, becomes more and more important (cf. Björnavold 2007; Werquin 2007). However, many different comprehensions and approaches are being discussed among the term of “recognition” (cf. Käpplinger 2007). There are several national and Europe-wide approaches that serve for the recognition of competences, but which are not paradigmatic. The approaches drafted on a European level are more or less alongside the approaches that were nationally developed. A systematic comparison of the approaches has not yet been carried out.

The analytical problem to theoretically conceptualise the processes in the context of recognition of informal acquired competences beyond a mere descriptive level, an institutional research perspective is required. In the context of the recognition of informal learning not only the relevant pedagogical theories but especially institutional theoretical approaches are relevant. Besides the competence theory and the certification theory the institution theory and the Governance approach form the theoretical basis of the analysis.

The central research hypothesis is that awarenesses about differences and commonnesses as well as strengths and weaknesses of the approaches for the recognition of informal acquired competences can only be gained by a theoretically well founded criteria based analysis. With the aid of the criteria, ideal approach models, which are used as theoretical benchmark for the analysis, enhancement and advancement of the approaches, are developed to structure the research area. Since the exisiting approaches have not been integrated in a consistent Europe-wide strategy to boost the recognition of competences, the systematic comparison of the approaches shall provide a basis for appropriate action.

Within the scope of the contribution, selected European approaches for the recognition of informally acquired competences will be analysed and evaluated. The criteria for the analysis are the following: aims, understanding of competence, methods, norms and standards, stakeholders, rights of disposal and approach coordination. On the basis of this analysis, the approaches are to be contrasted in an overview and compared with the help of these criteria in a second step.

With regard to the selection of the approaches, attention was paid to the fact that the considered approaches focus on evaluation, documentation and recognition of learning activities that are outside formal education. Therefore, three approaches were selected: Youthpass, Europass Mobility and ProfilPASS. The first two approaches werde developed on a European level, Profilpass is a German approach.

The Youthpass shall keep records of juvenile labour, where learning is encouraged. The hypothesis is that juvenile labour contributes to the development of employability and active citizenship as well as personality development. The Europass Mobility also covers and documents non-professional competences in the context of a learning period abroad. Finally, the Profilpass, a national approach which is implemented in Germany, is being analysed. It aims at supporting social acceptance, especially of informal acquired competences. Additionally, the Profilpass concept aims at balancing individual skills and competences, strengthening reflection and exploration skills, carrying out position-fixing as well as improving individual responsibility and the awareness of differing educational path.

International References: CEDEFOP (2009): The shift to learning outcomes CEDEFOP (2009): Revised European Guidelines for the Validation of Non-formal and Informal Learning CEDEFOP (2009): The relationship between quality assurance and VET certification in EU Member States CEDEFOP (2008): Validation of non-formal and informal learning in Europe : a snapshot 2007 Werquin/OECD (2007): Terms, concepts and models for analysing the value of recognition programmes Winterton, Delamare Le-Deist, Stringfellow (2006): Typology of knowledge, skills and competences Coles/Oates (2005): European reference levels for education and training: promoting credit transfer Colardyn/Björnavold (2005): The learning continuity: European inventory on validating non-formal and informal learning. National policies and practices in validating non-formal and informal learning CEDEFOP (2002): Agora V. Identification, evaluation and recognition of non-formal learning Björnavold (2000): Making Learning Visible. Identification, assessment and recognition of nonformal learning in Europe German References: Bretschneider/Seidel (2008): Stand der Anerkennung non-formalen und informellen Lernens im Rahmen der OECD-Aktivität „Recognition of non-formal and informal learning“ Geldermann/Seidel/Severing (2008): Rahmenbedingungen zur Anerkennung informell erworbener Kompetenzen in der Berufsbildung Stegemann (2008): Informelles Lernen: Identifizierung, Bewertung und Anerkennung informell erworbener Kompetenzen Preißer (2007): Methoden und Verfahren der Kompetenzbilanzierung im deutschsprachigen Raum Clement et al (2006): Standardisierung und Zertifizierung beruflicher Qualifikationen in Europa Erpenbeck et al (2006): Kompetenzen bilanzieren: auf dem Weg zu einer europaweiten Kompetenzerfassung Straka (2003): Zertifizierung non-formell und informell erworbener beruflicher Kompetenzen Dohmen (2001): Das informelle Lernen