The project "Identification, assessment and recognition of informally acquired competences", short IBAK, is completed. This project site www.competences.info is still open to anyone interested, although it will be no longer updated.

The identification, assessment and recognition of informally acquired skills - for us these are still hot items. Get an updated overview on methods and instruments in our IBAK database on our homepage www.heurekanet.de or news from our BMBF project "KomBiA“. We look forward to your visit.

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IBAK Website am 29.03.2024


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News (multilingual)

21.12.2010

Ein "guter Einstieg" und "interessantes Ãœberblickswerk"

Eine weitere Rezension des Buches „Wissen, was ich kann“ durch Prof. Dr. Andrea Helmer-Denzel.... more
30.11.2010

The IBAK project is completed, but the educational challenge remains

After two years of intensive work, the project IBAK ends on 30th November 2010.... more

Key Terms of Discussion F-K

A - E F - K | L- Q | R - V

formal learning
Learning that occurs in an organised and structured environment (e.g. in an education or training institution or on the job) and is explicitly designated as learning (in terms of objectives, time or resources). Formal learning is intentional from the learner’s point of view. It typically leads to validation and certification.
In German: Formales Lernen

guidance and counselling / information, advice and guidance (IAC)
A range of activities designed to help individuals take educational, vocational or personal decisions and carry them out before and after they enter the labour market.
Comment: guidance and counselling may include:
– counselling (personal or career development, educational guidance),
– assessment (psychological or competence-/ performancerelated),
– information on learning and labour market opportunities and career management,
– consultation with peers, relatives or educators,
– vocational preparation (pinpointing skills/ competences and experience for jobseeking),
– referrals (to learning and career specialists).
Guidance and counselling can be provided at schools, training centres, job centres, the workplace, the community or in other settings.
In German: Beratung und Orientierung / Information, Beratung und Orientierung

individual learning account
A system of public incentive to encourage access of adults to learning – for example those not already benefi ting from publicly-funded education or training.
Comment: individual learning accounts aim to widen participation in professional and personal development by providing support, expressed either in money or time the learners can spend in the institutions of their choice.
In German: individuelles Lernkonto

informal learning
Learning resulting from daily activities related to work, family or leisure. It is not organised or structured in terms of objectives, time or learning support. Informal learning is in most cases unintentional from the learner’s perspective.
Comments:
– informal learning outcomes do not usually lead to certification but may be validated and certifi ed in the framework of recognition of prior learning schemes;
– informal learning is also referred to as experiential or incidental/random learning.
In German: informelles Lernen

initial education and training
General or vocational education and training carried out in the initial education system, usually before entering working life.
Comments:
(a) some training undertaken after entry into working life may be considered as initial training (e.g. retraining);
(b) initial education and training can be carried out at any level in general or vocational education (full-time school-based or alternance training) pathways or apprenticeship.
In German: Erstausbildung

key skills / key competences
The sum of skills (basic and new basic skills) needed to live in contemporary knowledge society.
Comment: in its Recommendation on key competences for lifelong learning, the European Commission sets out the eight key competences:
– communication in the mother tongue;
– communication in foreign languages;
– competences in maths, science and technology;
– digital competence;
– learning to learn;
– interpersonal, intercultural and social competences, and civic competence;
– entrepreneurship;
– cultural expression.
In German: Kernkompetenzen / Kernfertigkeiten /
Schlüsselkompetenzen

know-how
Practical knowledge or expertise.
In German: Know-how

knowledge
The outcome of the assimilation of information through learning. Knowledge is the body of facts, principles, theories and practices that is related to a fi eld of study or work.
Comment: there are numerous defi nitions of knowledge.
Nevertheless, modern conceptions of knowledge rest broadly on several basic distinctions:
(a) Aristotle distinguished between theoretical and practical logic.
In line with this distinction, modern theoreticians (Alexander et al., 1991) distinguish declarative (theoretical) knowledge from procedural (practical) knowledge. Declarative knowledge includes assertions on specific events, facts and empirical generalisations, as well as deeper principles on the nature of reality. Procedural knowledge includes heuristics, methods, plans, practices, procedures, routines, strategies, tactics, techniques and tricks (Ohlsson, 1994);
(b) it is possible to differentiate between forms of knowledge which represent different ways of learning about the world. Various attempts have been made to compile such lists, the following categories seem to be frequently represented:
– objective (natural/scientific) knowledge, judged on the basis of certainty;
– subjective (literary/aesthetic) knowledge judged on the basis of authenticity;
– moral (human/normative) knowledge judged on the basis of collective acceptance (right/wrong);
– religious/divine knowledge judged by reference to a divine authority (God).
This basic understanding of knowledge underpins the questions we ask, the methods we use and the answers we give in our search for knowledge;
(c) knowledge encompasses tacit and explicit knowledge. Tacit knowledge (Polanyi, 1967) is knowledge learners possess which infl uences cognitive processing. However, they may not necessarily express it or be aware of it. Explicit knowledge is knowledge a learner is conscious of, including tacit knowledge that converts into an explicit form by becoming an ‘object of thought’ (Prawat, 1989).
In German: Wissen

knowledge society / knowledge-based society
A society whose processes and practices are based on the production, distribution and use of knowledge.
In German Wissensgesellschaft

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