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Patrick Werquin reports back from the:
Austrian Conference of Universities on Non-formal and Informal Learning held at the University of Graz on 3 June 2009
I went to Graz, Austria, on 3 June 2009, to participate in the Conference of the Austrian Conference of Universities, to talk about Recognition of non-formal and informal learning (RNFIL) with a specific focus on tertiary education and the role of universities. I presented a set of arguments, the rationale, the pros and the cons and some country practice. I insisted on the many aspects that have to do with tertiary education: exemption of academic achievement for access, partial credits, full certification in some countries and course exemption.
I also stressed the point that most countries using recognition of non-formal and informal learning in the tertiary education sector do it because of their weak [student] demography (less and less traditional students come from upper secondary education) (Belgium Flanders, Canada…); even if some universities have quota for non traditional students even if they do not experience a shortage of traditional students yet (South Africa).
What I found interesting is that, precisely, this argument cannot be used in Austria that is “importing” a lot of traditional students, from Germany typically, in the field where Germany has numerus clausus. In a way, Austria has a potential surplus of traditional students and claim it does not need to expand the pool of potential tertiary students. Therefore, they sort of rejected the RNFIL approach. I accepted the argument but insisted that they may also want to consider the following ones:
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long term planning is never a mistake and it takes so long to set up a RNFIL system (reaching critical mass, training the assessors, fund raising, cultural shift…) that Austria may want to anticipate a demographic issue;
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by expanding the pool of potential tertiary students, a country not only deals with demographic issues, but it also address issues of equity (second chance) and of untapped human capital (by reaching some layers of the society that haven’t had a chance to go to University, they may bring fresh skills, knowledge and/or competences – especially from the labour market – which is always good).
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the concept of lifelong learning means that countries should move away from front loading education and training and organise the acquisition of skills, knowledge and/or competences throughout life; and RNFIL can positively contribute to this approach.
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if the goals of university are, in short, producing good research and good students, then they may want to consider recognition of non-formal and informal learning as another route, rather than a competitor.
These arguments were well received. Long term planning should not rely only on looking at the number of traditional students. Universities need a vision regarding all these issues.
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