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 This project site www.competences.info is still open to anyone interested, although it will be no longer updated.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.
The gradual education-political focus on people’s competences and the modernisation of the European education systems go back to the beginning of the 90s. At that time, the beginning surge in the revolution of workplace and social life through computers and information and communication technologies, new forms of work organisation like lean management and kaizen, the intensifying industrial competition in Europe, the USA and Japan, and not least the breakdown of states, economies and societies in East Europe put the question of how people could evolve the competences necessary to bear out these transformation processes in increasingly dynamic environments. A number of European and national initiatives, programmes, and memoranda lead to coherent and comprehensive strategies in the year 2000.
International / EU
In the year 2000, the EU mapped out the structured framework for their strategy. In March 2000, the European Council in Lisbon formulated their goal to make the EU the world’s most dynamic knowledge-based economy in the world – an economy capable of combining enduring economic growth with more and better jobs and greater social solidarity. This – controversial – Lisbon strategy provides the framework for the current programmes for the modernisation of the education systems and for the strategy to support lifelong learning.
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Also in 2000, the EU Commission systematised the activities and goals to be aimed at in their “Memorandum on Lifelong Learning.” In six key messages the memorandum establishes goals for a comprehensive and coherent strategy for lifelong learning. Formal, non-formal and informal learning are seen to be key features of lifelong learning and accordingly emphasis is placed on the recognition of knowledge, capabilities and skills acquired in non-institutional contexts.
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The Commission’s communication “Making a European Area of Lifelong Learning a Reality” (2001) – prepared by the Directorate-General for Education and Culture in conjunction with the Directorate-General for Employment and Social Affairs – is based on the “Memorandum on Lifelong Learning.” The communication also draws on a broad definition of lifelong learning, describes building blocks of a coherent and comprehensive strategy and suggests concrete plans for action.
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Subsequently, the European Council (Education) emphatically supported this education-political strategy by its “Detailed work programme on the follow-up of the objectives of education and training systems in Europe (2002/C 142/01)” and the “Council resolution of 27 June 2002 on lifelong learning (2002/C 163/01).” The work programme established a new and coherent strategic framework for European co-operation in the field of education which includes the so-called Copenhagen and Bologna processes.
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The Copenhagen process refers to strategies and instruments for the improvement of the overall-performance, the quality and the international appeal of vocational training in Europe. It was initiated in 2002 in a joint session of the European Secretaries for Education and the European Commission in Copenhagen.
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On 14 July 2004, the European Commission has accepted a proposal for the next EU programming in the field of lifelong learning for the period of 2007–2013.
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Institutionen und Portale:
UNESCO - United Nations Educational, Scientific and Cultural Organization [de/en]
Europäische Union: Bildung [dt/nl/sk/en]
Europäische Union: Bildung, Ausbildung, Jugend: Zusammenfassung der Gesetzgebung [dt/nl/en]
Europäische Union - Europäische Kommission: Aus und Weiterbildung [dt/en]
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