Vergleich von Konzepten und Gesetzen zur Anrechnung von beruflich erworbenen Kompetenzen

What is it about?

In order to make academic training more flexible, consistent with the “European Universities’ Charter on Lifelong Learning” (European University Association 2008), it has been proclaimed that the universities will be opened to achieve permeability of the education system (Esser 2014: 3). Addressing so-called non-traditional target groups creates a new challenge. Training and further education institutions across Europe need to develop credit calculation systems for professionally acquired competences, to enable university entrance, and making the credit processes transparent and comprehensible. In Germany there are subtle differences between credit and recognition and various concepts, such as flat-rate or individual, module related or integrated credit. The Distance and Independent Studies Centre (DISC) of the Technical University of Kaiserslautern in the Rhineland Palatinate of Germany, for example, already offers professionals the possibility of a Master’s degree without a Bachelor’s degree. Germany is federally structured. It therefore has structural similarities with the European Federation of States. The core question of the article is whether the credit model of the DISC in the Rhineland Palatinate is transferable to the other federal states of Germany, and thus also relevant in the European context. This article provides a contribution to the discussion concerning methods of calculating the credit value of previous knowledge. In doing so, it vividly shows how long the road can be towards the international transferability of credit calculation processes of professionally acquired competences for university entrance.

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