Anrechnung von Bildungsleistungen in der höheren Berufsbildung. Rahmenbedingungen und Anrechnungspraxis an Höheren Fachschulen in der Schweiz

The orientation of Vocational Education and Training (VET) towards lifelong learning and the development of procedures for recognizing skills and competences already acquired to formal VET programs are important goals of the Confederation and the cantons in Switzerland. We look at the recognition of prior learning in Professional Education Institutions whose programs are aimed at students with work experience, i.e., people with non-formal and/or informal competences that may be relevant for admission or credit transfer to studies. With a selected sample, we investigate what leeway the institutions have regarding the recognition of prior learning, and why some of them make use of a small leeway, while others are dismissive despite existing possibilities. The analysis includes the concepts of boundary work and organisational logic in the interpretation of the results. The findings suggest that the recognition of prior learning is related to the self-image of the institutions and the situation on the target labour markets. In a competitive educational environment, a limited credit transfer practice can make sense from a market economy perspective to profile an institution. On the other hand, in highly regulated occupational fields, the proactive creation of separate educational pathways addresses specific educational groups that help to alleviate skills shortages when the labour market is tight.