Evaluating Students' Competences Gained Outside Study Programmes

Izvannastavne aktivnosti u visokoškolskom okruženju rijedak su predmet akademskih istraživanja odnosno znanstvene i stručne literature. U najvažnijim strateškim dokumentima Europske unije stoji kako nedostaje visookobrazovnog stručnog kadra, no uz diplome, važno je i radno iskustvo. Vijeće Europske unije (2012.) objavilo je preporuku kojom se priznaje važnost putova neformalnog i informalnog učenja u rješavanju problema zakinutih ciljanih skupina uključujući mlade, dugotrajno nezaposlene i osobe koje posjeduju slabe vještine. Mnoga europska sveučilišta implementirala su praksu vrednovanja izvannastavnih aktivnosti u visokom obrazovanju na različite načine, a sve s istim ciljem: razvoja novih specifičnih praktičnih znanja, vještina i kompetencija potrebnih za tržište rada te povezivanje sa zajednicom i odgovaranje na potrebe zajednice. Neka hrvatska sveučilišta prate te tendencije no izostanak pravnog okvira na nacionalnoj razini o vrednovanju neformalnog i informalnog učenja onemogućuje potpunu implementaciju vrednovanja. Sveučilište u Rijeci, kao primjer dobre prakse, radi na promicanju vrednovanja neformalnog i informalnog učenja kroz izvannastavne aktivnosti. Odlukom o priznavanju izvannastavnih aktivnosti tijekom kojih studenti stječu relevantne kompetencije i drugim preporukama, Sveučilište potiče neke sastavnice na uvođenje metode vrednovanja kompetencija stečenih kroz izvannastavne aktivnosti u svoje studijske programe. Metodom studije slučaja ispitivali su se relevantni akteri s kojima su provedeni intervjui. Analiza rezultata pokazala je razne načine na koje Sveučilište stimulira sastavnice da uvedu praksu vrednovanja kompetencija stečenih kroz izvannastavne aktivnosti. Neke od sastavnica prihvatile su te poticaje te započele takvu praksu zbog čega su postale primjer dobre prakse.Extracurricular activities in higher education are rarely a subject of academic research, i.e. a part of scientific and professional literature. The most important strategic documents of the European union emphasize the shortage of highly educated experts, but also the importance of work experience. Council of the European union (2012.) published a recommendation which acknowledges the importance of non-formal and informal education in conflict resolution of target groups involving youth, long-term unemployed people and the ones in possession of poor skills. Many European universities implemented the practice of validation of extracurricular activities, all with the same goal: practical and generic knowledge, skills and competence development necessary for labour market, collaboration with the community and fulfillment of its needs. Some Croatian universities follow these tendencies, but the shortage of national level legal framework on the validation of non-formal and informal education through extracurricural activities makes the complete implementation of validation impossible. University of Rijeka, as an example of good practice, is working on the promotion of non-formal and informal education through extracurricular activities. However, after certain decisions and recommendations of the Senat by which students gain relevant competences, some University constituents introduced methods of validation of competences gained through extracurricural activities in their syllabuses. Relevant interviewed stakeholders were examined by using case study method. The result analysis showed various ways in which the University stimulates its constituents into introducing the practice of validation of non-formal and informal education. Some of them accepted those incentives and started the practice which is why they have become an example of good practice