Germany as well as Canada is facing a skills shortage. To meet the corresponding demand on the labor market both countries developed certain strategies and measures towards the recognition of foreign qualifications and competences. The presented research project MoVA investigates the recognition approaches implemented in Germany and Canada-considering the multifaceted political aims behind them. It becomes apparent that the logic of implementation and the institutional structures are quite different in both countries, while the applied methods for the concrete assessment of credentials and work experience as well as the future challenges faced are rather comparable.

In Europe the topic recognition of informal learning becomes more and more important [1]. At the same time the Europe-wide as well as the national approaches dealing with recognition are rather diverse. To present the results of a systematic analysis of selected European approaches is the aim of this paper. Furthermore a synoptical comparison of these practical examples is presented. Due to the fact that the existing approaches have not been integrated in a consistent Europe-wide strategy for the recognition of competences, the systematic comparison of the approaches shall provide a basis for appropriate recommendations. In this paper selected European approaches for the recognition of informal learning are analysed, classified and evaluated with the help of the following theoretically derived criteria: objectives, methods, norms and standards, stakeholders, rights of disposal, coordination as well as signaling and screening.

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This article examines the relations between employees' educational attainment and their income as well as their social status, considering the individuals' social background. The data derive from the German BIBB/BAuA Employment Survey 2012. Social status is analyzed for the individuals' first job and their current job using the International SocioEconomic Index of Occupational Status (ISEI). The results show that academic and further vocational qualifications have a positive effect on employees' income compared to initial vocational qualifications. Especially academic qualifications are positively related to employees' social status, while over time also (initial and further) vocational qualifications have a positive effect. The individuals' social background is also positively related to their educational attainmentmostly for the group of academically qualified employees.