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Module V
Creating awareness on validation of
the acquired competences
This project has been funded with support the European Commission. This publication reflects the views only of the author,
and the Commission cannot be held for any use which may be made of the information contained therein.
No 2015-1-LT01-KA204-013404
The aim of Module V
The aim of Module V is to provide insights
concerning the European context for
implementation of validation and recognition
of non-formal learning achievements, with a
special emphasis on validation of the
competences obtained by LSE’s learners.
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The objectives
The Module will:
 Review
the development of validation processes in
EU countries.
 Analyse
the methods, measures, procedures and
benefits of validation of informal and non-formal
learning.
 Create
awareness on possibility to validate
learner’s competences to become a Lifestyle
entrepreneur.
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Learning outcomes
At the end of the training course participants will be
able to:
 Understand
the context and benefits for validation
and recognition of non-formal and informal
learning;
 Apply
the procedure of evaluating non-formal and
informal learning outcomes at their national level;
 Encourage
adult learners with disadvantaged
background to validate their competences to
become a lifestyle entrepreneur.
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General part of the Module V
In the General part of the Module V the following topics
are presented:

the validation, its importance and development of
validation processes in EU countries.

methods, measures, procedures and benefits of
validation of informal and non-formal learning
No 2015-1-LT01-KA204-013404
Validation
Validation is a process of confirmation by a
competent/authorized body that learning
outcomes (knowledge, skills and/or
competences) acquired by an individual in a
formal, non-formal or informal setting have
been assessed against predefined criteria and
are compliant with the requirements of a
validation standard.
Validation typically leads to certification.
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Various reasons for establishing validation
of learning in European countries

Improving access to and efficiency in the formal education system;

The need of the knowledge economy also reflected in enterprises;

Providing opportunities for the disadvantaged or with fewer
opportunities adults;

Increasing ageing of the population and migration level;

The development of new technologies and appreciation of technical
skills gained through informal and non-formal means;

Greater awareness has led to greater use and involvement of
stakeholders in education systems.
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CEDEFOP
• Monitors regularly development of validation situation
in member states
CEDEFOP • Affects national policies on validation
• Prepared Common European principles for validation
CEDEFOP • Prepared the European inventory on validation
• European guidelines for validating
CEDEFOP • Carries out research and comparative analysis
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Common European tools and principles
ECVET
ECTS
EQF
EQAVET
Lifelong
guidance
and
counselling
ENQA
Europass
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CEDEFOP, 2014: Existence of
national strategy for validation
Comprehensive strategy in
place
FI, FR, ES
Strategy in place but some
elements missing
CZ, DK, EE, IT, IS, LU,
LV, NO, NL, PL, RO
Strategy is in development
AT, BE-Flanders, CH, CY,
DE, EL, LI, LT, MT, PT,
SI, SK,TR
No strategy in place
BE-Wallonia, BG, HR,
HU, IE, SE, UK- E&NI,
UK-Scotland, UK-Wales
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CEDEFOP, 2014 : Existence of legal
frameworks for validation
FR, MT, TR
Countries that have a single
framework for validation in place
Countries that have multiple
frameworks in place covering
different sectors
AT,
BE
(Flanders
&
Wallonia), BG, CH, CZ,
DK, FI, ES, EE, DE, IT, LT,
LV, LU, NL, NO, PL, SE, SI
Countries that have a framework IS (Adult education), IE,
in place relating to other
HU (HE, Adult education),
initiatives, also covering
PT (HE and non-HE), RO,
validation
SK
Countries that do not have a
CY, EL, HR, LI, UK (E&NI,
Wales, Scotland)
legal framework covering
validation
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Validation through accredited
bodies
VALIDATION is organised inside an
accrediting body (organisation) and
consists of several integral stages
Identification
Documentation
Assessment
Certification
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The methods of validation of
informal and non-formal learning
Knowledge portfolio
Euro pass or CV
Observation
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The methods of validation of
informal and non-formal learning
Tests and examinations
Reflection in and on practice
Interviews and talks
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Validation results
Validation can lead to formal qualification
• to qualifications that are different from those
awarded by education and training authorities
To some form of certification without a qualification
• to access formal education and training courses
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Specific part of the Module V
In the Specific part of the Module II the following topics
are presented:

Awareness on possibility to validate learner’s
competences obtained during non-formal and informal
training.

Importance to encourage adult learners with
disadvantaged background to validate their
competences to become a lifestyle entrepreneur.
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Creating awareness on possibility to
validate learner’s competences
obtained within LSE training course
Many people are not aware of the possibility to validate their
competences obtained within non-formal and informal
learning. Possible causes for low levels of awareness:

the development of validation is still very novel;

lack of nationwide promotion to enhance the awareness of
validation practices amongst the general public;

validation processes are only open to a specific target group;

there is a lack of lifelong learning culture and the concept of
validation is not understood by the general public.
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Awareness on possibility to
validate learner’s competences
validation is
still novel
open to a
specific
target group
lack of
lifelong
learning
culture
validation is
not
understood
by the
general
public
lack of
nationwide
promotion
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CEDEFOP, 2014: Awareness of validation
opportunities amongst the general public
European inventory on validation of non-formal and informal learning, 2014
Most of the
public
Part of the
public
A small part
general public
general FI
general CZ, EE, LV, NO, PL,
UK-Scotland
of the AT, BE (Wallonia & Flanders),
BG, CY, DE, HR, IE, IS, MT, NL,
TR, SE, SI, UK (E&NI).
A very small minority of HU, IT, LT, RO, SK
the public
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 In relation to the competences obtained by learners
within Life style entrepreneurship (LSE) non-formal
training, validation arrangements need to be
presented in a way that clarifies their main purpose
and allows individuals to choose the form best
suited to their particular needs.
 Guidance and counselling is of particular
importance for reaching disadvantaged groups and
for releasing their inherent potential.
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Individual choice
Guidance and counselling
If a person is not interested
in acquiring a formal
qualification, more
attention should be given
on the identification and
documentation phases
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Why Validation?
Grow of
confidence
Greater
involvement
Better career
possibilities
Improved self
awareness
Increased
self
reflection
Empowerment
Increased
individual
motivation
Visualized
learning
progress
No 2015-1-LT01-KA204-013404