The aim of the European guidelines, as stated in the 2012 Recommendation for the validation of non-formal and informal learning, is to share experiences and support mutual learning between those involved in the design and implementation of validation arrangements in Europe. The updated version of the guidelines, published in May 2023, addresses new and emerging issues such as costs and funding, standards and reference points, information strategies, digital certification and micro-credentials.
The European Commission, DG Employment and Social Affairs, coordinated the work. Cedefop provided technical and conceptual support and developed the guidelines. This update is the consequenceof a consultation process with stakeholders and validation experts initiated in 2020:
(a) TheEuropean Qualifications Framework Advisory Group discussed elements of the guidelines in plenary meetings and provided valuable comments;
(b) a validation project group, including ERC AG members and selected experts, provided support for different activities;
(c) the results of a flash survey, to which around 200 validators responded, provided useful information;
(D) the discussions and contributions of more than 100 participants in an online workshop in November 2021 provided valuable insights on specific topics;
(e) consultation and participation in events related to Erasmus + and other European projects have also contributed to the development of
Overview of the guidelines
The guidelines are organised as follows: the first two chapters focus primarily on policy makers and decision-makers, reflecting the strategic nature of policy validation, in particular Chapter 2 focuses on the importance of placing the individual at the centre of any validation mechanism, underlining the need to respond to their needs and objectives. Chapter 3 analyses how validation is implemented in different contexts and linked to different policies in a sustainable and professional way.
Chapter 4 presents issues focused on providing validation and how the process can be coordinated, as well as 12 European guidelines for the validation of non-formal and informal learning achieved. Chapter 5 analyses validation methodologies and tools. Chapter 6 aims to bring together all the sections briefly. At the end of each section, a list of key questions provides a tool for reflection. The questions are also collected in Annex 1 to facilitate discussions.