European Inventory on validation of non-formal and informal learning

Publications and research activities

Download policy outlines and documents on evaluation and methodologies.

We have structured publications in this section under the five following headings:

Policy Outline: Publications describing policies in the field of validation of informal and non-formal learning, produced by public authorities or other organisations;
Position Paper: Publications outlining a particular stakeholder opinion on issues related to the validation of informal and non-formal learning;
Methodology Paper: Publications describing methodologies—actually implemented or not yet implemented—for validating informal and non-formal learning, including standard setting procedures;
Evaluation: Publications providing results of evaluations of schemes to validate informal and non-formal learning, where outcomes of validation initiatives are summarised;
Conceptual Paper: Publications discussing the theoretical aspects of informal and non-formal learning.
References to further reading

CEDEFOP – Making learning visible: identification, assessment and recognition of non-formal learning. Jens Bjørnavåld, DG Education and Culture | 2.40mb
CEDEFOP – Identification and Validation of Prior and Non-Formal Learning (1997). Jens Bjørnavåld, DG Education and Culture | 634kb
CEDEFOP – Lifelong Development of Competences and Qualifications: Roles and Responsibilities – conference conclusions | 984kb
CEDEFOP – Identification and recognition of informal learning in France. Michel Feutrie | 331kb, fr
CEDEFOP – Identification, assessment and recognition of non-formal learning in Greece. Caroline Turner | 826kb
OECD/National Qualifications Authority of Ireland – The Role of National Qualification Systems in Promoting Lifelong Learning, Country Background Report: Ireland. | 482kb
VOX Norwegian Institute for Adult Education – Validation of non-formal and informal learning in Norway: The Realkompetanse Project 1999-2002 | 2.45mb
CEDEFOP – Identification, assessment and recognition of non-formal learning in Spain. Juan José Castillo/Andrés Alas-Pumariño/Maximiano Santos | 742kb
National Board for Youth Affairs, Sweden – Evaluating knowledge: Getting the most from informal learning and non-formal education. | 15kb
CEDEFOP – Identification, validation and accreditation of prior and informal learning in the UK. Scottish Qualifications Authority | 219kb

Communiqué of the Conference of European Ministers Responsible for Higher Education, Bergen, 19–20 May 2005 – “The European Higher Education Area: Achieving the Goals” | 311kb
European Commission – “Pathways towards validation and recognition of education, training and learning in the youth field” | 45kb
Maastricht Communiqué on the Future Priorities of Enhanced European Cooperation in Vocational Education and Training (VET) (Review of the Copenhagen Declaration of 30 November 2002) | 37kb
European Commission – “Education & Training 2010”: The success of the Lisbon Strategy hinges on urgent reforms (Draft joint interim report on the implementation of the detailed work programme on the follow-up of the objectives of education and training systems in Europe) | 280kb
European Commission – Implementation of “Education & Training 2010” Work Programme: Validation of Non-formal and Informal Learning Progress Report, November 2003 | 42kb
Youth Forum – Policy Paper on youth organisations as non-formal educators: recognising our role | 51kb

EFT – Assessment based on competence (ABC): Identifying the main principles underlying assessment based on competence and taking stock of practices in the European Union | 233kb
CEDEFOP – Typology of knowledge, skills and competences: clarification of the concept and prototype | 418kb
AEFP EVTA Development of a joint model for the accreditation and/or certification of prior learning | 87kb

National Open College Network – The Rewards of Recognition: the Value of NOCN Accreditation, Quality Assurance and Development for Non-Accredited Learning | 90kb
Recognition of Prior Learning: Policy and Practice in Australia | 40kb

Strengthening PLAR: Integrating theory and practice in post-secondary education | 701kb
Higher Institute for Labour Studies, KU Leuven, Belgium – A policy of opportunities embedded in a competence-oriented approach in Flanders | 58kb
Kenniscentrum EVC – The world of EVC: the application of EVC in the Netherlands in four spheres | 20kb
Learning and Skills Research Centre – Informality and formality in learning | 655kb

last updated: 20 Sept 2005