European guidelines for validating non formal

In this article, we explore the extent to which immigrants are a dominant user group in the area of validation in European countries, to what extent they are the subject of specific measures and country differences.We also provide some information on the outcomes of validation systems in terms of the inclusion of immigrants, although data in this respect are limited.).This is why some governments, like that of the Netherlands, have stimulated measures for the recognition of actual competences of immigrants through a combination of international credential evaluation and validation of NFIL (Scholten recognition” – when there are no legal recognition requirements to practise a profession – immigrants still face the barrier that employers are often unfamiliar with foreign qualifications.

À l’appui de l’Inventaire européen de la validation des acquis non formels et informels (essentiellement sa version de 2014) ainsi que d’un examen de 124 projets de validation financés par l’UE (Programme pour l’éducation et la formation tout au long de la vie et Fonds social européen), les auteurs présentent leurs résultats : 1) Dans la majorité des pays européens, les immigrants ne forment pas un groupe prédominant dans le domaine de la validation.“Non-formal learning” takes place through planned activities where support for learning is present, for instance workforce development or learning activities organised by civil society organisations.“Informal learning” results from daily activities which are not organised or structured as learning activities and in which learning may be unintentional (Bjørnavold ) through its identification, documentation, assessment and recognition – socially, in the labour market or in the education system.The concept of settlement is important, as it excludes some types of international movement, such as tourism or seasonal work.“Formal learning” takes place in organised and structured environments which are designed for learning – such as schools or higher education institutions; it is based on defined curricula and tends to lead to the award of qualifications recognised in the education system.Validation of NFIL is, as such, different from the recognition of prior learning, which may also include prior learning in formal education.


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