A national strategy for validation
The National Delegation for Validation 2015–2019 was appointed by the Government to follow-up, support and promote coordinated development work in the area of validation. One of the Delegation’s tasks was to prepare a proposal for a national strategy.
In the strategy proposed in March 2017, the Delegation expresses its view of the significance and function of validation, and of the development areas that need to be prioritised. The strategy is intended to be followed by concrete measures over the next five years and is aimed at politicians and officials in relevant organisations at national, regional and local level, education and training providers, as well as the social partners and their affiliated national trade organisations.
The strategy’s objective
The strategy’s overall objective is that significantly more individuals should have their prior learning validated. Validation should be available across the country, at all levels of the educational system and for a broader range of qualifications in working life. Validation as a pathway to a qualification should have the same high level of legitimacy as formal education and training.
To increase access to validation, a transparent, coherent and quality-assured system must be put in place. The structures need to be further developed and complemented.
Five overarching priorities for the work ahead
The Delegation has identified five overarching areas that should be prioritised in the continued work on the coordinated development of validation in education and training and in working life.
- Transferability between qualifications
- Responsibility at national and regional level
- High quality
- Resources and organisation
- Information and guidance
The work ahead in education and training and in working life
Validation of prior learning needs to be developed within education and training and within working life. In addition to the overarching priorities for the work ahead, the strategy sets out the direction for what needs to be done in working life (trade sector validation), municipal adult education, higher vocational education, higher education, and with regard to regulated professions. Development within trade sector validation and higher education should be given particular priority.