Validation of learning is a win-win situation, as both businesses and workers can benefit from the advantages it brings to the labour market.

This was highlighted during the fourth of Cedefop's European Year of Skills virtual get-togethers, entitled 'Valuing all skills' on 3 October, which was co-organised with the European Commission and attracted some 150 participants.

The event was centred around the third edition of the European guidelines for validating non-formal and informal learning, which has been developed by Cedefop in close collaboration with the Commission and in consultation with Member States and experts over the last three years.

The guidelines were presented by Aline Jürges of the European Commission and Cedefop's Ernesto Villalba, while their main themes were illustrated by four cases presenting different contexts and perspectives on validation, namely those of the individuals, the employers and trade unions, the national governments and the civil society.

Speakers asserted the importance of career guidance and of having the individual at the centre of any validation process, and they pointed out the value and appreciation of the European guidelines on validation as a tool for reflection and guiding.

As to the benefits of validation to the world of work, the case studies presented demonstrated that, as companies are competing for skilled labour, validation can provide an advantage for those that can tap into it:

  • On the one hand, employers are hiring more and more based on skills and less on educational background and/or qualifications (skills-first approach), hence they can make use of a wider pool of skilled labour.
  • On the other, employees can benefit from becoming qualified, increase their employability and improve their future career prospects.

Cedefop continues its round of events dedicated to the European Year of Skills – see more.


European guidelines for validating non-formal and informal learning


Presentation "EU approach and guidelines on validation of non-formal and informal learning" A. Juerges, E. Villalba