Validation of non-formal and informal learning (until 2022)

Policy development
Practical measure/Initiative
Estonia
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Timeline
  • 2015Implementation
  • 2016Implementation
  • 2017Implementation
  • 2018Implementation
  • 2019Implementation
  • 2020Implementation
  • 2021Implementation
  • 2022Completed
ID number
28169

Background

A brief overview of the context and rationale of the policy development, explaining why it is implemented or why it is important.

Estonian Lifelong Learning Strategy 2020 (2014-20) included the recognition of prior learning (RPL) and the validation of work experience as a major principle.

Recognition of prior/non-formal learning is used in IVET, CVET and higher education.

In general education, RPL is not yet widely used, although the inclusion of compulsory validation of non-formal and informal learning to the regulations is envisaged and drafted into the amended Basic Schools and Upper Secondary Schools Act.

Objectives

Goals and objectives of the policy development.

Recognition of prior learning and validation of work experience aims to increase the permeability of the education system and to smooth transitions between levels and types of education, and to the labour market.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The development of RPL is a part of the Adult education programme. Since 2015, the Ministry of Education and Research has been widening access to education through:

  1. validation of previous experience;
  2. insertion of recognition-related data into the education database;
  3. more precise regulation for validating non-formal and informal learning in general education.

RPL principles have been developed and are regulated in higher education and vocational education acts.

2015
Implementation
2016
Implementation
2017
Implementation
2018
Implementation
2019
Implementation

In 2019, the development of recognition of prior/non-formal learning involved increasing cooperation between education institutions and training RPL counsellors in education institutions, including VET institutions.

2020
Implementation

In 2020, RPL network seminars continued, including in VET, and the preparation of a concept and prototype of digital RPL instructions was started. The application of RPL in VET has increased, including recognition of informal learning and, especially, learning from previous work experience. In 2019/20, 7% of VET students used RPL, and almost half of these were about recognising informal learning.

2021
Implementation

In 2021, activities focused was on modernising the management of the RPL system. This helped develop cooperation between upper secondary schools for adults, VET schools, and HE institutions to ensure greater flexibility between types and levels of education and to increase the capacity of education institutions to implement RPL. Projects have been launched to support the validation of non-formal learning in formal education and to build capacity through the EU's Structural reform support programme.

2022
Completed

In 2022, the RPL system was further developed and expanded: new actions were taken to update the RPL guidelines and improve monitoring.

In 2022, the project financed by the European Commission on the validation of non-formal learning experiences in formal education (2021-23) reached a pilot phase. In the project, policy options were explored to achieve better integration of non-formal and formal learning, including legislation, funding schemes and models of governance; guidelines for stakeholders were developed and validated, and implementation of the reform was planned.

For progress on developments related to validation of non-formal and informal learning as of 2023, see related policy developments.

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education and Research

Target groups

Those who are positively and directly affected by the measures of the policy development; those on the list are specifically defined in the EU VET policy documents. A policy development can be addressed to one or several target groups.

Learners

  • Adult learners

Entities providing VET

  • VET providers (all kinds)

Other

Upper secondary schools for adults, higher education institutions

Thematic categories

Thematic categories capture main aspects of the decision-making and operation of national VET and LLL systems. These broad areas represent key elements that all VET and LLL systems have to different extents and in different combinations, and which come into focus depending on the EU and national priorities. Thematic categories are further divided into thematic sub-categories. Based on their description, policy developments can be assigned to one or several thematic categories.

Transparency and portability of VET skills and qualifications

European principles and tools, such as EQF, ESCO, ECTS, Europass and ECVET, provide a strong basis for transparency and portability of national and sectoral qualifications across Europe, including the issuing of digital diplomas and certificates.

This thematic category looks at how individuals are supported in transferring, accumulating, and validating skills and competences acquired in formal, non-formal and informal settings – including learning on the job – and in having their learning recognised towards a qualification at any point of their lives. This is only possible if qualifications are transparent and comparable and are part of comprehensive national qualifications frameworks. Availability of qualifications smaller than full and acquirable in shorter periods of time is necessary; some countries have recently worked on developing partial qualifications, microcredentials, etc.

Learners' possibilities of accumulation, validation and recognition of learning outcomes acquired non-formally and informally

This thematic sub-category refers to validation mechanisms allowing individuals to accumulate, transfer, and recognise learning outcomes acquired non-formally and informally, including on-the-job learning, or in another formal system. In case they are not automatically recognised, a learner can have these learning outcomes validated and recognised through a particular process with a view to obtaining a partial or full qualification. This thematic sub-category covers such provisions and mechanisms. 

Subsystem

Part of the vocational education and training and lifelong learning systems the policy development applies to.
IVET
CVET

Further reading

Sources for further reading where readers can find more information on policy developments: links to official documents, dedicated websites, project pages. Some sources may only be available in national languages.
Cedefop country report on validation of non-formal and informal learning in Estonia - 2016
Recognition of prior learning and work experience (RPL) (in Estonian)
In support of successful youth: The capability to integrate the competences acquired in hobby education (project page, in Estonian)

Country

Estonia

Type of development

Policy developments are divided into three types: strategy/action plan; regulation/legislation; and practical measure/initiative.
Practical measure/Initiative
Cite as

Cedefop, & ReferNet. (2025). Validation of non-formal and informal learning (until 2022): Estonia. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].

https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/28169