Updating the system of validation of prior learning

Policy development
Practical measure/Initiative
Netherlands
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Timeline
  • 2015Implementation
  • 2016Implementation
  • 2017Implementation
  • 2018Implementation
  • 2019Completed
ID number
28450

Background

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

A national policy on validation of non-formal and informal learning was presented in early 2014. The outcome of this reorientation is closely linked to making validation of prior learning (VPL) a successful tool in both learning and employment.

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 VPL system has been evaluated and, since 2016, the results have led to developing a new system in which there are two different paths for validating prior learning:

  1. the labour market route;
  2. the education route.

VPL tools are, for example, intake-assessment, e-portfolios, competence tests and ECVET elements. If a formal VPL procedure is followed, it can result in the award of an experience certificate (ervaringscertificaat). Since January 2016, an examination support body (servicepunt examinering) has supported VET schools in validating competences. In January 2018, this body was merged with the support body for the implementation of the qualifications framework into the Expertise centre for examination and education (Kennispunt onderwijs and examinering).

It is up to schools and employers' organisations whether or not to use the tools (such as VPL, assessments, ECVET) provided within the legal framework. The Dutch NCP ECVET promotes the awareness and availability of the ECVET principles by providing information and supporting implementation.

2015
Implementation
2016
Implementation
2017
Implementation
2018
Implementation
2019
Completed

The measure is operational and runs as a regular practice.

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, Culture and Science
  • Examination support body (Servicepunt Examinering) (until 2018)
  • Expertise centre for examination and education (Kennispunt Onderwijs en Examinering)

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
  • Older workers and employees (55 - 64 years old)
  • Unemployed and jobseekers
  • Persons in employment, including those at risk of unemployment
  • Low-skilled/qualified persons
  • Learners from other groups at risk of exclusion (minorities, people with fewer opportunities due to geographical location or social-economic disadvantaged position)

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.
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.
Expertise centre for examination and education - Kennispunt Onderwijs & Examinering

Country

Netherlands

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). Updating the system of validation of prior learning: Netherlands. 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/28450