Facilitating validation of prior experience

Policy development
Practical measure/Initiative
Luxembourg
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Timeline
  • 2017Approved/Agreed
  • 2018Implementation
  • 2019Implementation
  • 2020Implementation
  • 2021Implementation
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
ID number
37433

Background

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

Validation in Luxembourg is referred to as validation of prior experiential learning (validation des acquis de l'expérience, VAE) and is similar to the French model of VAE. It has been operational since 2010. One of the strengths of the system is the common approach across sectors to validating towards formal qualifications, except at levels 6 to 8 for which only partial qualifications can be obtained through validation. Any type of prior experiential learning relevant to the targeted qualification, whether it is the result of formal, non-formal or informal learning activities in education and training, the labour market or the third (non-governmental not-for-profit) sector, can be used to apply for validation.

Objectives

Goals and objectives of the policy development.

The objective is to enable professional and non-professional experience to be recognised with a view to obtaining all or part of:

  1. vocational certificates and diplomas (provided by the Ministry of Education) - vocational capacity certificates (certificat de capacité professionnelle, CCP) - vocational aptitude diplomas (diplôme d'aptitude professionnelle, DAP) - technician's diploma (diplôme de technicien, DT);
  2. Secondary school leaving diploma (baccalaureate) of the general education (Diplôme de fin d'études de l'enseignement secondaire général) (provided by the Ministry of Education);
  3. Master craftsmanship (Brevet de maîtrise) (provided by the Ministry of Education);
  4. Higher technician certificate (Brevet de technicien supérieur) (provided by secondary schools);
  5. University diploma (Diplôme Universitaire) (provided by Luxembourg University).

Description

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

Through the recognition of professional and non-professional experience, learners can obtain either full or partial diplomas on EQF levels 2-5. The Grand-Ducal Regulation of 15 December 2017 states that candidates requesting validation of prior experience have the right to receive personalised support to submit their application. The support is limited to the maximum of 12 hours and can be provided in French, English or Luxembourgish.

2017
Approved/Agreed
2018
Implementation
2019
Implementation

In 2019 implementation continued.

2020
Implementation

In 2020, the Ministry of National Education issued a leaflet in three languages (FR, LU, DE) illustrating the six steps to be followed to submit a validation of prior experience request to obtain an IVET diploma, a secondary technical education diploma (Diplôme de l'enseignement secondaire général) or a master craftsmanship (Brevet de maîtrise).

2021
Implementation

In 2021, two videos were put online. In the first, the Ministry of Education explains in detail the conditions to be met and the steps to be taken with the Ministry of Education to benefit from this; and in the second, the National Institute for the Development of Continuing Vocational Training (INFPC) informs people about the possibilities offered by VAE and about the different institutions to contact depending on the diploma, the training pathways or the course exemptions sought.

2022
Implementation

In 2022, the National Institute for the Development of Continuing Vocational Training (INFPC), the Ministry of Education, Children and Youth and professional chambers produced a video featuring testimonials from individuals who participated in the validation of prior experience.

2023
Implementation

In 2023, following the adoption on a law voted in July 2023 on the organisation of higher education, the condition of validation of prior experiential learning for the Higher technician certificate (Brevet de technicien supérieur) were adapted to align to the condition for Bachelor and Master. Validation of prior learning allows formal, non-formal and informal education and experience to be recognised with a view to accessing various higher technician certificate programmes. Candidates may possibly be partially exempted from taking certain courses, but they have to acquire at least 30 ECTS credits by attending courses from the relevant programme. It is no more possible to validate all knowledge and skills required to obtain a higher technician's certificate.

2024
Implementation

Since 2024, the responsibility of validation of prior experiential learning lies with the ministry of Education, Children and Youth's department for Recognition of diplomas, now forming a "Department for recognition of diplomas and equivalence of professional qualifications".

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 Higher Education and Research
  • Ministry of Education, Children and Youth
  • Secondary schools
  • University of Luxembourg

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

  • Young people (15-29 years old)
  • Adult learners
  • Persons in employment, including those at risk of unemployment
  • Low-skilled/qualified persons

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

Country

Luxembourg

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). Facilitating validation of prior experience: Luxembourg. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].

https://www.cedefop.europa.eu/sk/tools/timeline-vet-policies-europe/search/37433