Validation arrangements

Adopted in 2024, the Regulation on the application and procedure for the validation of prior learning governs the validation of prior learning for qualifications at NQF/EQF levels 2-5 (excluding higher education qualifications), which involves the recognition of units of learning outcomes based on the assessment of competences acquired through non-formal and informal learning. Validation is conducted in accordance with validation programmes defined as formal adult education programmes for validating prior learning against the standards of learning outcome units from the Croatian Qualification Framework (CROQF) register. The Agency for VET and Adult Education (ASOO) published the methodology for developing validation programmes, and adult education providers are responsible for creating the programmes. ASOO is also responsible for verifying the alignment of validation programmes with qualification/learning outcomes standards from the CROQF register. Providers are required to continuously align validation programmes with any updates to the standards in the CROQF register.

Adult education providers will be authorised to perform validation if they meet the following criteria:

1. high or very high quality in an external evaluation conducted by ASOO;
2. positive opinion from ASOO on the alignment of validation programmes with CROQF standards and formal education programmes;
3. ministry approval for the validation programmes;
4. ministry approval for adult education programmes encompassing all learning outcomes that are the subject of validation, as well as the experience teaching those programmes to at least two cohorts of learners.

Validation programmes define the requirements for accessing validation for acquiring micro-credentials (referred to as micro-qualifications in the national context, consisting of units of learning outcomes) and partial qualifications at NQF/EQF levels 2-5, or full qualifications at NQF/EQF level 2 (generally awarded upon completion of short training programmes). If candidates apply for validation to acquire additional full qualifications at NQF/EQF levels 3 or 4 (which are otherwise awarded upon completion of formal IVET programmes), they must have previously completed formal education for qualifications at the same level or higher. Similarly, for full qualifications at level 5 (awarded upon completion of VET specialist development programmes), the requirement is prior formal education completed at least at NQF/EQF level 4.

Before candidates apply for validation programmes, adult education providers may suggest that they complete an initial self-assessment questionnaire (an optional step) to determine whether they possess the competences defined by the validation programmes. After formally applying for validation, candidates undergo an initial assessment performed by adult education providers, which involves an interview and the submission of a portfolio containing proof of acquired competences (e.g., certificates from non-formal training, employment contracts, employer recommendations or certificates, volunteering or social security certificates, etc.). The education provider appoints a validation committee that decides whether candidates possess the competences and meet the requirements to access the validation programme. Based on a positive decision from the validation committee, candidates enroll in the validation programme by signing a contract with the adult education provider, which also stipulates the costs and financing of the validation process. The assessment of skills and competences is conducted either in classroom and practical training settings or at the candidates' workplace or company. Candidates who demonstrate all the competences required by the validation programme are awarded formal certificates equivalent to those earned through formal education. Statements of partial acquisition of learning outcomes may be awarded to those who demonstrate only a portion of the competences specified in the validation programme. These statements can be used as proof of competences in subsequent validation processes or for enrolment in adult education programmes (for example, to waive portions of course requirements for which candidates have validated skills and competences).