Page 5 - 3.3

JIMINY SELF-HELP HANDBOOK 5

Subsequently, also in 2009, the European Centre for the Development of Vocational Training (Cedefop)
published European guidelines for validating non-formal and informal learning. The document
presents the conclusions of more than two years of exchange of experience in this field between
representatives of more than 20 European countries. The guidelines focus on validation, taking into
account different perspectives (i.e. European, national, organisational and individual). They provide
practical guidance for use on a voluntary basis.

In summary, validation should be a process that is independent of the learning process. Validation
is designed to check whether the required learning outcomes have been achieved, in whatever way
(through formal, non-formal or informal education), but whether they are compatible with the
requirements for the qualification. It is very important to use criteria, tools and validation methods
appropriate to the nature and specificity of the learning outcomes concerned. Reliable and reliable
validation enables the whole qualifications system to be truly based on learning outcomes. For more
information on validation, see section: (2.3.) ,,Validation process”.

Why should the competence of "Sense of initiative and entrepreneurship" be approved?

The following benefits can be gained: increased self-confidence, increased self-esteem, increased
motivation and commitment, increased self-reflection, visualisation of learning progress and better
career opportunities.

2.2. Validation tools and methods
European validation tools and principles
Most EU countries have their own qualifications frameworks. This makes it easier for employees
to prove their level of competence to a foreign employer and for companies to show European
contractors that their employees have the right level of skills and are well prepared to take on the job.

In the countries belonging to the European Union, there are several common instruments that help in
the transfer, recognition and accumulation of assessed learning outcomes, in the achievement
of qualifications or in lifelong learning. Some of these tools are also used in non-EU countries. Below
is a description of these tools.

The European Qualifications Framework (EQF)

The European Qualifications Framework (EQF) was established by the European Union to facilitate the
comparison of qualifications obtained in education systems in different countries. It can therefore
be concluded that their task is to support the cross-border mobility of learners and workers
and to promote lifelong learning and professional development be limited - throughout Europe.

The EQF consists of an eight-level scoreboard which contains all types of qualifications and is designed
to compare qualification levels in different education systems. This increases transparency and makes
it easy to compare the level of qualifications obtained in different countries or educational institutions,
which makes it much easier to certify qualifications obtained abroad.

Many countries use this system. In addition to EU countries, there are 11 other countries. These are
Iceland, Liechtenstein and Norway, Albania, North Macedonia, Montenegro, Serbia and Turkey, Bosnia
and Herzegovina, Kosovo and Switzerland.

 The European credit system for vocational education and training (ECVET)