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Validation of non-formal and informal learning is defined as ‘a process of confirmation by an authorised body that an individual has acquired learning outcomes measured against a relevant standard’. This stand-alone executive summary presents the main findings of the 2018 edition of the European inventory on validation of non-formal and informal learning. 
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Global Observatory of Recognition, Validation and Accreditation (RVA) of non-formal and informal learning has been developed further. The platform now has 50 case studies from 26 countries, as well as 28 country profiles. These good practices from around the world are expected to inspire employers and leaders of education institutions to more strategically recognize skills and knowledge obtained through non-formal and informal learning, which in return will motivate individuals to undertake lifelong learning.
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Validation is the process that makes learning acquired in non-formal and informal settings visible and ‘usable’ for the individual. Whatever they may call it - accreditation of prior learning, prior learning assessment – the underlying principle in validation is that all learning is valuable, irrespective of how or where it has been acquired.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
Adults have an active role in their own learning and training. Non formal and informal education is the cornerstone for a lifelong learning and career development. But related knowledge and skills, derived from several years of professional experience, personal development, or continuous vocational training, are hardly recognized in the formal education arena. Candidates for a diploma or qualification have to confront more or less referenced educational syllabus. For a better classification and promotion of individual knowledge and skills, and a more effective definition of associated competency proficiency levels, this paper investigates two approaches, supported with tools, so as to guide candidates in self-assessment and as such facilitate knowledge and skills validation by examination boards.
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Based on data collected for the European inventory project, the report explores the extent to which data are available on different aspects of validation in different education sectors. The results show a lack of comprehensive national statistics on validation, exacerbated in many countries by a lack of a clear regulatory framework on validation and/or mandate for organisations responsible for validation to build up integrated databases or release annual data. A further challenge is the fragmented offer of validation opportunities.
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This synthesis report forms part of the 2016 update to the European inventory on validation of non-formal and informal learning. It is accompanied by 36 country reports and four thematic reports. The inventory provides a regularly updated overview of validation practices and arrangements in all Member States, EFTA countries and Turkey. The 2016 update is the sixth update (2004, 2005, 2008, 2010, 2014).
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The synthesis report completes the 2016 update of the European inventory on validation of non-formal and informal learning. The synthesis is accompanied by 36 country and four thematic reports.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
This paper will focus on four discreet but integrated aspects of the broader education and training system, within the broader context of sustainable development in Africa. It examines generic understandings of validation, recognition and accrediting non-formal and informal learning, the facilitating role that [National Qualification Frameworks] NQFs can and are playing in recognition, the analysis and conclusions from case studies from six African countries, and it concludes with suggestions about how validation and recognition policies and practices of non-formal and informal learning can be key building blocks towards lifelong learning and sustainable skills development in Africa. http://www.adeanet.org/triennale/Triennalestudies/subtheme1/1_3_04_Shirley_STEENEKAMP_en.pdf
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