In the context of the principle of learning throughout life, the identification and validation of non-formal and informal learning aim at making visible and valuing the full range of knowledge and competences held by an individual, irrespective of where or how they have been acquired. EAEA sees validation as a key tool in order to promote lifelong learning, to ensure more flexible learning pathways, to encourage learners and build their self-confidence as well as to create a more comprehensive understanding of competences.


EAEA publications & statements

Official documents

Further reading

EAEA projects related to validation

  • Action plan for validation and non-formal adult education (AVA)
    By analysing tools and methodologies in different European countries and proposing solutions from the civil society perspective, this project will contribute to reducing the fragmentation of validation systems on different levels, namely policy and practice.
  • Widening Roma women's access to non-formal and informal learning validation systems (ROM-ACT)
    The aim of ROM-ACT is to widen recognition of the skills and competences that the Roma community has acquired in formal and non-formal activities and to encourage centres for adult education and civil society organizations to support non-academic Roma women in their process of informal and non-formal learning validation.

  • Mutual recognition of skills and competences learned through volunteering - towards a European debate (MOVE)
  • Recognising Formal, Infomal and Non-formal Education (REFINE)

EAEA members working with validation

  • Accreditation of Lifelong Learning (ALL)
  • Training and validation of adults' transferable skills (AdValue)
  • Assessment and Accreditation of Prior Learning
  • Identification, assessment and recognition of informally acquired competences (IBAK)