This is the main conclusion of the report recently published by Cedefop, Validation of non-formal and informal learning in Europe: A snapshot 2007 [ISBN 978-92-896-540-3.

The report found that standards underlying a successful validation system need to be defined as learning outcomes - what people know, understand and are able to do, rather than where and how they learned it. Learning outcomes are the key concept on which the European and national qualifications frameworks are based.

Since the early 1990s, interest in validating non-formal and informal learning has grown to the point where several countries now have full-fledged validation systems. Based on the European inventory on validation 2007, countries are divided into three groups:

• Countries that have set up working validation systems (Belgium, Denmark, Estonia, Finland, France, Ireland, the Netherlands, Norway, Portugal, Romania, Slovenia, Spain, and the UK)
• Countries where validation is emerging as a practical possibility (Austria, the Czech Republic, Germany, Iceland, Italy, Hungary, Lithuania, Luxembourg, Malta, Poland, and Sweden)
• Countries with little or no activity (Bulgaria, Croatia, Cyprus, Greece, Latvia, the Slovak Republic, and Turkey).

In some of these countries, validation is still a controversial subject.

A critical issue in setting up successful systems for the validation of non-formal and informal learning is establishing standards that can be trusted by all. Moreover, any such system should be as reliable in its assessment of non-formal and informal learning as formal systems are.

Validating non-formal and informal learning gives individuals greater autonomy and improved job prospects and allows society to make better use of all forms of learning and skills. Ideally, validation should not just lead to knowledge certification but to the general promotion of learning.