Validation of Non-formal and Informal Learning

Validation of Non-formal and Informal Learning (VNFIL) is practiced, with increasing sectoral consistency and visibility, across different sectors for access, programmatic credits, awards and for professional accreditation.

Ireland has the required technical architecture in place for the implementation of VNFIL in the context of education and training. The National Framework of Qualifications was established in 2003. Subsequently learning outcomes became the basis to both describe knowledge, skill and competence to be achieved within programmes of education and training by providers, and for the learning represented within awards/qualifications on the national framework. Quality assurance systems are in place within education and training. Both national guidelines for access, transfer and progression and Principles and Operational Guidelines for the Recognition of Prior Learning in Further and Higher Education and Training enable providers to put in place arrangements for the recognition of non-formal and informal learning. These guidelines are consistent with legislative requirements, including the Qualifications and Quality Assurance (Education and Training) Act 2012 as amended.

The legislation provides for recognition of credit accumulation and credit transfer, the identification and formal assessment of previously acquired knowledge, skills or competence, as well as for the achievement of awards. The responsibility for the fair and consistent assessment of previously acquired learning is vested in competent authorities with appropriate expertise in assessment, i.e. educational institutions. Therefore, in practice, through the work of further and higher education and training providers and institutions, learners may complete qualifications at every level of the Framework, partial accreditation in the form of minor awards, credits or exemptions within programmes, credits towards awards, or may obtain access to programmes on the basis of prior certified and/or uncertified learning in almost all fields of learning, with the exception of those precluded by law. However, the capacity to provide identification, documentation support, and assessment locally across all fields of learning and across all sectors is uneven, even within different departments of the same institution. Despite this, the emergence of sectoral frameworks, toolkits, and specific support networks across both FET and higher education marks a significant shift in enhancing access and in mainstreaming effective practice. Work is ongoing in data gathering measures. The national cross-sectoral RPL Practitioner Network, established in 2015, is anchored by QQI as the primary support agency alongside Education and Training Boards Ireland, the Irish University Association, the Technological Higher Education Association of Ireland, and Aontas, the National Adult Learning Organisation.  The Network aims to promote good practice informed by national and international practitioner and policy perspectives, supporting the development of a community of practice through the provision of face to face and online events with the practical sharing of toolkits and engaging discussion forums. The Network contributes as a coherent voice to policy consultation and development fora.