New framework for prior learning validation

Background on validation framework
The concept of validating prior learning was first introduced by the 2013 Croatian Qualifications Act. Amendments in 2018 gave higher education institutions responsibility for qualifications at NQF/EQF levels 6 and above. Validation of VET qualifications (NQF/EQF levels 2-5) became possible under the Adult Education Act, which entered into force in January 2022.

Key features of the regulation

The new regulation supports the recognition of non-formal and informal learning through:

• validation programmes aligned with the Croatian qualifications framework (CROQF);
• methodology and guide for adult education providers developed by the Agency for VET and Adult Education (ASOO);
• continuous updates to validation programmes by adult education providers to meet changing CROQF standards.

Eligibility for validation

To validate learning, adult education providers must:

• receive a high or very high-quality rating from ASOO’s external evaluation;
• have a positive review from ASOO on the alignment of their validation programmes with CROQF standards;
• obtain ministry approval for their validation programmes;
• obtain ministry approval for adult education programmes that encompass all relevant learning outcomes and have been delivered to at least two cohorts of learners.

The validation process

Validation programmes will define the requirements for the validation of prior learning to acquire microcredentials (corresponding to units of learning outcomes in the national context) and partial qualifications (at NQF/EQF levels 2-5) or full qualifications (at NQF/EQF level 2, generally awarded for the completion of short training programmes). Candidates applying for validation to acquire full qualifications at NQF/EQF levels 3 and 4 (normally awarded upon completion of formal upper secondary programmes), must have already completed formal education for qualifications at the same or a higher level. For full qualifications at level 5 (awarded upon completion of VET specialist development programmes), candidates must have previously completed formal education at least at NQF/EQF level 4.

The validation process involves two stages:

• initial assessment: candidates provide proof of their skills (e.g. employment contracts, training records, volunteering certificates, etc.) and take part in an interview;
• competence evaluation: candidates enrol in a validation programme with an adult education provider. Competences are assessed in a classroom, workplace, or practical setting. Those who meet all requirements receive a certificate equivalent to formal education. Those demonstrating partial competences receive statements of partial achievement, which can be used in future validation processes.

Next steps

The upcoming prerequisites for validation of prior learning to become operational involve the publication of the methodology for developing validation programmes and guide for adult education providers by ASOO, and the development of individual validation programmes by adult education providers.