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Broadening access to learning in the workplace 47

In the private sector, validation or ‘competence measurement’, in the
jargon of human resources, makes it possible to identify skill gaps and
to tailor training according to this information (Cedefop, 2009c, p. 39).
However, European guidelines for validating learning indicate that company’s
involvement in validation is often driven by short- and medium- term human
resources needs, usually upgrading working practices. Despite this, the
commitment of employers to validating learning brings positive outcomes
for both companies and employees:
• increasing motivation and interest in the work on the part of employees;
• reducing the time needed to complete a qualification and eventually
diminishing time away from the workplace;
• generating new developments in the workplace as a result of a reflection
process on competences possessed and working practices;
• improving employee retention and, as a result, reducing recruitment and
training costs (Cedefop, 2009c, p. 40).
European guidelines for validation make clear that any conflict of interest
between the company and the employee should be avoided, through process
transparency and the involvement of external actors, such as employee
representatives or learning providers.
Currently, many European Union Member States are making progress
in developing national qualifications frameworks, linked to the European
qualifications framework (EQF), which cover all levels and types of education
and training, and are likely to enhance flexibility to engage in learning and
boost validation of learning. Better integration of validation of learning into
existing qualification frameworks would also reinforce its place as part of a
coherent lifelong learning strategy (Cedefop, 2009c, OECD, 2010). National
qualifications frameworks may support the accreditation of learning at basic
levels, which allows low-qualified adults to move a step up in learning. For
instance, the Irish National qualification framework provides progression
roots below lower secondary education, by enabling the recognition of basic
skills; at the same time, it encourages a more tailored adult basic skills
provision, and promotes accountability on the part of providers through
measuring outcomes and returns on investment (European Commission,
2010e, p. 14).
Validation of learning and credit systems allow providers to devise flexible
training programmes more suitable to low-skilled adults, thus improving retention
and progression in learning by recognising ‘smaller steps of achievement’
(European Commission, 2009f, p. 15). Validation of informal and non-formal
learning is expected to increase interest and participation of the adult population