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The information in this website was developed by InHolland University under the OBSERVAL project (2008-2010).This institution is a partner of the OBSERVAL-NET project.
A national system for validation of non-formal and informal learning in Dutch society was since its start in 1998 until 2006 focused on strengthening bottom-up usage of Validation of Prior Learning (VPL; EVC or Erkenning van Verworven Competenties in Dutch). Government and social partners focused on creating favourable circumstances for developing and implementing EVC in as many contexts as possible: in work, in voluntary work, in reintegration and job-seeking, in education and training. This bottom-up approach of ‘role modeling by offering good practices’ was managed by the Kenniscentrum EVC and focused on the change of the learning culture in general. In 2006 this approach was abandoned and changed into a top-down focus on quality-assurance to increase the accessibility, transparency and to guarantee the summative effects by means of certification or qualification.
EVC in the Netherlands consists of two specific instruments: the ‘Ervaringscertificaat’ – a formal procedure in which a candidate can get accreditation of his/her learning outcomes – and the ‘Ervaringsprofiel’ – a procedure that sets up a generic, personal portfolio.
Since 2013, Dutch society is officially moving towards ‘a participation-society’ in which all stakeholders have to take ownership and responsibility for their own role in society. The authorities take care of the individuals and groups that need special attention. Social partners (employers and trade unions) focus on their labour market responsibilities. In line with this tuning in to the ‘participation society’ the national strategy towards EVC is changing once again. The focus in the government’s role will change towards overseeing the quality of and access to EVC towards a system focusing on Validation of learning outcomes for two main EVC-perspectives:
- EVC for careersteps on the labour market and access to non-formal training (focus on validation in pre-set sector standards).
- EVC for careersteps aiming at formal learning (focus on standards from national qualifications).
This double focus is based on a distinction made in the Netherlands between formal learning – which in effect is better addressed as intitial or formal education – and non-formal learning – which is more the learning taking place in post-initial education or training. Linking learning outcomes to all these formailzed forms of accreditation entails a major change in the national strategy since with this the balance of responsibilities in a multi-stakeholder involvement in EVC can differ, the learning objectives as supported by EVC can also differ and the outcome of EVC can have formal and non-formal learning impact (all aiming at accreditation and/or further learning). The outcome of this reorientation, is closely linked to making EVC a successful tool in both learning and working processes and is about sharing ownership of the method and its instruments, such as the portfolio, the assessment and validation.
