- 2018Approved/Agreed
- 2019Design
- 2020Design
- 2021Design
- 2022Design
Background
Validation of non-formal and informal learning is not yet possible. The Croatian Qualifications Framework Act adopted in 2013 and its Amendments from 2018 provide for an ordinance on recognition and validation of non-formal and informal learning up to CROQF/EQF level 5, which is under preparation.
Objectives
This policy development aims to develop a system of recognition and validation of non-formal and informal learning in Croatia.
Description
In 2018, the National Council for the Development of Human Potential adopted recommendations with a conceptual framework for further development of the recognition and validation system.
The ordinance on recognition and validation of non-formal and informal learning is still under preparation.
The validation of non-formal and informal learning concerning VET will be regulated through the upcoming new Adult Education Act.
A new Law on Adult Education was adopted at the end of 2021, providing a legal basis for validation of non-formal and informal learning.
In 2022, the project to develop the validation of prior learning system in Croatia was launched in cooperation with the Ministry of Science and Education. The methodology for the development of validation programmes is expected in 2023.
Bodies responsible
- Ministry of Science and Education (MZO)
Target groups
Learners
- Adult learners
Education professionals
- School leaders
Entities providing VET
- VET providers (all kinds)
Thematic categories
Transparency and portability of VET skills and qualifications
European principles and tools, such as EQF, ESCO, ECTS, Europass and ECVET, provide a strong basis for transparency and portability of national and sectoral qualifications across Europe, including the issuing of digital diplomas and certificates.
This thematic category looks at how individuals are supported in transferring, accumulating, and validating skills and competences acquired in formal, non-formal and informal settings – including learning on the job – and in having their learning recognised towards a qualification at any point of their lives. This is only possible if qualifications are transparent and comparable and are part of comprehensive national qualifications frameworks. Availability of qualifications smaller than full and acquirable in shorter periods of time is necessary; some countries have recently worked on developing partial qualifications, microcredentials, etc.
This thematic sub-category refers to validation mechanisms allowing individuals to accumulate, transfer, and recognise learning outcomes acquired non-formally and informally, including on-the-job learning, or in another formal system. In case they are not automatically recognised, a learner can have these learning outcomes validated and recognised through a particular process with a view to obtaining a partial or full qualification. This thematic sub-category covers such provisions and mechanisms.