Stockholm 2013

bo.westas@dik.se

BO WESTAS

Overview of Swedish system for

validating informal and non-formal
learning with best practice example
of validation of key competencies

1. Background

Sweden has weathered the world economic crisis relatively well although
unemployment in Sweden is still high: Overall unemployment is 8.8 percent and
youth unemployment (ages 15-24) is very high at 28.1 percent.1 With youth
unemployment rising and school results falling, education policy and youth
unemployment are two of the hottest political topics in Sweden at this time.
The EU has identified validation of informal and non-formal learning as a way to
significantly affect labour markets through improved matching of job skills with
labour demand (employability, mobility).2 According to experts in Sweden,
validation of informal and non-formal learning can be further developed and
applied. The KValues project is thus highly relevant to Sweden at the present
time.

2. Methodology

This report is based on information compiled through a study of recent reports

and literature on the validation of informal and non-formal learning in Sweden.
An interview was conducted with the National Validation Coordinator and a focus
group was convened. The focus group was comprised of representatives from the
Public Employment Service, the National Council of Adult Education, the
Swedish Educational Broadcasting Company, TRR3 and the Multicultural Centre
in Botkyrka.

1 Statistics Sweden, http://www.scb.se/.

2 Council recommendation on the validation of non-formal and informal learning (2012/C
398/01).
3 TRR was established in 1974 through a joint agreement the Agreement on Transition

between Svenskt Nringsliv (The Confederation of Swedish Enterprise) and PTK (The Council
for Negotiation and Cooperation). TRR helps redundant employees in member companies
find new careers. Today, 32,000 companies with 700,000 employees are affiliated with TRR.

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 3. General observations

- Individuals have no legal right to competence validation

- Validation of informal and non-formal learning assesses specific
competencies against occupational criteria and is predominantly summative
- Only a few examples of formative validation involving general and key
competencies have been found
- Interest in informal learning validation is increasing
- Observed shortcomings in the validation system: a) lack of sustainable
financing b) no overall framework for quality assurance, c) lack of relevant
training for validation specialists;
- Two interrelated problems especially relevant to general and key
competence validation at this stage: a) legitimacy (additional development
must involve all relevant stakeholders for a common understanding and
shared standards), b) common definitions and structures for competences
(various models define general competence differently risk of incompatible
models)
- Importance of seeing the validation process as learning experience in itself,
especially when validating key competencies

4. Definition, principles and guidelines

A Swedish government committee has defined validation as a process of a

structured assessment, valuing, documentation and recognition of knowledge and
competences that an individual has gained, irrespective of how they have been
acquired.4

Validation of informal and non-formal learning in Sweden is based on common

European principles (2004) and guidelines (2009).5 In accordance with these, the
Swedish National Agency for Higher Vocational Education has developed
national criteria and guidelines for the validation of real competence and prior
learning.6

4 Bill on validation (Validering mm fortsatt utveckling av vuxnas lrande, Ds 2003:23)

5 Council of the European Union. Common European principles for the identification and
validation of non-formal and informal learning, 9600/04 and Cedefop. European Guidelines
for validating non-formal and informal learning, 2009.
6 Swedish National Agency for Higher Vocational Education. Kriterier och riktlinjer fr
validering av reell kompetens (Criteria and Guidelines for Validating Practical Competencies),
YH 2012/428. These criteria and guidelines address validation of real competence and prior
learning. Evaluation of foreign (formal) education is not included in these criteria and
guidelines.

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 5. National coordination

The Swedish validation system is highly decentralized. The National Agency for
Higher Vocational Education is responsible for coordinating the system and
supporting a national framework for validation.7 The agency also coordinates
EQF (European Qualifications Framework).

To coordinate other groups involved in the development of guidelines to support

industry and education in validation work, and to guide validation providers, the
agency has set up a number of networks:
- National forum for validation. The forum functions at the strategic level.
Among its tasks are improvement of cooperation and efficiency, delineation
of responsibility among various parties involved in validation; identification
of areas for further study and development. The National Agency for
Education, the Public Employment Service, the National Council of Adult
Education, the Swedish Trade Union Confederation, the Confederation of
Swedish Enterprise, the Swedish Association of Local Authorities and
Regions and representatives from the business sector network (see below)
participate in the forum.

- Business sector network. This network was originally established by the

Swedish National Commission on Validation (2004-2007). The network
facilitates knowledge development and collaboration between business
sectors and the Agency for Higher Vocational Education. Some 30 business
organisations participate in the network.

- Research network. This network works primarily with knowledge and

evaluation development in the field of validation.8

- Information group. To coordinate and streamline validation information, a

new group has been established. The group consists of the Agency for Higher
Vocational Education, the Council for Higher Education, the Agency for
Education and the Public Employment Service.

7https://www.myh.se/In-English/Swedish-National-Agency-for-Higher-Vocational-
Education-/.

8 A recent report by the Nordic Network for Adult Education provides an overview of Nordic
research on validation and analyses of validation examples in relation to concepts such as
inclusion, mobility, flexibility, empowerment and employability. See Nordiskt ntverk fr
vuxnas lrande. Nordisk forskning och exempel p validering (Nordic Research and Examples
of Validation), 2012.
http://www.nordvux.net/download/7007/20120326_rapport_validering.pdf.

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 - Nordic cooperation. The Agency for Higher Vocational Education actively
cooperates and participates in the Nordic network for validation experts
within the Nordic network for adult education.9

An important part of the agencys coordination mandate is to maintain an

information portal regarding validation in Sweden.10

6. Decentralised structure with many interested parties

Validation of real competence and prior learning can be measured against certain
course criteria and expected learning outcomes within the educational system to
provide individuals access to, or shorten, an education, usually post-upper
secondary. Validation can also be measured against criteria for specific job or
profession. Such criteria are established by the sector organisations. A third use
of validation, not addressed in this report, is validation of foreign (formal)
education. This is conducted by the Council for Higher Education.11 Various types
of informal and non-formal learning are validated by the following groups:

a) Adult education, municipal level

Validation of adult education is conducted at the upper secondary educational

level against either specific vocational programme course criteria or specific
subjects such as mathematics, English or biology. Municipalities are responsible
for conducting these validations, although they can be performed by external
validation specialists.12

b) Higher vocational training

Higher vocational training consists of more than 1000 different programmes and
courses. Higher vocational training validation documents prior learning and
assesses an individuals readiness for a specific programme, or adapting or
shortening a programme based on the individuals knowledge and experience.
Each school or training centre is responsible for conducting the validation.13

9 http://www.nordvux.net/page/872/inenglish.htm.
10 The portal can be found at www.valideringsinfo.se. The portal includes an interactive
guide (in English) that helps visitors choose a validation model that is relevant to their
situation, https://www.valideringsinfo.se/en/Your-way-to-validation/.
11 http://www.programkontoret.se/sv/Container/Topplankar/About-us/.
12 For a list of all 290 Swedish municipalities, see

http://www.skl.se/kommuner_och_landsting/fakta_om_kommuner/kommunadresser.
13 https://www.yrkeshogskolan.se/Higher-Vocational-Education-HVE/.

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 c) Higher (academic) education

Validation of higher education involves the same approach as that for higher
vocational training: assessment of an individuals readiness for a programme, or
adapting or shortening a programme based on the individual's qualifications.
Each university or university college is responsible for conducting the
validation.14

d) Public employment

The Public Employment Service offers validation in areas and sectors where the
demand for certified workers is high. Validation is conducted by external
validation specialists who are often affiliated with one of the sector organisations
(see below).

e) Specific sectors and occupations

A number of sector organisations have developed validation models related to

their specific sector and occupations within it. At present, some 25 sector models
encompass more than 140 different jobs and occupations. While validation is part
of a strategic effort to acquire needed competence, it also encourages
entrepreneurship in different fields. The validation is conducted by either the
sector organisation or an external party.15 One model that has been deemed a
best practice (organisational structure, quality control) among sector models is
that of the metal cutting industry.16 The retail trade model has been
recommended for further study because it incorporates the validation of several
key competencies.17

14For a list of Swedish universities and university colleges, see http://www.uk-

ambetet.se/faktaomhogskolan/universitetenochhogskolorna.4.782a298813a88dd0dad8000
12056.html#h-Adressertilluniversitetochhogskolor.

15 For a list of sector models in use, see https://www.valideringsinfo.se/sv/Om-

validering/Valideringsmodeller1/Valideringsmodeller/.
16 A short description of this model can be found in European Inventory on Validation of Non-

formal and Informal Learning 2010. Country Report: Sweden, p. 8-9.

http://www.cedefop.europa.eu/EN/about-cedefop/projects/validation-of-non-formal-and-
informal-learning/european-inventory-scope.aspx.
17 See https://www.valideringsinfo.se/sv/Om-

validering/Valideringsmodeller1/Valideringsmodeller/Detaljhandelsmodellen/.

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 f) Liberal adult education (folkbildning)

Validation is conducted through the Swedish liberal adult education

(folkbildning) network, which is considered a part of the third sector. The liberal
adult education network includes so-called peoples high schools (folkhgskolor)
and study associations. It is the liberal, non-formal, voluntary educational system
for adults in Sweden. Peoples high schools and study associations are often
affiliated with NGOs.

Validation of liberal adult education has focused mainly on validation of

generic skills and competencies. A short description of one liberal adult
education validation model (involving youth organisations) can be found in the
aforementioned country report.18 More information about validation of liberal
adult education can be obtained from the National Council of Adult Education.19

7. Best practice: Validation of key competencies in adult liberal

education
Area: Adult liberal education

There are 150 peoples high schools and 10 study associations in Sweden.
Approximately 26,500 people take extended courses and approximately 80,000
people take short courses at peoples high schools every term. Study associations
offer approximately 285,000 study circles with almost two million enrollees and
approximately 250,000 cultural programmes with more than 15 million enrollees
each year.

Example: Medlefors peoples high school

As early as 2004, validation of skills acquired as an elected trade union
representative or as a NGO board member was being discussed. Representatives
from the Medlefors peoples high school, Skellefte municipality and the metal
workers union (IF Metall) participated in the discussion. Pilot projects involving
trade unions, political organisations and sport associations began the same year.
In 2007, the National Commission on Validation (2004-2007) published a report
that presented a theoretical model for the validation of generic competencies.20

18 Ibid. p. 10-11.
19 http://www.folkbildning.se/Folkbildning/Oversattningar/English-translations/.
20 Validation delegation. Koncept fr validering av generella kompetenser i folkbildning och

informellt lrande (A concept for validating general competencies in adult liberal education
and informal learning), 2007/56. (This report is available in Swedish only. Perhaps the
KValues project will consider translating it into English.)
http://www.resurs.folkbildning.net/resurser/amnen/folkbildning/pedagogik1/validering/
koncept-for-validering-av-generella-kompetenser-i-folkbildning-och-informellt-larande/.

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The reports concept is being implemented at the Medlefors peoples high
school.21

Model
The purpose of the model is not to validate against specific occupational criteria,
but to raise individuals awareness of their actual competencies while undergoing
validation. The self-awareness process, it is believed, will strengthen self-esteem
and make it easier for individuals to describe actual competencies when applying
for study or a job. The model emphasises proactive (not passive) participation by
the individual in the validation process and turns it into a learning experience.
The model validates seven competencies in four dimensions at various levels. The
competencies, dimensions and levels, and their respective criteria, are defined in
the aforementioned report.
Identified competencies are:
1. democratic/civic competence
2. social competence
3. intercultural competence
4. cultural competence
5. learning competence
6. communication competence
7. organisational-leadership competence

As probably noted, these competencies are similar but not identical to the eight
key EU competencies.
These competencies are validated in four dimensions:
a) knowledge and skills
b) practice and action
c) analysis, association and evaluation
d) initiative and results

Process
The validation process is conducted in a group setting to take advantage of
dialogue and support among group members. The process is facilitated by two
people, a teacher from the peoples high school who identifies and assesses
knowledge and skills, and a study circle leader who is experienced in group
processes.
The process takes approximately five days. It includes group meetings, individual
meetings with the group facilitators and individual work. The process utilises the
digital tool Valiante.22

21http://medleforsprojekt.se/index.php/validering.
22http://www.valiante.se/def_validering.asp. For more information about the Medlefors
project, contact Catrine Arvidsson, catrine.arvidsson@medlefors.se, or Tomas Marklund,
tomas.marklund@medlefors.se.

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