Integrated Qualifications System – Discover Good Practices in Validation
Validation is a key component of the Note: Clicking the link below will redirect you to another website: Go to the Integrated Qualifications System (opens in a new window) Integrated Qualifications System. It is a process that makes it possible to verify whether a person has achieved the learning outcomes required for a given qualification – that is, the appropriate knowledge, skills, and social competences – regardless of how they have been acquired.
The Good Practices Database is a virtual library of solutions used in the validation process. The collected examples showcase proven approaches to designing and implementing validation. They serve as a source of knowledge and inspiration for awarding bodies, entities submitting qualifications to the Integrated Qualifications System, and external quality assurance bodies.
Below you will find examples of good practices in validation from various countries:
All good practices
Germany 
- A systemic solution for people with professional competencies who need formal confirmation.
- An example of creating an educational policy: from a pilot project to the law.
- Strong support from an industry-specific advisor.
Denmark 
- Validation in higher education to acquire ECTS points.
- The option of returning to an earlier stage of the process.
- Portfolio plus case study.
England 
- Validation enabling the qualification to be attained in stages
- Portfolio method – analysis of evidence and statements
- Freedom to choose methods and tools
Finland 
- Validation as a permanent element of the VET system.
- Individual approach to the candidate.
- Close cooperation with the labor market.
Netherlands 
- Validation by a company for its employees, certificate from an external institution.
- Diversity of validation methods.
- Option of attaining part of the qualification.
South Africa 
- An atypical way of organising validation
- Adapting the validation process to the needs of the candidates
- The validation as a tool for equal opportunities and promoting equality
Germany 
- Validation in higher education.
- Portfolio method.
- An interdepartmental team supports and advises students and coordinates validation.
Poland 
- Validation in higher education.
- Interesting organization of the validation process.
- Support of a counsellor in developing a portfolio.
Malta 
- Does not require the re-assessment of already confirmed learning outcomes if the validation outcome is not successful.
- Separated processes: confirming competences and acquiring authorisation to perform the work.
Austria 
- Adapting the duration of validation to the candidate’s capabilities
- Counselling support at each stage of validation
- Assessing candidates on the basis of a portfolio and during a three-day workshop.
Iceland 
- Validation at the vocational secondary school level.
- Support of the project director.
- Financed by the state and employers.
Germany 
- Validation for the recognition of immigrants’ competences as equivalent to the German qualification.
- Presentation of skills when documentation is insufficient.
United Kingdom 
- Dynamic quality assurance system, adapting to the growing need for qualified medical physicians.
- Improvements of methods and tools.
Italy 
- Extensive counsellor support.
- Validation certificate is issued independently of attaining the qualification.
- Free-of-charge validation.
New Zealand 
- Trust and cooperation between the evaluated institution and the institution performing the evaluation.
- Flexible approach to evaluation.
- Combining the qualitative and quantitative approaches.
Switzerland 
- Validation as an alternative way of attaining a qualification, instead of a training course or extramural examinations.
- Practical assessment methods.
France 
- Unified, national validation standard.
- Counsellor support at each stage.
- Possibility to confirm part of the learning outcomes.
Germany 
- Validation to initially assess immigrants’ skills.
- Innovative tools.
Estonia 
- An example of using the test method in validation.
- Test with open-ended questions for self-assessment and a multiple choice test to check knowledge.
Scotland 
- Close cooperation between the assessor and evaluator.
- Higher education qualification or a certificate of competences.
Poland 
- Comprehensive method for identification and documentation.
- A proven diagnostic tool.
Norway 
- Participatory character of evaluations.
- Diversity of evaluation methods and tools.
- Building a culture of quality by promoting good practices.
Ireland 
- Validation to assess the fulfilment of requirements for entry to higher education.
- Portfolio method at the documentation and assessment stages.
Austria 
- Validation as an initial stage of diploma nostrification.
- Extensive counsellor's support.
- Cooperation between state employment services and NGOs.
