1. Is there any practice of validation of prior learning and/or work experience in your country?

2. Are there specific demands for validation (existing or emerging demands)?

3. Is the purpose of validation clearly defined?

1. General education?

2. Vocational education and training?

3. Higher education?

4. Adult learning?

5. Employment?

6. Social inclusion?

1. Are there plans to regulate validation of non-formal and informal learning by law?

2. Are there plans to regulate operational arrangements for validation in secondary legislation?

1. Are the institutional roles and tasks of validation clear?

2. Is there a coordination body responsible for validation?

1. Do bodies in charge of validation need an accreditation or license?

2. Is there an application procedure to become an accredited body for validation?

3. Are accredited bodies operational?

1. Coordinators?

2. Counselors and guidance personnel?

3. Trainers / assessors?

4. External verifiers / assessors?

1. Are relevant stakeholders involved in validation?

2. Are mechanisms for coordination of relevant stakeholders in place to ensure a coherent approach?

1. Do you have any kind of administrative processes for validation of prior learning and/or work experience in your country?

2. Do you have any written manuals, handbooks, guidelines for validation of prior learning and/or work experience in your country?

3. Are the four stages of validation – identification, documentation, assessment and certification – taken into account in your country, as per the European Guidelines on Validation?

4. Are procedures and tools in place for these four stages of validation?

5. Do you consider that validation processes are reliable and valid in your country?

1. Do you consider that confidentiality of information about candidates is guaranteed in validation processes?

2. Do you consider that ethical standards are applied in validation (such as fair, impartial and transparent procedures)?

1. Individual candidates?

2. Employers?

3. Other relevant stakeholders?

1. Are there any career guidance and counselling services that provide information and advice on validation?

2. Do candidates receive information about the validation procedures and tools?

3. Are information, advice and guidance services locally available (where potential candidates live, study and work)?

4. Are there any guidance and counselling services for certified candidates towards job opportunities, further education and training possibilities, etc.?

1. Are validation arrangements seen as an equal route to access qualifications?

2. Can existing national qualifications be acquired through validation?

1. Are validation arrangements linked to the National Qualifications Framework?

2. Are certificates issued after a validation process included into the NQF?

1. Is validation used to support progression between all types and levels of qualifications in the NQF?

1. Is the validation process based on learning outcomes?

2. Do the learning outcomes of validation refer to the same or equivalent standards as those used for formal education and training?

1. Do you have quality assurance measures for validation?

2. Is validation part of a quality strategy?

3. Do you distinguish between internal and external quality assurance procedures for validation?

4. Is there a monitoring and feedback system for validation?

1. Do validation practitioners have opportunities for professional development?

2. Is there a strategy in place for the professional development of validation practitioners?

1. Is there any credit system adopted?

2. Is there a link established between validation and credit transfer and accumulation arrangements?

1. Do you have any specific validation arrangements for vulnerable groups (people with disabilities, refugees and asylum seekers, long-term unemployed)?

2. Do you have any specific validation arrangement concerning migrants and displaced people in place?

1. Do validation bodies cooperate with public employment services or other career and guidance services for future job placement of certified candidates?

2. Are social partners involved in the final assessment sessions of the candidates?