The Dutch system for validation of non-formal and informal learning started up in 1998. Under the umbrella-term ‘EVC’ – which stands for ‘Erkenning van Verworven Competenties’ or in English ‘Validation of Prior Learning’ - such validation was [and still is] intended to take stock of existing knowledge and skills.

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Dutch VPL takes the view that rather than being half empty the glass is half full! This motto is based on a number of basic principles:

 

1. VPL recognises the fact that learning on the job or via other non-formal learning situations (learning through practical experience) can in principle deliver the same (professional) skills and qualifications as learning within formal (classroom-based) situations.

2. Recognition means awarding certificates or diplomas on the basis of a generally recognised standard, such as the qualification structure for professional education. Obviously there are also other standards relating to the labour market which employers and employees regard as relevant. External legitimacy is the key requirement for recognition.

3. VPL is not a goal in itself. It contributes to the desire to develop individuals and to strengthen human capital management within companies. It is an important means for realising permanent labour market suitability and deployability.

4. For people already in employment, skills can be developed which these individuals do not yet have, but which both they and their employers regard as necessary. In such cases, VPL acts as a reliable yardstick for determining which skills and qualifications the individual employee already has. Based on this inventory, a tailor-made training or development path is formulated.

5. Rational investment in training by companies and by society as a whole assumes an understanding of existing skills and qualifications, or the stock of skills and qualifications in the company respectively. VPL-procedures make it possible to identify existing skills and qualifications in order to be able subsequently to come to a decision about the investments needed in training.

6. The provision of flexible or customised training courses assumes that we can gauge a person’s existing skills level. VPL can also improve the match between education and the labour market. This applies especially in the case of skills-related training.

7. The VPL assessment is designed to assess professional activities. The assessment results provide valuable feedback on the content and methods of the formal learning paths. The training courses are given direct information about the degree to which they succeed in adequately preparing their students for professional practice. This effect is strengthened by the fact that a distinction is made between training and assessment.

 

Dutch VPL in general consists of five phases: commitment and awareness of the value of one’s competencies, recognition of personal competencies, valuation and/or validation of these competencies, (advice on the) development of one’s competencies and finally structurally embedding this competence-based development process into a personal or organisation steered policy. Together these fives phases constitute the VPL-process.