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1. Arrangements for the validation of non-formal and informal learning

2. Information and guidance

3. Quality assurance

Arrangements for the validation of non-formal and informal learning

Sweden is the processes of developing a structure for validation of non-formal and informal education. There is no regulated framework for validation in Sweden yet.

The definition of validation was decided by the Government in 2003. The definition states that

'Validation is a process which involves a structured assessment, evaluation, documentation and recognition of knowledge and competences possessed by a person independently of how it is acquired.'

This definition is included in the Education Act.

The Swedish National Agency for Higher Vocational Education (Myndigheten för yrkeshögskolan) is responsible for coordinating and supporting a national framework for recognition of prior learning and validation of skills and competences.

The agency collaborates with other public authorities to provide information and guidelines to support key actors, such as the Swedish Public Employment Service (Arbetsförmedlingen), the Swedish Council for Higher Education (Universitets- och högskolerådet), the Swedish National Agency for Education (Skolverket) and the Swedish Agency for Economic and Regional Growth (Tillväxtverket). 

From June 2016, this responsibility has been revised to focus on supporting sector organisations in their work with validation and development of validation models. The agency’s responsibility to promote the use of validation within higher vocational education is also being emphasised. 

Strategy for validation

In November 2015, the government decided on a national delegation for validation. The delegation consists of members representing trade unions, employers’ associations and national authorities and has taken the name ‘Valideringsdelegationen 2015–2019’. Its main task is to follow, support and promote coordination of validation on both regional and national levels. The delegation presented a proposal for a national strategy for validation  in March 2017.  The final report was presented in December 2019. 

A new definition of validation has been introduced in the new validation regulation (Valideringsförordning (2022:1549) where validation is defined as “a structured process which includes an in-depth mapping and assessment aimed to recognize a person’s knowledge (knowledge, skills, responsibilities and autonomy) independent of how they were acquired”.

The Swedish validation approach distinguishing between validation linked to education and training and validation in the labour market. The provision of validation is also highly decentralised and involves many stakeholders. 

Skills audits

The notion of ‘skills audits’ is not relevant to Swedish formal education. All learners, including learners in vocational education and training, who aim to have their prior learning and competences validated, must follow the procedure relevant to the actual level of education.

In higher vocational education there is a concept of 'Real competence' (Reell kompetens), relating to a person’s actual knowledge, skills and competences. Competences can be developed in formal education (organised education in the formal education system), non-formal learning (organised education outside the formal education system) or informal learning (e.g. working life or everyday life). Competence standards define the learning outcomes that an individual must have to be recognized for a qualification, such as a degree, a certification or an occupational certificate. 

Information and guidance

The Swedish National Agency for Higher Vocational Education (Myndigheten för yrkeshögskolan) has the main role in raising awareness and providing information on validation, along with the Swedish National Agency of Education regarding adult education. The agency´s web portal includes a validation mapping tool, (Valideringskartan), for those who need to find their way among those who assess education and professional experience. 

The map is primarily aimed at validation providers and those providing guidance connected to validation. However, there is no comprehensive website containing all relevant information related to validation. The other national agencies involved in validation have updated information on validation on their respective websites with relevant links for different target groups. 

Awareness-raising and recruitment

From 2016, the National Delegation for Validation is commissioned to follow, support and promote coordination of work to develop validation. In the ministerial report from 2016, Validering med mervärde, the government has emphasised the task of each national authority for promoting and supporting the use of validation within their area of responsibility. The clarified responsibility of each national agency includes easy access to information about validation, for both individuals and practitioners. 

Opportunities for validation is often promoted indirectly and linked to other initiatives, such as enabling access to education and trainings. The sector-specific validations are promoted via sector actors, trade unions and employer organisations. Validation is currently encouraged in relation to the transition support that includes reskilling and upskilling of individuals to better meet the future needs of the labour market. 

Quality assurance

The existing evaluation framework is provided in the national criteria and guidelines of validation in Sweden. There are many tools available to use for quality assurance of validation. However, although the standards and guidelines are available for all providers to use, they are not mandatory. It is recommended to the actors that they use appropriate quality assurance mechanisms in the validation process. However, even though provisions for quality assurance exist for all the areas mentione above, it is not necessarily all aspects of validation processes that are covered and according to the National Delegation for Validation active in 2015-2019, there are still gaps to be filled. External quality assurance features in some, but not all areas, and only for some aspects of the validation work.

Validation methods

Within education, validation methods differ between different actors. For municipal adult education, validation can be initiated by individuals themselves or the school and it is often teachers at the adult education schools who carry out the full validation process under the responsibility of a school principal. Adult education is provided by the municipal authorities with full independency due to the decentralised education system and the National Agency for Education has the national oversight. 

When it comes to validation systems for labour market sectors, considerable efforts have been placed on developing validation systems in Sweden. Sector-specific validation targets individuals with professional experience but without formal documentation of their competences, who want to progress in their careers, apply for new jobs or change professions. 

Validation the third sector is performed and supported to some extent through civic adult education for adults (folkbildning), which is considered to be part of the third sector. 'Folkbildning' is a parallel educational pathway to the formal system, with strong connections to various NGOs covering most of civil society. Folkbildningsrådet, the National Council of Adult Education, was one of the actors included in the expert group appointed to support the National Delegation for Validation. Folkbildning has largely focused on validation of generic skills and competences and focuses on competences acquired via positions of trusts in associations and participations in ‘folkbildning’ activities. Problem-solving, processing information, decision-making processes and cooperation are amongst general competences that 16 are assessed, and the validation often takes place in connection admittance to new courses. EU recommendations on key competences for lifelong learning is a central point of reference. 

Most information in this chapter is based on European inventory on validation of non-formal and informal learning 2023 update, country report for Sweden 2023.