Exploring How Validation of Prior Learning (VPL) Empowers Individuals and Institutions in an Irish and Finnish Context

Abstract

This paper explores holistic and learner-centered approaches to the validation of prior learning (VPL) and appraises how the central tenet of recognition is achieved through a dialogical approach. Using case studies across two systems, the essay explores VPL journeys that encourage learners to name their skills, past experiences, and achievements through an accreditation process that redresses the imbalance between formal and informal learning. The essay provides an overview of the centrality of this dialogical approach and highlights how VPL has been used to support access, transfer, and progression for a diverse range of applicants in Ireland and Finland. The Finnish model focuses on the role of youth workshops in facilitating entry into vocational training, while the Irish National Framework of Qualifications (NFQ) provides structured pathways for skill recognition and career advancement. These Vocational Education and Training (VET) examples offer insights from individual, institutional, and societal perspectives regarding the benefits of VPL. At their core, these holistic and learner-centered approaches to VPL align with the fundamental human need for recognition.