Digital validation of skills in non-formal learning in Europe
DOI:
https://doi.org/10.61007/QdC.2026.1.406Keywords:
youth participatory learning, micro-credentials, european policies, multilevel governance, non-formal education, digitalizationAbstract
The increasing digitalisation of educational and civic processes amplifies the need to recognise skills acquired in non-formal education settings, particularly within youth participatory learning. However, the fragmentation of validation models across Europe exacerbates intragenerational inequalities and limits the transferability of competences, hindering the development of significant learning pathways. This paper aims to analyse the role of youth participatory learning and micro-credentials within European policies for education and youth participation. Particular attention is given to the multilevel validation of competences acquired in non-formal learning settings, such as those offered by local youth councils. The research adopts a methodological approach based on an in-depth analysis of academic literature and studies conducted by European institutions on the subject. Expected outcomes include a critical analysis of the main barriers hindering the full implementation of micro-credentials and multilevel validation of competences, as well as potential avenues for improvement.
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