In Slovenia there is no single overarching legal framework for validation of prior learning. While on the level of vocational education the system of professional qualifications provides a tool for validation of prior learning and parts of qualifications as well as full qualifications can be obtained through validation of non-formal and informal learning, validation on the HE level is completely decentralised. The legal framework for validation of prior learning in HE is currently provided by the Act on Higher Education (2012), which recognises the right of students to validation of prior learning, and every HE institution is now required to provide validation of non-formal and informal learning. However, the definition of the procedures and standards for validation are left to HE institutions themselves.
In 2015 the Act on National Qualifications Framework was adopted, which will provide a basis for creation of a national system for validation of prior learning, encompassing all levels of education.
VPL in Higher Education
Validation of prior learning in HE is completely decentralised, the definition of procedures and standards for validation is left to the HE institutions themselves and can differ significantly between different institutions. Although introduction of a single national validation framework encompassing all levels of education is planned on the basis of the Slovenian Qualifications Framework (SQF), HE institutions will at first retain their autonomy.
Possibilities for validation of prior learning for the purpose or enrolment or re-enrolment in study programmes are common at the level of HE, as VPL is stipulated by the Act on Higher Education, however, not much has been done to raise awareness about these opportunities. In HE single courses, parts of courses and modules (ECTS points) can be obtained through validation, degrees, however, can only be obtained through enrolment and completing at least a part of a study programme at a HE institution.
Validation against learning outcomes is not very common in Slovenia and few HE institutions have yet implemented learning outcomes in their study programmes.