In the context of globalization and the growing demand for lifelong learning, recognizing work experience as formal qualifications has become an important trend in higher education and vocational training. The Netherlands has developed the Erkenning Verworven Competenties (EVC) system – also known as the Recognition of Acquired Competencies, enabling individuals to convert practical experience into skill certifications or academic credit exemptions.
This system has many similarities with APEL.Q (Accreditation of Prior Experiential Learning for Qualifications) of MI Swiss but also has some key differences. This article provides an in-depth analysis of EVC in the Netherlands, compares it with APEL.Q of MI Swiss, and evaluates the applicability of both systems in education and the labor market.
1. The EVC System (Recognition of Acquired Competencies) in the Netherlands
1.1. Overview of the EVC System
Erkenning Verworven Competenties (EVC) is an official process in the Netherlands that helps individuals convert practical experience into professional skill certifications or exemptions from credits in university and vocational training programs.
1.2. Objectives of EVC
- Recognize practical skills without requiring formal retraining.
- Help workers enhance their qualifications and career development.
- Facilitate job transitions for workers.
- Support migrant labor integration by recognizing prior competencies.
▶ Reference: Dutch Ministry of Education
1.3. How EVC Works
EVC can be applied in various fields, especially business management, healthcare, and technology.
The EVC process includes the following steps:
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Application Submission
- Applicants complete a registration form, detailing their practical experience.
- Provide supporting documents (employment contracts, completed projects, reference letters from companies, etc.).
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Application Review
- EVC experts analyze and compare the applicant’s skills with the Dutch National Qualifications Framework (NLQF).
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Competency Assessment Interview
- Applicants may be required to complete a competency test or job simulation.
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Comparison with Training Standards
- Assessment results are compared with the training programs of universities or vocational training centers.
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Certification or Credit Exemption
- If the applicant meets the criteria, they will receive a competency certificate or credit exemption.
- If the applicant does not fully meet the criteria, they may be required to complete short supplementary courses.
▶ Real-life Example:
A healthcare worker with over three years of experience in nursing but without formal qualifications can use EVC to obtain a nursing certification without having to start from scratch.
2. Comparison of EVC (Netherlands) and APEL.Q (MI Swiss)
Both EVC (Netherlands) and APEL.Q (MI Swiss) are systems for recognizing practical experience to grant qualifications or credit exemptions, but they have some key differences.
| Criteria | EVC (Netherlands) | APEL.Q (MI Swiss) |
|---|---|---|
| Governing Body | Dutch Ministry of Education & Institutions | MI Swiss (Swiss Information and Management Institute) |
| Target Audience | Workers with experience but without formal qualifications | Workers with experience aiming for formal qualifications |
| Experience Requirement | Minimum of 3 years of practical experience | Minimum of 5 years of specialized work experience |
| Assessment Method | Portfolio + Interview + Practical Evaluation | Portfolio + Interview + Research Paper |
| Outcome | Awarding of a skill certificate or credit exemption | Awarding of a UK national qualification, with potential for cross-recognition agreements |
| International Recognition | Primarily recognized in the Netherlands and the EU | More widely recognized in Switzerland, the EU, the UK, and Australia |
| Main Application | Supports career transitions or professional advancement | Supports candidates seeking international employment or academic progression |
3. Strengths and Limitations
3.1. Strengths of EVC
✅ Easily accessible: Does not require extensive experience, only a minimum of 3 years.
✅ Focuses on practical skills: Suitable for vocational workers, especially in healthcare, engineering, and technology.
✅ Supports migrant labor integration: Helps foreign workers gain skill recognition in the Netherlands.
3.2. Limitations of EVC
❌ Limited international recognition: Primarily acknowledged within the Dutch education and labor system, with limited use outside the EU.
❌ Does not grant formal degrees: Only provides certification or credit exemptions, not an independent university degree.
3.3. Strengths of APEL.Q
✅ More widely recognized: Accepted in multiple international education systems.
✅ Supports academic progression: Allows for course exemptions or the awarding of formal degrees without requiring full coursework.
✅ Applicable in various fields, including business, technology, healthcare, and management.
3.4. Limitations of APEL.Q
❌ Higher experience requirement (minimum of 5 years), making it less accessible than EVC.
❌ Requires completion of an essay or research project, demanding higher academic skills compared to EVC.
4. Conclusion
Both EVC (Netherlands) and APEL.Q (MI Swiss) help individuals gain recognition for practical experience and achieve academic certification. However, there are significant differences between the two systems:
- EVC is suitable for workers with experience but without formal qualifications, allowing them to quickly validate skills for career advancement or job transitions.
- APEL.Q is ideal for professionals with extensive experience who aim to obtain formal degrees or receive credit exemptions within the higher education system.
Ultimately, the choice between EVC and APEL.Q depends on the learner’s goals and labor market needs.
References
- Dutch Ministry of Education, Culture and Science. (2025). Recognition of Acquired Competencies (EVC) in the Netherlands. Retrieved from: https://www.rijksoverheid.nl/onderwerpen/leven-lang-leren
- European Commission. (2025). Validation of Non-Formal and Informal Learning in the European Union: The Case of EVC in the Netherlands. Retrieved from: https://europa.eu/europass/en/european-qualifications-framework-eqf
- Dutch National Qualifications Framework (NLQF). (2025). Comparison of NLQF and European Qualifications Framework (EQF). Retrieved from: https://www.nlqf.nl
- Dutch Association for Recognition of Acquired Competencies (NOREG). (2025). EVC: The National Framework for Recognition of Work Experience. Retrieved from: https://www.noreg.nl
- OECD. (2025). Recognition of Prior Learning and Skills Development: A Comparative Study of the Netherlands and Other EU Countries. Retrieved from: https://www.oecd.org/education/lifelong-learning-rpl.htm
- MI Swiss (Swiss Information and Management Institute). (2025). Accreditation of Prior Experiential Learning (APEL.Q) Framework for Higher Education. Retrieved from: https://apelq.com
- UK Quality Assurance Agency (QAA). (2025). Accreditation of Prior Learning in the UK and Its International Applications. Retrieved from: https://www.qaa.ac.uk/quality-code/assessment-of-prior-learning
- World Economic Forum. (2024). The Future of Skills and Recognition of Prior Learning in a Changing Workforce. Retrieved from: https://www.weforum.org/reports/the-future-of-jobs
- European Training Foundation (ETF). (2025). Vocational Education and Recognition of Prior Learning: The Case of the Netherlands. Retrieved from: https://www.etf.europa.eu/en/publications/recognition-of-prior-learning
- UK ENIC (UK National Recognition Information Centre). (2025). Recognition of Non-Traditional Learning Pathways: Comparing EVC and APEL.Q. Retrieved from: https://www.enic.org.uk
- International Labour Organization (ILO). (2025). Upskilling and Career Mobility: The Role of Recognition of Prior Learning in Workforce Development. Retrieved from: https://www.ilo.org/global/research/rpl-workforce-development
- RAND Corporation. (2025). Comparing International Models of Recognition of Prior Learning: A Focus on the Netherlands and Switzerland. Retrieved from: https://www.rand.org/research/projects/recognition-of-learning.html
- McKinsey & Company. (2025). How Recognition of Prior Learning Enhances Career Growth and Labor Market Competitiveness. Retrieved from: https://www.mckinsey.com/workforce-transformation
- Harvard Business Review. (2025). The Value of Prior Learning Assessment in Executive Education and Career Progression. Retrieved from: https://hbr.org/2025/value-of-prior-learning
- British Council. (2025). Recognition of Prior Learning in the Netherlands and Switzerland: A Comparative Analysis. Retrieved from: https://www.britishcouncil.org/education
- World Bank. (2025). Recognition of Work Experience for Educational Credentials: Global Practices and Policy Implications. Retrieved from: https://www.worldbank.org/en/topic/skillsdevelopment
- LinkedIn Learning. (2024). The Growing Role of Recognition of Prior Learning in Higher Education and Vocational Training. Retrieved from: https://learning.linkedin.com
- UNESCO Institute for Lifelong Learning. (2025). Recognition, Validation, and Accreditation of Prior Learning for Skills Development. Retrieved from: https://uil.unesco.org/lifelong-learning/recognition-prior-learning
- Boston Consulting Group. (2025). The Impact of Recognition of Prior Learning on Professional Development and Labor Mobility. Retrieved from: https://www.bcg.com/en-us/publications/2025/rpl-and-career-development
- European Centre for the Development of Vocational Training (Cedefop). (2025). EVC and Recognition of Skills in the EU: Policies and Implementation Strategies. Retrieved from: https://www.cedefop.europa.eu/en/publications/recognition-of-skills
Note: This document serves as a reference.