In the context of globalization and the shift toward a knowledge-based economy, the recognition of learning outcomes from practical experience – known as APEL.Q (Accreditation of Prior Experiential Learning for Qualifications) – is becoming an essential trend. Turkey is among the pioneering countries experimenting with and implementing this model as part of its lifelong learning strategy and efforts to enhance national competitiveness.
1. Establishing the Foundation from the National Qualifications Framework (NQF)
Turkey’s alignment of its National Qualifications Framework (NQF) with the European Qualifications Framework (EQF) demonstrates a clear commitment to building an open, flexible educational ecosystem capable of integrating non-formal and informal learning. This is a critical prerequisite for realizing competence recognition programs aligned with APEL.Q standards.
2. Competence Validation Ecosystem: Diverse – Flexible – Technology-Driven
VITA Project:
Utilizing ICT-based assessment technology, VITA is a prime example of integrating technology to validate competences acquired across diverse learning contexts. The project emphasizes the assessment of Social, Personal, and Organizational Competences (SPOC) at Level 5 of the NQF, thereby providing opportunities to transition into formal education programs.
CREAM Project:
Focusing on the cultural sector—where creativity and job instability are high—the project developed a blended mentoring approach to both train and validate the informal skills of cultural managers. This is a pioneering step in bringing skill validation into the creative industries, which are often overlooked by traditional education systems.
Automotive Sector ECVET Initiative:
The goal is to enhance the transferability and mobility of labor across the European region. By recognizing skills obtained through various national systems, the project facilitates labor and learner mobility among countries, contributing to the creation of a unified EU labor market.
Competence Validation for Immigrants Project:
This is a humanitarian and strategic effort to recognize professional skills acquired through real work experience by immigrants in countries such as Turkey, Bulgaria, and Romania. The project supports social integration, increases labor market participation, and leverages valuable but previously unrecognized human resources.
3. Lessons Learned and Policy Recommendations
From the above examples, several key lessons can be drawn:
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APEL.Q is not just an assessment tool; it is a lever for establishing a flexible, multidimensional, and equitable learning ecosystem.
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Technology adoption is a catalyst for the efficiency and scalability of competence validation systems.
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Multi-stakeholder involvement – from government and NGOs to businesses—is a prerequisite for effective and sustainable validation models.
4. Strategic Directions for the Future
Turkey is gradually affirming its pioneering role in the region in implementing lifelong learning through APEL.Q. However, to ensure sustainable development and broad impact, the country needs to:
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Continue refining the National Qualifications Framework (NQF) and strengthening its connection with the EQF
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Develop a clear national action plan for its lifelong learning strategy
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Establish effective dialogue and cooperation mechanisms among stakeholders, especially between the public sector, private sector, and labor market
Conclusion
Turkey’s implementation of the APEL.Q model is a successful example of transforming experiential value into academic and professional value. It proves that, with the right investment, the recognition of non-formal and informal learning can become a strategic tool in enhancing human capability, promoting socio-economic development, and achieving international integration.
References
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CEDEFOP (2014). European inventory on validation of non-formal and informal learning 2014: Country report Turkey. Accessed at: http://libserver.cedefop.europa.eu/vetelib/2014/87078_TR.pdf
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UIL, ETF, & CEDEFOP (2015). Global Inventory of Regional and National Qualifications Frameworks – Volume II: National and Regional Cases. Hamburg: UNESCO Institute for Lifelong Learning. Accessed at: http://unesdoc.unesco.org/images/0023/002351/235123e.pdf
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UNESCO Institute for Lifelong Learning. APEL.Q pathways to lifelong learning – Turkey’s validation practices. Based on compiled content at UNESCO UIL