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Should provision for validation of non-formal and informal learning be an integrated part of NQF developments? o What are the arguments in favour of this? o What are the arguments against such an integrated approach?
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To what extent can validation use the same standards and references as formal education and training?
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What could be the relationship between validation of non-formal and informal learning and emerging and existing credit transfer systems at national and European level (for example ECVET)?
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Which of the 9 challenges listed in Annex 1of this note are of particular importance for NQF developments?
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