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Initiated by the INHOLLAND University, the project is part of the Lifelong Learning programme, sub programme Erasmus. The main objective of the project is to offer a new method of VPL including students whatever their profiles, social or ethnic origin or professional background, in Higher Education. Eight countries are associated: the Netherlands, the Denmark, Finland, United Kingdom, France, Romania, Slovenia and Switzerland and a third country South Corea. The project is financed thanks to the programme Erasmus of the European Commission.

The different audiences of the ALLinHE project are :
under-represented groups and non-traditional learners : persons aged 50+, ethnic minorities, EU migrants & refugees, disabled people;

professionnals using VPL methods in Higher Education (teachers, councillors, people working in Human Resources (HR), social workers)

key actors (on European, national and local levels) involved in the knowledge society, willing to cretae a dinamic framework and accessible services to support lifelong learning in HE in facilitating uses of mutli-targeted and multi-approached VPL


Learning is more than ever important or valuable, people are encouraged to invest in their potential throughout their lives, taking into account their prior learning. According to EU policy papers, this should also concern the underrepresented groups and non-traditional learners with regard to higher education because the European knowledge-economy needs more higher-educated participation from all. The European agenda on 'the Social Dimension of Education and Training' states that recognising prior learning and providing individualised support enhances participation of underrepresented groups and non-traditional learners in higher education (HE). The strategic framework for European cooperation in education and training (ET2020) supports this.

However, HE-institutions are still considering how to offer/support lifelong learning perspectives and making use of the added value of methods for Validation of Prior Learning (VPL). Some universities develop VPL-practices as an answer to economic and labour market needs; others use VPL as a way to widen access and participation of target groups which are obstructed in getting access to HE. (see: EU University Association: Lifelong Learning Charter (2008), response to 'Innovation Union' strategy (2011)).

Reality therefore calls for action on making HE more accessible for underrepresented groups and non-traditional learners by focusing on flexible lifelong learning-strategies, opened up by a tailor-made VPL-approach.


The crucial question for this project: how to further develop and implement VPL as an effective method in higher education, being able to integrate the selected target groups effectively and quality-assured into lifelong learning at HE-levels?

This question relates to several national priority areas related to VPL and previous experiences and or former projects on accessibility of HE:

  1. further developing and implementing existing national legislation on VPL-enhanced lifelong learning in the domain of HE (NL, FR, FI, DK).
  2. shifting from national projects on integrating VPL in tertiary education-levels to practical implementation in HE (CH, SL, UK, RO).
  3. organising the levels of professionalism in HE to be able to cope with customer-steered and competence-based lifelong learning, like functions of guidance, individualised and flexible teaching/learning, managing flexibilised programmes (all partner-countries).
  4. opening up HE for all citizens with a special focus on underrepresented groups and non-traditional learners (all partner-countries) for the sake of opening learning chances for all.


ALLinHE links the methods of Validation of Prior Learning to a practical strategy for the social inclusion of the target groups.

Transforming existing VPL methodology into a multi-targeted approach not only innovates the methodology of VPL, but also orients HE into learning opportunities for all.

Project outcomes

The expected results of the ALLinHE are:

1) a multi-targeted VPL model : a nationally contextualised application of VPL procedures for target groups in partner countries with diagnostic;
2) a comparartive analysis of the VPL methods and approaches to under-represented (target) groups in HE and in partner countries ;
3) a training program for the HE professionals to learn how to work with VPL model ;
4) a testing of the multi-targeted VPL model with pilot groups (projects target groups) and synthesis of test results, which focus on managing Europe's diversity in VPL approaches ;
5) a transversal analysis of new strategies and methods resulting in a handbook that highlights best practices for HE professionals with multi-targeted VPL-model;

6) an AllinHE network focused on research, test, and evaluations of inclusive VPL practices ;
7) a European Academic Bank Credit System. 


1st of October 2011- 30 th of March 2014


Inholland University of Applied Sciences
Ruud Duvekot
Prof. Bavincklaan 7
1183 AT Amstelveen


iriv conseil

dr Bénédicte Halba
41 rue Hippolyte Maindron
F-75014 Paris
http:// www.iriv.net

JAMK University of Applied Sciences

35 Rajakatu PO Box 207
40 200 Jyväskylä


National Knowledge Centre for Validation of Prior Learning

1 Rudolfgaardsvej
8260 Viby


University of Northampton

Park Campus
Boughton Green Road
NN2 7AL Northampton



41 Parmova
41000 Ljubljana


West University of Timisoara

4 bdv. Parsan V
300223 Timisoara


Stiftung ECAP Schweiz

116 Neugasse
80031 Zürich


South Korea
National Institute for Lifelong Learning- NILE

14-34 Yeoido-dong
150-871 Seoul


South Korea
Seoul National University

1 Gwanak-ro
151-742 Seoul


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