Innovative instruments for the accreditation of vocational learning outcomes: recognition and validation of prior learning in vocationally related education in Ireland

This paper seeks to outline the key aspects of the validation and recognition of prior learning in the vocational education sector in Ireland In line with the current EU CREDIVOC project special attention will be paid to the common sector area, in this case engineering. McCarthy et al (2001) suggest that ‘VET systems can only be adequately understood with reference to the dynamic set of interrelationships between the education and training systems, the industrial relations system, the organizational structure of industry, and the class and status relations of the wider society as reflected in its political system’ (p. 425). It is important to observe that the context of any situation is relevant, not more so than in Ireland due to the rapid economic growth the country has experienced in the last ten to fifteen years. With Europe’s drive to consolidate its policies within the economic sectors through its members towards a knowledge economy (Brinkley & Lee 2006) the streamlining and harmonization of qualifications systems is key to this success. To help with this success it is firstly important to map current trends throughout Europe in vocational sectors