Validation of prior experiential learning has been one of the fundamental topics in European and national LLL strategies for some years now. Relevant targets and requirements are defined in the Common European principles on the identification and validation of non-formal and informal learning. In this paper, it is assumed that VPEL can be of special importance for persons with low formal qualifications (defined here as ISCED 2 or less) because it stands for a shift from a deficit- to a competence-oriented view on this target group. A brief introduction will describe the Austrian situation concerning VPEL as “experimental ground”: there are several public and private practices and projects using VPEL to - enable access to education and training programmes in the formal system, - enable access to exams in order to acquire formal qualifications, certificates and diplomas, - enable access to certificates outside the formal system and - identify and document non-formal and informal learning in individual competence profiles So far there is no overall validation system and only steps taken towards a national strategy. Two of the existing practices will be described in more detail: the first is individualised access to a secondary general school for employed people (AHS-B, Allgemeinbildende höhere Schule für Berufstätige, ISCED 3A). Here the curriculum is modularised, and people who have their prior learning validated can start on different levels in different subjects according to their previous knowledge. Having finished the last module, students can take the final examination in this subject. The validation process includes self-assessment with support by subject teachers. This model of good practice has had an impact on the realignment of schools for employed persons on a larger scale. The second practice is the exceptional admission to the final apprenticeship examination (außerordentliche Zulassung zur Lehrabschlussprüfung, ISCED 3B) in the dual system. Persons who are at least 18 years old and have acquired the corresponding vocational skills and knowledge outside the formal system, for example in professional practice or in courses, and can provide records of such, are able to sit the written and oral/practical examination. Preparation courses are offered in private institutions for adult education, course expenses can mostly be covered by individual allowances. The exam itself does not differ from the "regular" one, examiners and processes are the same for VPEL candidates. Both models have been successfully practised for years. Conclusions will be drawn on success factors and measures possible to further widen access to these VPEL programmes for persons with low formal qualifications.

The paper will based upon studies available and an expert interview for each case study.

Expected success factors are flexible access and flexible time and course structure, guidance and counselling as well as financial support. Further improvements could include more widespread information campaigns and, for the second case study, the modularisation of the examination.