The overall aim of validation is to make visible and value the full range of qualifications and competences held by an individual, irrespective of where these have been acquired. The purpose of this validation may be formative (supporting an on-going learning process) as well as summative (aiming at certification).

The validation of non-formal and informal learning is also considered a top priority by several NGOs, for the modernisation of education and training systems in Europe.

REF: European Civil Society Platform on Lifelong Learning (2012): Validation - LLL-Mag #1, European Commission, Directorate-General for Education and Culture (2009): European Guidelines for Validating Non-formal and Informal Learning, Luxembourg.

See also: Accreditation; certificate; certification; competences; evaluation; qualification

Voluntary activities are understood as comprising all kinds of voluntary engagement. They are characterised by the following aspects: open to all, unpaid, undertaken of own free will, educational (non-formal learning aspect) and added social value.

REF: European Commission (2004): Communication from the Commission to the Council, COM (2004) 337, 30.4.2004 - Proposed common objectives for voluntary activities among young people in response to the Council Resolution of 27 June 2002 regarding the framework of European cooperation in the youth field.

See also: Citizenship; certification; European Voluntary Service; multidimensional citizenship; voluntary sector; voluntary service; volunteering

The voluntary sector (also non-profit sector or ‘not-for-profit’ sector) encompasses social activities undertaken by non-governmental and non-profit organisations. Another term to define it is ‘third sector’ by contrast with the public sector and the private sector.

See also: Civil society; European Voluntary Service; voluntary activities; voluntary service; vounteering

Voluntary service is understood as being part of voluntary activities and is characterised by the following additional aspects: fixed period (no matter if short or long-term); clear objectives, contents and tasks; structure and framework; appropriate support, legal and social protection. The European Commission supports the European Voluntary Service (now part of the Erasmus Plus  Programme), setting quality standards for it. The European Voluntary Service (EVS) offers young people the opportunity to express their personal commitment through full-time voluntary work in a foreign country within or outside the EU.

REF: Youth in Action program (2011): EVS training and evaluation cycle. Guidelines and minimum quality standards and European Commission (2004): Communication from the Commission to the Council, COM (2004) 337, 30.4.2004 - Proposed common objectives for voluntary activities among young people in response to the Council Resolution of 27 June 2002 regarding the framework of European cooperation in the youth field.

See also: Civil society; civic service; Erasmus Plus; European Commission; European Voluntary Service; voluntary activities; volunteering

Volunteering refers to an activity or a set of activities which take places through a non-profit or a community organisations, with no financial payment for the work done by the volunteer. The volunteering experience might be portrayed as a set of learning opportunities and personal or professional development for the volunteer, having as aim to be of benefit to the community. The volunteer involved with the activities might be a professional in the field offering the expertise and aiming at supporting the individuals and impacting the communities’ development, or might be ones involved with activities with no link to their profession, but driven by personal motivation and willingness to help.

REF: The Centre for Volunteering, What is Volunteering?

See also: Civil society; European Voluntary Sector; Erasmus Plus; voluntary activities; voluntary sector; voluntary service

In their attempt to support all young people across Europe, the European institutions have used different terms to address the most disadvantaged young people. This includes ‘young people with less opportunities’, and ‘vulnerable young people’.

Vulnerability has both a structural and a relational component, meaning that:

• Some persons/groups become vulnerable as a consequence of the social organisation of a given society
• “An accumulation of negative experiences in contact with social institutions leads towards a negative social perspective”

At the European level several initiatives exist that try to accumulate knowledge about the challenges faced by young people in a vulnerable situation. To provide an example, the Partnership between EU and CoE in the youth field has launched a project on mapping of barriers to social inclusion for young people in vulnerable situations. This is in order to explore obstacles around Europe and show concrete examples of how policy and practice have helped overcome obstacles in specific contexts.

REF: Vettenburg, Nicole et al. (2013). Societal vulnerability and adolescent offending: The role of violent values, self-control and troublesome youth group involvement. European Journal of Criminology, 10 (4), 444-461

Additional information: EU-CoE Youth Partnership aims and objectives.

See also: Council of Europe; disability; educational difficulties; exclusion; NEETS; social exclusion; social inclusion; young people; young people with fewer opportunities