American Journal of Educational Research, 2017, Vol. 5, No. 12, 1218-1222 Available online at http://pubs.sciepub.com/education/5/12/8 ©Science and Education Publishing DOI:10.12691/education-5-12-8 The Importance of Certification of Prior Learning. Practices at European and Non-global Level with Examples of Best Practices Lemonia Boutskou 1,* , Miltiadis Staboulis 2 Department of Educational and Sosial Policy, University of Macedonia, Macedonia *Corresponding author: lemonmp3@gmail.com Abstract The certification of prior learning is an important tool for all countries, contributing to the wider development of the whole and of each state equally. The impact of good practices in certification is observed both in the society, the economy and, of course, education and vocational rehabilitation, even in international relations. For those reasons the EU and other countries prioritize it. Certification of prior learning is also related to the evaluation of learning and the acquisition of qualifications and training. Best practices from different countries can be used as indicative tools to promote new techniques and methods. Keywords: prior learning certification, ECTS, vocational rehabilitation Cite This Article: Lemonia Boutskou, and Miltiadis Staboulis, “The Importance of Certification of Prior Learning. Practices at European and Non-global Level with Examples of Best Practices.” American Journal of Educational Research, vol. 5, no. 12 (2017): 1218-1222. doi: 10.12691/education-5-12-8. 1. Introduction The methods and the evaluation of education and training as well as the main aspirations of the learner are important aspects of the learning process. Depending on whether the evaluation will be used for professional rehabilitation or matching qualifications, etc. relevant measures are expected to be considered. So, it is important to be able to teach people new knowledge and skills taking into consideration their prior experience and educational background. At the same time, depending on the field (natural sciences, humanities, engineering, etc.) or the social, economic and cultural environment, different methods must be chosen and the assessment should be carried out accordingly. For this reason, most countries have established their own criteria, and so have Universities, Businesses and Institutions (HOC, 2005). The concept of "prior learning" is far more complex than one can assume in a first reading. First, it must be understood that assessing prior learning is related to the ability, motives, learning styles, and even the pupil's personality. For its assessment there may be some indicative strategies, but there can be no common, universally acceptable method to assess and certify prior learning [1]. This work will examine both the value and usefulness of prior learning certification and models / best practices from different countries. 2. Importance of Prior Learning Certification Due to the fact that knowledge is in any case divided into informal and formal, there must be some common criteria when applying it for assessing the person's ability to acquire new knowledge. So, the evaluation of prior learning to facilitate the further acquisition of knowledge through teaching, can be a combination of "traditional" examination strategies and personalized tools used by teachers properly trained in the use of such tests. The assessment, then, becomes a base for teaching and guidance ([2], p. 145-186). It is understood that the lack or the inadequate understanding of teachers about the cognitive background of learners may be a serious problem. A teacher's awareness of misconceptions in prior learning can be used effectively in future teaching. This is a recurring topic in the literature on previous knowledge. The background of teachers itself also acquires great importance ([3], p. 134). The importance of certification of prior learning and knowledge can be observed through the evaluation of the specific and significant policies and objectives of the state and the EU on the matter. These areas include: A) Lifelong Learning Lifelong Learning is an ideal and much more than a simple political and socio-economic goal. While many believe that only higher education aims at ensuring better vocational rehabilitation, it essentially covers from early childhood up to old age. It also includes both traditional and alternative forms of learning. For the EU, it may concern the improvement of cognitive competence, vocational training, social and cultural development and progress. It is then, through the use of European programs and funds that lifelong learning is addressed to both Member States of the Union and partner countries.