A new validation model built on personal resources management and dialogical validation
This essay addresses a persistent gap in validation systems: the limited role of the learner’s own voice in recognition processes—especially for refugees and migrants whose learning histories are often fragmented or undocumented. Although validation frameworks increasingly recognise non-formal and informal learning, they still tend to treat learners as passive recipients rather than active agents.
The essay introduces an integrated validation model that combines Personal Resources Management (PRM) and Dialogical Validation (DV) within an Agency–Affordance Framework. This approach shifts validation from external measurement toward guided self-discovery, restoring agency and enabling learners to articulate their competencies, aspirations, and personal norms.
Drawing on complementary theoretical perspectives and two case studies—CAMPLUS in Iraqi refugee camps and the Refugee Talent Hub in the Netherlands—the essay demonstrates how learner-centred validation fosters both individual empowerment and systemic change.
Keywords: validation, learner agency, PRM, dialogical validation, refugees, migrants
2025 #9 PLAIO -Duvekot -The Learner’s Voice at the Center