In January 2007, the National center for mathematics education (NCM), at the University of Gothenburg, was commissioned by the Validation Delegation to initiate work on the validation of adult´s proficiency in mathematics.
In the report, which should be regarded as a position paper, the authors have analysed and reviewed the problems connected to validation from a number of different perspectives. They have also tried to achieve a synthesis of the ideas and aspects which they believe are essential for developing more concrete methods for organising validation. Their analysis builds on the findings of research from different theoretical approaches, disciplines and traditions, and on policy documents concerning adult learning, as well as many years of personal experience from adult education. The synthesis also reflects an approach to the individual and to knowledge, and thus has an ethical as well as an epistemological dimension.