Migrants and refugees
inform national RVA policies and frameworks for migrants and refugees, and support simple and effective mechanisms for their skills recognition. The project will focus initially on selected target countries, with the aim of including more countries as the project evolves. This will require the involvement of major stakeholders: authorities, employers and trade unions, as well as NGOs and target group organizations.
foster knowledge-sharing among countries at the macro-, meso- and micro-levels. Policy dialogue and the sharing of best practice will be achieved by drawing on UIL’s extensive networks and communication channels.
Addressing the needs of migrants and refugees for skills recognition and development at the national and local levels requires setting standards, developing mechanisms and coordinating actions. In recent years, UIL has made major progress in this field through:
- the UNESCO guidelines for the recognition, validation and accreditation of the outcomes of non-formal and informal learning (UIL, 2012), which provide a set of principles and key areas of action to assist countries in developing or improving structures and procedures to recognize the outcomes of all forms of learning;
- the ‘Global Observatory of Recognition, Validation and Accreditation of Non-formal and Informal Learning (UIL, n.d.), which collates and disseminates best practices from RVA systems at different stages of development in order to contribute to policy and practice in UNESCO Member States;
- the ‘Global Inventory of Regional and National Qualifications Frameworks’ (Cedefop et al., 2017, 2019), a joint project between UIL, the Policies and Lifelong Learning Systems at UNESCO Headquarters, the European Training Foundation (ETF) and the European Centre for the Development of Vocational Training (Cedefop) that analyses the implementation of learning pathways in 100 countries biennially;
- a UIL publication specifically targeting flexible pathways and RVA mechanisms for refugees, ‘Pathways to empowerment: Recognizing the competences of Syrian refugees in Egypt, Iraq, Jordan, Lebanon and Turkey’ (Singh, 2018), which stresses the importance of developing comprehensive RVA mechanisms for refugees as part of host governments’ ongoing education and training reforms in order to avoid fragmented and ad hoc projects.