Non-formal and Informal Learning: A Gateway to Lifelong Learning for All. The Case of Migrants and Refugees

Abstract

This chapter seeks to provide an understanding of how to better integrate migrants and refugees as target groups into national and regional recognition, validation and accreditation (RVA) policies and practices. It therefore aims to contribute to discussions on building inclusive and high-quality learning processes that can create lifelong learning opportunities for migrants and refugees.

The first part of this chapter explores the rationale behind developing inclusive RVA policies. The authors highlight the role of RVA in enhancing migrants’ and refugees’ socio-economic integration, in promoting labor market mobility, in enhancing equity, and in fostering human and skills development. The authors further argue that, by placing learners at the center of lifelong learning processes, RVA enables individuals to recognize themselves as part of the learning ecosystem, and helps to develop sustainable and inclusive learning ecosystems.

The second part of this chapter focuses on the processes for the implementation of robust RVA systems, ideally consisting of four interconnected pathways: outreach, assessment, validation, and post-validation. Here, the authors provide concrete examples of good practices drawn from the literature and field research carried out by the UNESCO Institute for Lifelong Learning (UIL).

The third and final part of the chapter features a set of policy recommendations for improving the effectiveness of inclusive RVA mechanisms, and for enhancing their responsiveness to the educational, socio-economic, and labor market needs of refugees and migrants worldwide.