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.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Akkök, F. (2019). European inventory on validation of non-formal and informal learning 2018 update. Country report: Turkey. [Online] Available at: https://cumulus.cedefop.europa.eu/files/vetelib/2019/european_inventory_validation_2018_Turkey.pdf. Accessed 16 Aug 2021.
Ball, C. (2019). European inventory on validation of non-formal and informal learning 2018 update. Country report: Germany. [Online] Available at: https://cumulus.cedefop.europa.eu/files/vetelib/2019/european_inventory_validation_2018_Germany.pdf. Accessed 25 Aug 2021.
Batalova, Jeanne., Fix, Michael and Bachmeier., James D. (2016). Untapped talent: the costs of brain waste among highly skilled immigrants in the United States. Washington DC: Migration Policy Institute, New American Economy, and World Education Services. [Online] Available at: https://www.migrationpolicy.org/sites/default/files/publications/BrainWaste-FULLREPORT-FINAL.pdf
Brücker, H., Glitz, A., Lerche, A., & Romiti, A. (2015). Occupational immigration and immigrant labour market outcomes [unpublished manuscript]. Society of Labour Economists. https://www.sole-jole.org/assets/docs/16456.pdf
CEDEFOP. (2016). How to make visible and value refugees’ skills and competences. Thessaloniki: European Centre for the Development of Vocational Training
Cedefop. (2019). Coordinating guidance and validation. Luxembourg: Publications Office of the European Union. Cedefop research paper; No 75. http://data.europa.eu/doi/10.2801/801290
CEDEFOP, ETF (European Training Foundation), UNESCO & UIL (UNESCO Institute for Lifelong Learning). (2017). Global inventory of regional and national qualifications frameworks. Vols. 1 and 2. Hamburg: UIL.
Duvekot, R., & Duvekot, R. C., with Royo, C., & Uras, F. (2018). Validation of non-formal and informal learning for higher educated refugees and migrants – A VINCE case studies report, [Online] Available at: https://vince.eucen.eu/wp-content/uploads/2018/11/VINCEWP2Op2-5Final19Oct18.pdf. Accessed 16 Aug 2021.
Duvekot, R., & Valdés-Cotera, R. (2019). Recognising prior learning experiences of migrants and refugees for inclusion (pp. 60–70). s.l.: European Centre for the Development of Vocational Training, European Training Foundation, United Nations Educational, Scientific and Cultural Organisation, and UNESCO Institute for Lifelong Learning.
Duvekot, R. C. (2016). Leren Waarderen. Een studie van EVC en gepersonaliseerd leren [Valuing learning: A study of VPL and personalised learning], Thesis, Houten, CL3S, [Online] Available at: http://cl3s.com/leren-waarderen-download. Accessed 16 Aug 2021.
Duvekot, R.C., Karttunen, A., Noack, M., & Van den Brande, L. (2020). Making policy work. Validation of prior learning for education and the labour market. Houten/Gütersloh, EC-VPL/Bertelsmann Stiftung, Series VPL Biennale 7. https://ec-vpl.nl/download/entry/162/
European Commission. (2017). Peer review on competence check for the labour market integration of female refugees: Synthesis report. Luxembourg: Publications Office of the European Union. [Online] Available at: https://ec.europa.eu/social/BlobServlet?docId=18628&langId=en
Government of Quebec. (2002). Learning throughout life. Government policy on adult education and continuing education and training. Québec: Bibliothèque nationale.
Hawthorne, L. (2013). Recognizing foreign qualifications. Washington DC: Migration Policy Institute.
India MSDE. (2018). Annual report 2017–2018. Progressing towards an empowered India. [Online] Available at: https://www.msde.gov.in/sites/default/files/2019-09/Annual%20Report%202017-2018%20%28English%29.pdf
International Organization for Migration (IOM). (2013). Recognition of qualifications and competences of migrants. Brussels: IOM. [Online] Available at: https://ec.europa.eu/social/BlobServlet?docId=9933&langId=en
International Organization for Migration (IOM). (2018). World migration report 2018. Geneva: IOM. [Online] Available at: https://www.iom.int/sites/default/files/country/docs/china/r5_world_migration_report_2018_en.pdf. Accessed 16 Aug 2021.
International Organization for Migration (IOM). (n.d). Key migration terms. [Online] Available at: https://www.iom.int/key-migration-terms
Kirk, J. (Ed.). (2009). Certification counts: Recognizing the learning attainments of displaced and refugee students. Paris: International Institute for Educational Planning.
Kovacheva, V. and Grewe, M. (2015). Migrant workers in the german healthcare sector. Hamburg: Hamburg Institute of International Economics.
Mathou, C. (2019). European inventory on validation of non-formal and informal learning 2018 update. Country report: France. [Online] Available at: https://cumulus.cedefop.europa.eu/files/vetelib/2019/european_inventory_validation_2018_France.pdf. Accessed 16 Aug 2021.
Mendoza, D. R., Papademetriou, D. G., Desiderio, M. V., Salant, B., Hooper, K., & Elwood, T. (2017). Reinventing mutual recognition arrangements: Lessons from international experiences and insights for the ASEAN region. Manila: Asian Development Bank. [Online]. Available at: https://www.migrationpolicy.org/sites/default/files/publications/ADB-MPI-IntlComparison-FINAL.pdf
Murphy, I. (2019). European inventory on validation of non-formal and informal learning 2018. Thematic report: Validation of non-formal and informal learning for migrants and refugees. [Online] Available at: https://www.cedefop.europa.eu/en/events-and-projects/projects/validation-non-formal-and-informal-learning/european-inventory. Accessed 16 Aug 2021.
OECD (Organisation for Economic Co-operation and Development). (2014). International migration outlook 2014. Paris: OECD.
Rietig, V. (2016). Moving beyond crisis: Germany’s new approaches to integrating refugees into the labour market. Washington DC: Migration Policy Institute
Sen, A. K. (2000). What is development about? In G. M. Meier & J. E. Stiglitz (Eds.), Frontiers of development economics: The future in perspective (pp. 506–513). New York: Oxford University Press.
Singh, M. (2015). Global perspectives on recognising non-formal and informal learning: Why recognition matters. [Online] Available at: https://unesdoc.unesco.org/ark:/48223/pf0000233655. Accessed 16 Aug 2021.
Singh, M. (2018). Pathways to empowerment: Recognizing the competences of Syrian refugees in Egypt, Iraq, Jordan, Lebanon and Turkey. [online] Available at: https://unesdoc.unesco.org/ark:/48223/pf0000262918. Accessed 16 Aug 2021.
Souto-Otero, M., & Villalba-Garcia, E. (2015). Migration and validation of non-formal and informal learning in Europe: Inclusion, exclusion or polarisation in the recognition of skills? International Review of Education, 61(5), 585–607.
Sumption, M., Papademetriou, D. G., & Flamm, S. (2013). Skilled immigrants in the global economy: Prospects for international cooperation on recognition of foreign qualifications. Migration Policy Institute. [online] Available at: https://www.migrationpolicy.org/sites/default/files/publications/CredMRAs-FINAL_0.pdf
UIL. (2012). UNESCO guidelines for the recognition, validation and accreditation of the outcomes of non-formal and informal learning. [online] Available at: https://unesdoc.unesco.org/ark:/48223/pf0000216360. Accessed 16 Aug 2021.
UIL. (2020). Embracing a culture of lifelong learning: Contribution to the futures of education initiative: Report: A transdisciplinary expert consultation. [online] Available at: https://unesdoc.unesco.org/ark:/48223/pf0000374112. Accessed 16 Aug 2021.
UIL. (2022). Making lifelong learning a reality: A handbook. Hamburg: UIL.
UIL. (2023a). Skillsets in transit: Understanding recognition, validation and accreditation of learning outcomes for migrants and refugees.
UIL. (2023b). A journey to inclusion: RVA for migrants and refugees around the world. Hamburg: UIL (forthcoming).
UN. (2020). Refugees and migrants. Definitions. [Online] Available at: https://refugeesmigrants.un.org/definitions. Accessed 16 Aug 2021.
UN DESA. (2019). International migrant stock 2019. [Online] Available at: https://www.un.org/en/development/desa/population/migration/publications/migrationreport/docs/MigrationStock2019_TenKeyFindings.pdf. Accessed 16 Aug 2021.
UNESCO, Global Education Monitoring Report Team. (2018). What a waste: Ensure migrants and refugees’ qualification and prior learning are recognized. [Online] Available at: https://unesdoc.unesco.org/ark:/48223/pf0000366312. Accessed 16 Aug 2021.
UNESCO, Institute for Lifelong Learning (UIL). (2016). India RVA country profile in education and training. [Online] Available at: https://uil.unesco.org/document/india-rva-country-profile-education-and-training
UNHCR (United Nations High Commissioner for Refugees). (2020). Global trends: Forced displacement in 2020 [PDF] UNHCR. Available at: https://www.unhcr.org/60b638e37/unhcr-global-trends-2020. Accessed 16 Aug 2021.
Ure, B. U. (2015). How informal and non-formal learning is recognised in Europe. Norway – Country report. Gütersloh: Bertelsmann Stiftung.
Wahby, S., Ahmadzadeh, H., Corabatir, M., Hashem, L., & Al Husseini, J. (2014). Ensuring quality education for young refugees from Syria (12–25 years): A mapping exercise. Oxford: Refugee Studies Centre, University of Oxford.
Werquin, Patrick. (2016). International Perspectives on the Definition of Informal Learning. In: Rohs, Matthias (eds) Handbuch Informelles Lernen. Wiesbaden: Springer VS Wiesbaden, pp. 39–64.
Yang, J. (2015). Recognition, validation and accreditation of non-formal and informal learning in UNESCO member states. [Online] Available at: http://inno-val.eu/wp-content/uploads/2018/09/Recognition-and-validation-UNESCO-1.pdf. Accessed 16 Aug 2021.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Section Editor information
Rights and permissions
Copyright information
© 2023 Springer Nature Switzerland AG
About this entry
Cite this entry
Macauley, M., Duvekot, R., Berthier, Y.J. (2023). Non-formal and Informal Learning: A Gateway to Lifelong Learning for All. The Case of Migrants and Refugees. In: Evans, K., Lee, W.O., Markowitsch, J., Zukas, M. (eds) Third International Handbook of Lifelong Learning. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-031-19592-1_65
Download citation
DOI: https://doi.org/10.1007/978-3-031-19592-1_65
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-19591-4
Online ISBN: 978-3-031-19592-1
eBook Packages: EducationReference Module Humanities and Social SciencesReference Module Education