Promoting RVA for social inclusion
To review trends and policies in RVA for social inclusion, UIL provides opportunities for knowledge-sharing and learning from best practice in developing RVA systems that are accessible to all.
1.‘Towards a policy framework for recognizing and certifying non-formal education and learning of Syrian refugees’
In line with UNESCO’s role in education in emergencies and protracted crises, UIL has undertaken the mapping exercise ‘Towards a policy framework for recognizing and certifying non-formal education and learning of Syrian refugees: Mapping current practice and social context in Lebanon, Jordan, Iraq, Egypt and Turkey and learning from international best practice’. The aim of this exercise is to guide Member States hosting Syrian refugees to develop national frameworks for the recognition and accreditation of NFE programmes including the recognition of individual competences, prior learning and experience from work and life. The mapping exercise shows how national and regional stakeholders could be involved to develop flexible certification strategies so that Syrian children, youth and young adults in host countries can gain access to quality learning that is equivalent to formal education.
2.‘RVA in the context of adult and continuing education and training’
UIL investigates how well labour markets and training providers recognize and validate the participation and completion of adult and continuing education and training programmes, so that new skills acquired by adults are translated into labour market outcomes and employment, further learning and training opportunities, and individual and social empowerment.
- Forum on Competence Orientation in Adult Continuing Education
- Adult Learning in Bosnia and Herzegovina
- Accreditation of Prior Learning as a Lever for Lifelong Learning: Lessons Learnt from the New Opportunities Initiative
- Middle East and North Africa (MENA) Countries Explore Ways to Strengthen Adult Continuing Education and Training