LifeLong Learning Policy Brief 15 - inclusion beyond borders - What is needed to recognize, validate and accredit the prior learning of migrants and refugees?

Oct 15, 2026

Uploaded by Melati

LifeLong Learning Policy Brief 15 examines how the recognition, validation and accreditation (RVA) of formal, non-formal and informal learning outcomes can support flexible lifelong learning pathways for migrants and refugees. It outlines four action areas for policymakers to build inclusive, sustainable RVA systems, including a shared national policy vision, quality assessment processes for skills and competences, and RVA outreach and counselling mechanisms. The brief also highlights global migration and refugee figures and persistent barriers to education, employment, and credential recognition.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages8

Reading Time20 min

AccessFree to download

The state of RVA for migrants and refugees

Definition and purpose of RVA

Global context: migration and refugee figures

Barriers in access to education and skills recognition

Box 1: Recognition, validation and accreditation

LifeLong Learning Policy Brief 15 inclusion beyond borders: What is needed to recognize, validate and accredit the prior learning of migrants and refugees? The recognition, validation and accreditation (RVA) of all forms of learning outcomes can help individuals to pursue flexible lifelong learning pathways, facilitating their access to a broader range of working and learning opportunities. In this sense, RVA can be used as a tool to support inclusion and empowerment for all. Recognizing the prior learning of migrants and refugees from diverse backgrounds can also support the professional, social and cultural integration of such individuals in host societies. Such inclusive processes can therefore result in socio-economic gains and sociocultural benefits for individuals and for society as a whole. This policy brief provides insights regarding four principal areas of action for policy-makers and other key stakeholders who seek to build RVA systems that cater to the needs of migrants and refugees as distinct groups. It highlights the importance of developing an integrated national policy approach that supports sustainable implementation of RVA practices inclusive of newcomers from different walks of life. It also looks at establishing © Sunshine Seeds a clear, shared vision for a comprehensive RVA system that is inclusive of both migrants and refugees, reflected in key building blocks. It explores the creation of quality processes to assess the skills, competencies and potential of individuals from diverse backgrounds accurately and professionally, through flexible, accessible practices. Finally, it evaluates how RVA outreach and counselling mechanisms that cater to both migrants and refugees can be incorporated. The state of RVA for migrants and refugees RVA refers to the recognition, validation and accreditation of formal, non-formal and informal learning outcomes. It is defined as ‘a practice that makes visible and values the full range of competences (knowledge, skills, and attitudes) that individuals have obtained through various means in different phases and contexts of their lives’(UIL, 2012). 1 UIL/2024/PI/H/2 UIL Policy Brief 15 / July 2024 By accounting for prior learning outcomes, RVA fosters the pursuit of lifelong learning for all, while laying the groundwork for upskilling andreskilling opportunities. Crucially, RVA systems can be tools for the inclusion of all learner groups, including migrants and refugees. Countries around the world face significant challenges and opportunities in response to increased migration and displacement. In its World Migration Report 2024, the International Organization for Migration estimated that there were some 281 million international migrants, based on United Nations figures (McAuliffe and Oucho, 2024). Moreover, the United Nations High Commissioner for Refugees estimated that, at the end of 2022, there were 35.3 million refugees (UNHCR, 2023). This had risen to 36.4 million by mid-2023, which marked an increase of 1.1 million people (UNHCR, 2024). In this context, diverse groups of migrants and refugees continue to face distinct difficulties in accessing education, opportunities for skills development, and employment in their host countries. Indeed, some migrants might engage involuntary movement and benefit from special visa or training programmes, as they seek to work or study abroad. Even so, they can still face difficulties in getting their prior learning valued in new host countries, where their qualifications go unrecognized, information on RVA processes remains opaque and assessment is only available in languages unfamiliar to them. Refugees may also face these difficulties in seeking to continue their lifelong learning journeys through RVA. Additionally, they can encounter many other obstacles Box 1: Recognition, validation and accreditation Recognition is a process of granting official status to learning outcomes and/or competences, which ca

FAQs

What does RVA mean for migrants and refugees?

RVA refers to the recognition, validation, and accreditation of formal, non-formal, and informal learning outcomes. It makes visible and values competences gained in different life phases and contexts.

Why are robust RVA systems important for inclusion?

By accounting for prior learning outcomes, RVA supports lifelong learning and helps enable upskilling and reskilling. It functions as a tool for inclusion of learner groups, including migrants and refugees.

What specific challenges do migrants and refugees face in host countries?

They may struggle to have prior learning valued due to unrecognized qualifications, opaque information about RVA processes, and assessments available in languages unfamiliar to them. Refugees can also encounter high costs, lengthy processes, and limited documentation of formal learning outcomes.

Oct 15, 2026

Uploaded by Melati