The recognition, validation and accreditation of competencies acquired in different learning settings, particularly non-formal and informal learning, and experience in all Member States, is an important UIL initiative. A special UIL focus for RVA is the potential economic, social and individual benefits of recognition particularly in less developed countries, where even the most basic education is still to be gained for a majority of the population and where informal apprenticeships have traditionally played a major role in knowledge transfer. UIL's distinctive contribution to the RVA discussion is to exchange critical information through South-South and North-South Dialogues.

Currently, the UIL focus for RVA is on building an International Observatory of RVA best practice to enable greater exchange of national experiences and views of how best to improve policy, institutional support and practical application in RVA. Better recognition of skills and knowledge acquired outside of the formal education system improves the potential to link across formal, non-formal and informal sectors. UIL has been collaborating with other key organizations to develop the understanding of the opportunities and challenges presented by RVA, and to share this information across Member States.

Background

UIL has played a key role in the international RVA agenda since its inception and continues provide a platform for disseminating past and emerging research and practice.

• The Synthesis report on Recognition, Validation and Certification 2005

is a collation of the UIL (formerly UIE) survey of recognition, validation and certification policy, practice and challenges in 36 countries, conducted in 2004. The analysis of data produced an important typology for comprehending diverse RVA practice that takes into account the reference point for the recognition that occurs in a given country. The typology identifies three categories: systems with a National Qualifications Framework (NQF), those without an NQF but with a developed national curriculum that is used for recognition and those with an ad hoc approach to reference points for recognition. This study was the first international country by country inquiry to document practice in this way and it provides a basis for sharing current and emerging RVA practice and ideas.

• The report Recognition of experiential learning: An International Analysis

documents the outputs of the 2005 International Seminar on the recognition of experiential learning hosted by the French National Commission for UNESCO. This meeting provided an opportunity to exchange views on practices and experiences between experts of different regions of the world. It also included an interagency debate - UNESCO, OECD, the European Union (EU) and the Association for Development of Education in Africa (ADEA) - on the future development of recognition of experiential learning.

UIL Interagency Recognition of Experiential Learning Group

A part of the UIL RVA activities, UIL has formed an interagency group of representatives, from various international organizations and from different parts of UNESCO, to create knowledge partnerships and synergies and to strengthen the discussion among lead agencies on recognition issues. Recent issues highlighted by the group include research into RVA in the African region, recognition of enterprise-based learning, tools to measure practical skills and the importance of stakeholder perspectives and behaviours in the development of improved RVA.

The organizations that make up the Interagency Recognition on Experiential Learning are:

. ADEA Association for the Development of Education in Africa
. EU European Union
. ETF European and Training Foundation
. NATCOM French National Commission for UNESCO
. ILO International Labor Organization
. OECD Organization for Economic Cooperation and
. UIL UNESCO Institute for Lifelong Learning
. UNEVOC UNESCO International Centre for Technical and Vocational Education and Training
. UNESCO Headquarters - Section on Reform, Innovation and Quality Assurance
. IIEP UNESCO International Institute for Educational
. IBE UNESCO International Bureau of Education
. VOX Norwegian Institute for Adult

UIL Interagency Recognition of Experiential Learning Group

In collaboration with regions and specialist organizations, UIL has begun the International Observatory on country approaches to Recognition, Validation and Accreditation of informal and non-formal learning and experiences. The observatory will provide countries and regions with the opportunity to learn from each other and to share examples of good practice in using recognition to achieve greater participation in lifelong learning and Education for All.

The observatory builds upon the material obtained in the Synthesis report from 2005. It aims to increase the number of countries participating in the knowledge exchange, particularly developing and transition Member States. The observatory does not presume to be an exhaustive account of RVA practices but rather a strategic platform for guiding potential directions for RVA integration in education reforms.

By collating information on country initiatives and experiences, the Observatory sheds light on the inter-linkages and connections between lifelong learning policy, qualification reference points and recognition practice. It also looks into the support structures at the sub-sectoral level of education systems that assist in the implementation of RVA in lifelong learning.

The UIL International Observatory on RVA is currently under development and will be published on this website in 2009.

Africa Network on Recognition of Experiential Learning

UIL continues to pay special attention to RVA in the African educational context and provides support to African countries in developing their qualification and recognition systems. In June 2007, African countries met in Sevres, France for the International Seminar on the Recognition of Experiential Learning: Prospects for Development in African Countries to share experiences, practices and processes for the recognition of informal and experiential learning in Africa.

The Africa Network, established at this meeting, continues to facilitate collaborative actions across countries and across stakeholders within countries. This collaborative approach assists participant members to leverage off one another's experiences of RVA to improve recognition systems and practices across the African continent. The Africa Network is made up of specialized institutions, Educational Ministries, industry and academics with a core interest in furthering the RVA agenda across Africa.

UIL is undertaking a number of pilot projects to assist countries in the development of policy frameworks and systems to support better recognition and valuing of informal and non-formal learning. The Mauritius RPL pilot project was a joint venture between UIL and the Mauritius Qualifications Authority (MQA) to develop a nationally consistent approach to RPL and assist redundant sugar workers to formalize their skills before retraining as tourism workers. The project outputs include a national RPL policy position paper and guidelines for the assessment and facilitation of RVA. Sharing the outcomes of the Mauritius pilot will assist other Member States with their own implementation of RVA. 

UIL continues to contribute to the growing body of expertise on RVA in the African context. Creating Flexible and Inclusive Learning paths in Post-Primary Education and Training in Africa: NQFs and Recognition of non-formal and informal learning - The Key to Lifelong Learning, was presented at the ADEA Biennale on Education in Africa in May 2008 The UIL paper examines some of the concepts and strategies that are becoming increasingly important to a broader multi-sectoral approach to African education. These include: Lifelong and life-wide learning; National Qualifications Frameworks (NQF), Recognition of Prior Learning (RPL) and the institutional and structural dimensions of implementation.

Research and future activities

UIL actively disseminates research into the policy, practice and institutional issues surrounding RVA of informal and non-formal learning, contributing to the general body of research into National Qualification Frameworks, (NQFs), Recognition of Prior Learning (RPL) and institutional arrangements for educational sectors and workforce development as they relate to RVA and lifelong learning.

The Certification of Refugees is an area of growing importance as transmigration increases globally. Recent research from UNESCO has highlighted the critical role of recognition for refugees in improving integration into a new country and overcoming significant disadvantages in the labor market. Cross-national and regional frameworks can serve as meta-frameworks for the recognition of qualifications and competencies across national borders. Such recognition would assist refugees and displaced persons seeking to use their skills in the labour market of their host country.
Another key issue related to RVA is the growing body of research into cross border qualifications recognition in Higher Education in Africa. This work includes the UNESCO Communiqué on the Accreditation, Quality Assurance and the Recognition of Qualifications in Higher Education in Africa. The Communiqué provides guidance to member States on how they can widen access to quality Higher Education in the context of globalization.

A UIL international conference on RVA Policy, Practice and Challenges is planned for 2009 and will provide a unique opportunity for further sharing and learning across all Member States. This will be critical in assisting the development of robust, inclusive and country-relevant RVA systems that provide tangible individual, social and economic benefits to Member States.

Contact: Madhu Singh