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Recognition, Validation and Accreditation of Youth and Adult United Nations Educational, Scientific and Cultural Organization RECOGNITION, VALIDATION and ACCREDITATION of youth and adult basic education as a foundation of lifelong learning RECOGNITION, VALIDATION and ACCREDITATION of youth and adult basic education as a foundation of lifelong learning Published in 2018 by the UNESCO Institute for Lifelong Learning, Hamburg © UNESCO Institute for Lifelong Learning ISBN: 978-92-820-1229-1 This publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO (CC- BY-SA 3.0 IGO) license (http://creativecommons. org/licenses/by-sa/3.0/igo/). By using the content of this publication, the users accept to be bound by the terms of use of the UNESCO Open Ac- cess Repository (http://www.unesco.org/open- access/terms-use-ccbysa-en) The UNESCO Institute for Lifelong Learning (UIL) undertakes research, capacity-building, networking and publication on lifelong learning with a focus on adult and continuing education, literacy and non-formal basic education. Its publications are a valuable resource for education researchers, planners, policy-makers and practitioners. While the programmes of UIL are established along the lines laid down by the General Conference of UNESCO, the publications of the Institute are issued under its sole responsibility. UNESCO is not responsible for their contents. The points of view, selection of facts and opinions expressed are those of the authors and do not necessarily coincide with official positions of UNESCO or UIL. The designations employed and the presentation of material in this publication do not imply the expression of any opinion whatsoever on the part of UNESCO or UIL concerning the legal status of any country or territory, or its authorities, or concerning the delimitations of the frontiers of any country or territory. Design by Christiane Marwecki 2 CONTENTS Foreword 5 Acknowledgements 6 1 Introduction 7 1.1 Background 7 1.2 Project rationale and aims 8 1.3 Research questions 9 2 Principles 11 2.1 Lifelong learning 11 2.2 Formal, non-formal, and informal learning 11 2.3 Basic education 12 2.4 Competence and learning outcomes 12 2.5 The UNESCO principles for RVA 12 3 Policy 14 3.1 Driving forces and beneficiaries 14 3.2 Legislative frameworks 15 3.3 Qualifications frameworks 16 3.4 Access, targeting and responsiveness 17 3.5 Integration and stakeholdership 18 4 Practice 20 4.1 The RVA process and phases 20 4.2 Engagement and guidance 21 4.3 Recognition and documentation 21 4.4 Assessment and validation 22 4.5 Accreditation and certification 23 4.6 Progression and partnership 24 4.7 Quality and learner-centredness 25 5. Conclusions and key messages 26 5.1 Twelve conclusions 26 5.2 Key policy messages 27 5.3 Further research 28 Glossary 29 Bibliography 31 CONTENTS 3 FOREWORD Basic education is not only a right of individuals; adults without basic education to complete such it is essential if societies and economies are to processes successfully. thrive and become sustainable in challenging times. But how can this be achieved when so In 2015, UNESCO’s Section of Partnerships, many people have never had an opportunity Cooperation and Research began a study1 on to benefit from education and so many others the RVA of the outcomes of non-formal and leave the initial phase of education without informal learning within the framework of attaining the level of proficiency in literacy and ‘Rethinking Learning in a Complex World’, a numeracy needed to participate fully in society? programme funded by the Swedish International How can young people and adults acquire the Development Cooperation Agency (SIDA). This competences they need in order to cope with the programme aims to strengthen UNESCO’s challenges life is certain to throw at them? The observatory function in education and to scale of the problem is large yet qualifications contribute to the global debate on foundational systems in many societies still limit their focus principles that can guide education policy and to qualifications acquired formally. As a result, practice for the future. As part of this, UNESCO a large part of individuals’ learning remains HQ and UIL established an international expert unrecognized, in particular the learning of those working group to examine policies, systems excluded from formal education. In addition, and practical approaches for the RVA of non- many systems do not offer opportunities for formal and basic education. This was supported young people and adults to re-engage in learning by a literature review and recent studies which pathways that have been interrupted. This can focus on levels of basic education among youth result in a significant loss of human potential. and adults required as a foundation for lifelong learning. The non-formal and informal learning of young people and adults should be made visible and This report summarizes the research and valued. Systems should be in place to ensure it discussion of the expert group, drawing on three is recognized, assessed and accredited. This has meetings held by UNESCO in 2016, as well as been acknowledged in a number of important a literature review. It focuses on three themes policy documents, frameworks and guidelines, – principles, policy and practice – and provides which set the scene for the current report. examples of how the issue is being approached across the world. It offers 12 conclusions based Since 2005, UNESCO has advocated the on the evidence gathered and proposes a number importance of the recognition, validation of key messages for stakeholders in Member and accreditation (RVA) of the outcomes of States. The aim is to support Member States to non-formal and informal learning for youth improve and recalibrate their approaches to the and adults (Singh, 2015). More recently, the RVA of non-formal and basic education so that UNESCO Institute for Lifelong Learning (UIL), young people and adults who have already been in partnership with UNESCO’s Section of let down by the formal education system are not Partnerships, Cooperation and Research, has failed again. undertaken a number of comprehensive analyses of policy and practice in this area. These studies David Atchoarena have highlighted the need to focus on the RVA Director, UNESCO Institute for Lifelong Learning of youth and adult basic education. Globally, the scale of need is enormous. But there remain significant challenges in integrating RVA of the 1 This research project relates to Expected Result 11 of UNESCO’s Medium-Term Plan for 2014–2017 (37 C/5): ‘The future education agenda outcomes of non-formal and informal learning and global education policies are shaped drawing on UNESCO’s research at the basic education level into existing RVA and foresight studies.’ It is also related to two results of UIL's Medium- Term Strategy 2014–2021 under the Lifelong Learning Policies and systems and in enabling young people and Strategies (LLPS) and Literacy and Basic Skills (LBS) programmes. 4 FOREWORD ACKNOWLEDGEMENTS This report is the result of a joint study The UNESCO staff who participated in, guided initiated by UNESCO’s Section of Partnerships, and contributed to the expert group meetings: Cooperation and Research, within the Division Borhene Chakroun, Katrien Daelman, Ulrike for Education 2030 Support and Coordination Hanemann, Huong Le Thu, Maya Prince, Madhu (ED/ESC/PCR), and the UNESCO Institute for Singh, Sobhi Tawil, Raúl Valdés-Cotera and Lifelong Learning (UIL). We would like to thank Carlos Vargas Tamez. all those who gave their time and expertise in support of the project, in particular the following: Consultant Mark Ravenhall for his hard work and expertise in developing the final draft of The consultants in charge of drafting the the publication. literature and policy reviews: Rudolf C. Duvekot (lead coordinator), Guy Fortier and Jorge Jeria. The UNESCO staff, current and former, who provided technical, logistical or administrative The members of the expert group: Nourah Al assistance, including colleagues from UIL, Hendasi, Malik Althuwaynee, Gabriel Aranguiz, UNESCO’s Section of Partnerships, Cooperation Abdel Rahamane Baba-Moussa, Hamidou and Research, and UNESCO’s Section of Youth, Boukary, Laura Brewer, Gina Ebner, Muhammad Literacy and Skills Development. Hasbi Samto, Isabel Infante, Andrée Langevin, Henrique Lopes, Veronica McKay, Sara Elena This report was prepared as part of the Mendoza-Ortega, Francesca Operti, Magali ‘Rethinking Learning in a Complex World’ Robitaille, Edilene Rodrigues Vieira Aguiar, research programme coordinated by UNESCO’s Sanjeev Roy, S.Y. Shah and Ernesto Villalba Garcia. Section of Partnerships, Cooperation and Research, with generous funding from the The participants who provided inputs to specific Swedish International Development Cooperation country cases: Mohamed Alaoui, Nizar Ata, Dae Agency (SIDA). Joong Kang, Bonnie Kennedy, Isabelle Levert- Chiasson, Monia Mghirbi, Fjóla María Lárusdóttir, Janine Voit and Saskia Weber Guisan. ACKNOWLEDGEMENTS 5 INTRODUCTION 1.1 Background The Recommendation on Adult Learning and Education, adopted by the UNESCO General Today’s complex and fast-changing world Conference in November 2015, establishes that makes it necessary for individuals to acquire ‘learning outcomes from participation in non- and develop competences (knowledge, skills formal and informal adult learning and education and attitudes) through all forms of learning to should be recognized, validated and accredited cope with the various challenges life presents. as having equivalent values
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