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One of the goals of the Jordanian Ministry of Education is the recognition of skills and competences acquired in non-formal and informal settings as an important pathway to formal education and to employment.

Challenges and opportunities

Jordan has a population of 6.4 million inhabitants...

In recent years, the various stakeholders in Egypt have made efforts to come to a consensus for the implementation of a clear framework for qualifications: one that is based on quality criteria for the recognition of learning and that takes into account the outcomes acquired in non-formal and...

The government and other stakeholders view validation of non-formal and informal learning as one of the means to develop coherent procedures for quality assurance of qualification assessment and revision. One of the areas that the government prioritizes is improving workers’ skills and promoting...

Turkey has a growing population of 76.6 million inhabitants and is considered to be a large middle-income country. While it is a growing economy, it also has several social, economic and regional disparities. Turkey is also a candidate country for membership of the European Union....

Lebanon, with a population of 4.2 million inhabitants and a growing economy since 2000, has the highest GDP per capita among non-oil exporting countries in the Middle East and North Africa (MENA). The service and banking sectors, especially commerce, tourism and financial services, constitute...

To encourage more people to take part in lifelong learning activities, Denmark focusses strongly on creating better opportunities for individual guidance, increased recognition of non-formal and informal learning and the creation of a more coherent and transparent education system....

The recognition of skills, prior learning and work experience acquired in informal contexts is of particular importance in a country such as Afghanistan, given that 90 per cent of the workforce is working in the informal sector (MoSAMD and MoE, 2013). In addition, recognition to skills is also...

Non-formal and informal learning, known in the Philippines as Alternative Learning Systems (ALS), are embedded in the Philippines constitution since 1987. The recognition, validation and accreditation (RVA) of ALS has been an essential policy direction to ensure that Filipinos are given wider...

Pakistan is in the process of developing mechanisms for the Recognition of Prior Learning (RPL) and is interested in setting up criteria for assessment, equivalencies and credit transfer. RPL is not only beneficial for traditionally disadvantaged groups but is also relevant for empowering youth...

Canada’s engagement in the recognition of prior learning (RPL is also known as prior learning assessment and recognition – PLAR) has occurred in various sectors, institutions and government-sponsored programs at the federal, provincial/ territorial and community levels since the 1970’s. Early...