Certification validation and recognition of the learning attainments of refugee and internally displaced pupils
Education must be available and accessible to children without discrimination. Article 22 of the 1951 Convention Relating to the Status of Refugees, refers to the right of refugee children to a public education.
"The Contracting States shall accord to refugees the same treatment as is accorded to nationals with respect to elementary education"
Article 22, 1951 Convention Relating to the Status of Refugees |
Despite the existence of instruments of international law, there is a lack of consistency in application of these rights when it comes to the recognition and certification of refugee and IDP children's diplomas and other school attainments.
Throughout the world, there are refugee pupils studying in the local schools of the host community. However, much of the education of refugees is conducted in refugee camps, by reputable, experienced Non Government Organisations (NGOs), usually working under UNHCR's mandate and funding. Despite these facts, the recognition of refugee pupils' qualifications by home or host government Ministries of Education is not guaranteed, and if it is possible, often has to be negotiated on a case by case basis.
This is wasteful of the time of Government officials, UN and NGO workers and refugees. Lacking clear public policy guidelines, Ministry of Education officials may question the validity of the curricula followed by displaced pupils and the legitimacy of the training of their teachers. This absence of consistent policy leaves individual children open to arbitrary treatment.
Refugees are not the only people to suffer from the certification challenges. Internally displaced children are usually in an even worse position, as their national government may not recognize the legitimacy of their educational institutions. Yet there is no UN agency that consistently provides them with education or protection, although UNICEF and UNHCR are often active in IDP operations. So education attained by IDPs is repeatedly not recognized.
Children returning home, or wishing to settle permanently in the country or province of asylum, frequently find that they cannot use their qualifications gained in exile to move to the next grade or cycle of education, or to obtain employment.
For refugee and IDP pupils and their parents, the lack of recognition of their learning is one of the most frequently expressed frustrations and a major obstacle to educational and economic advancement. Proper accreditation, validation and certification procedures would increase the economic and social contribution of IDPs, refugees and returnees to their respective communities. Knowing that their studies will be recognized gives students hope for the future and contributes to overall individual and community well-being. Having proper accreditation would increase pupils’ motivation to continue their education and reinforce resilience and self reliance.
For international agencies and donors, certification is a critical issue for programme quality, impact and sustainability. This is a major gap in international educational policy and practice. There is little documentation of the issue. There is no solid published research about what has worked in some field operations and what has failed, on which to base advice on policy formulation to government Ministries of Education, United Nations agencies, such as UNHCR, UNICEF and UNESCO, international NGOs and donors.
One of the main aims of the research is to provide solid evidence-based guidance for policy makers and programme managers and to suggest models of certification processes and potential solutions to technical and political issues.
