Stefania Giannini: Historic convening to boost mobility in higher education

This article outlines the background and objectives of UNESCO’s First Session of the Intergovernmental Conference of the States Parties, which plans to chart a way forward for the recognition of higher education qualifications, most notably through the Global Recognition Convention.

Recording “EHEA – Africa Conversation ‘Recognition for Lifelong Learning. Perspectives in the European Higher Education Area, Africa and the Near East’

The second on-line Conversation on Academic Recognition organised by the Africa sub-group of the Coordination Group on Global Policy Dialogue of the Bologna Follow-up group (European Higher Education Area) was held on 6 June 2023.

The Conversation allowed experts from the European Higher Education Area, Africa and other South Mediterranean countries to informally exchange views, experiences and good practice on key issues such as the recognition of prior learning and of learning acquired in non-formal (including digital) settings, the case of migrants, refugees and displaced persons, as well as innovative approaches to recognition, such as micro-credentials.

The recording is available in English, French and Portuguese.

Helén Sophie Haugen, Jenneke Lokhoff and Andreas Snildal: Are Lisbon and Global recognition conventions aligned?

Building on a comparative analysis conducted through the recently finalised I-AR project, this article examines the Lisbon Recognition Convention and the Global Recognition Convention, whether they are compatible, whether there are areas with regard to the Global Recognition Convention that require clarification and if so, if this holds any implications for recognition bodies.

Assessment of Commission Recommendation (EU) 2022/554 of 5 April 2022 on the recognition of qualifications for people fleeing Russia’s invasion of Ukraine

This report assesses the uptake and responses by Member States to the Commission Recommendation which sought to support the recognition of professional qualifications of individuals who have fled the Russian invasion of Ukraine, and to determine the degree to which it has resulted in practical improvements.

The report highlights that Member States have made significant strides in facilitating the integration of Ukrainian professionals, especially in the fields of health and teaching. Common practices among Member States include allowing qualified Ukrainian professionals to work under supervision, hiring them for assistant-level positions, and granting them temporary and provisional rights to pursue their activities without prior recognition. The report also found that implementation of the Recommendation varies significantly across Member States.