Pathways to Empowerment: Recognizing the Competences of Syrian Refugees in Egypt, Iraq, Jordan, Lebanon and Turkey

Autor/in	Singh, Madhu
Institution	UNESCO Institute for Lifelong Learning (UIL) (Germany)
Titel	Pathways to Empowerment: Recognizing the Competences of Syrian Refugees in Egypt, Iraq, Jordan, Lebanon and Turkey
Quelle	(2018), (168 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-92-820-1227-7
Schlagwörter	Empowerment; Competence; Refugees; Foreign Countries; Nonformal Education; Adolescents; Adults; Recognition (Achievement); Informal Education; Program Validation; Accreditation (Institutions); Training; Human Capital; Civil Rights; Equal Education; Guidance; Educational Counseling; Certification; Best Practices; Egypt; Iraq; Jordan; Lebanon; Turkey + Suchen Sie Ihr Suchwort? Kompetenz; Flüchtling; Ausland; Non-formal education; Non formal education; Nichtformale Bildung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Soziale Anerkennung; Informelle Bildung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Ausbildung; Humankapital; Bürgerrechte; Grundrechte; Zivilrecht; Beratung; Educational counselling; Educational guidance; Bildungsberatung; Erziehungsberatung; Abschlusszeugnis; Zertifizierung; Ägypten; Irak; Libanon; Türkei
Abstract	Since 2011, millions of Syrians have fled brutal conflict in their homeland to seek refuge in other countries. Millions more remain internally displaced. More than 5.7 million children and youth are in need of educational assistance as a result of this bloody and protracted war (OCHA, 2015) and, with no political solution in sight, it seems likely that the refugee crisis will continue to have a profound impact on neighbouring countries and their education systems. This study examines the issue of valuing and recognizing the non-formal learning and individual competences of Syrian refugee youths (adolescents) and young adults as a means of empowering them, for example to gain a qualification, to enter employment or to escape poverty and social exclusion. Such pathways to empowerment, of course, depend on a range of other factors, such as the prevailing social and economic arrangements and the acknowledgement of political and civic rights, as well as opportunities for education and training at all levels and across all sectors of society: at work, in formal education and in the community. The recognition, validation and accreditation (RVA) of non-formal and informal learning outcomes is key to realizing these opportunities. This study focuses on five countries -- Egypt, Iraq, Jordan, Lebanon and Turkey -- that share much of the burden of educating refugee children, youth and young adults. Its recommendations contribute to dialogue between national authorities and social partners, and guide policy actions and RVA practices both in the region and in other parts of the world where recognition of refugees' learning is a critical issue. [This report was written in collaboration with Hegazi Idris and Maysoun Chehab.] (ERIC).
Anmerkungen	UNESCO Institute for Lifelong Learning. Feldbrunnenstrasse 58, 20148 Hamburg, Germany. Tel: +49-40-4480410; Fax: +49-40-4107723; e-mail: ull-pub@unesco.org; Web site: http://uil.unesco.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01