The certification of the learning attainments of refugee and internally displaced pupils is critical because of its benefits to individuals, families, communities and societies in or recovering from crisis. Yet while many actors in the field have extensive experience of working to achieve certification solutions, very little formal research or documentation is available on the topic. This book presents a comprehensive conceptual, policy and programming framework, complemented by case studies. It is global in perspective, examining the challenges and solutions to the problems faced by refugee and IDP students with either no documentation or inadequate or unrecognized documentation of their learning. It proposes policy and programming guidance for current and future situations.
Education in emergencies and reconstruction