Stakeholders involved 

• Government representatives (national),
• Private sector,
• Social partners,
• Sector experts,
• Technical and Vocational Education and Training (TVET) institutions or training providers

Guidelines 

Use a pilot at a smaller scale to:

• give practical effect to existing qualifications recognition and RPL frameworks, especially in refugee-hosting areas.
• inform the development of new policies and guidelines, or strengthen existing ones.
• test and expand national RPL processes in refugee-hosting contexts.

Stakeholders involved 

• Government representatives (national),
• Social partners,
• Private sector,
• Sector experts,
• Technical and Vocational Education and Training (TVET) institutions or training providers

Guidelines 

• Carrying out a costing exercise as part of the design process before implementation helps determine the price of the assessment process.
• The Differentiated Unit Cost of RPL is calculated based on the RPL policy framework and implementation guide. This established costing model accounts for differences based on qualification levels, units of competence and types of occupational profile.
• Put forward a recommendation for a cost-sharing arrangement between key stakeholders in the qualification recognition or RPL process, as well as financing models for its continuation.
• Find out more about costing exercises in the Kenya case study.

Stakeholders involved 

• Public Employment Service providers,
• Government representatives (local)
• Employment service or career guidance officers,
• Private sector,
• TVET institutions and
• Academic institutions

Guidelines 

• Consider the needs of diverse populations within the refugee and host communities, and their practical access to application and assessment processes.
• Consider transport costs for assessors and try to train locally based assessors and facilitators.
• Establish assessment centres near refugee-hosting areas or establish online application portals and assessment tools.
• Consider literacy levels of applicants when designing assessment processes.

Stakeholders involved 

• TVET institutions and
• Academic  institutions,
• Government representatives (local)

Guidelines 

• Encourage local TVET and training institutions to invest in RPL training and certification processes.
• Offer occupational licences based on trainees’ skill level and pre-assessment training.
• Provide scholarships to cover RPL costs for refugee and host community applicants 

Stakeholders involved 

• Industry associations,
• Community-based organizations,
• Refugee- and youth-led organisations,
• (I)NGOs,
• Academic institutions,  
• Training providers,
• Employment service or career guidance officers,
• Employment service providers 

Guidelines 

• Make it clear that RPL processes are time-intensive and require dedication on the part of the applicant.
• Outline costs, time commitments, and required documentation to interested applicants.
• Consider using community centres, employment service offices, TVET centres and universities as points of communication.
• Provide general guidance on presenting portfolios, certificates, and résumés. This may vary from sector to sector. 

Stakeholders involved 

• TVET institutions,
• Private sector,
• Chamber of industry,
• Chamber of commerce,
• ILO technical specialist 

Guidelines 

• Introduce digital profiling tools to local partners, such as employment service or TVET providers, to capture the skills of local workers and jobseekers.
• Use digital and mobile -apps, such as SkillLab, to allow users to input past learning and work experiences and generate a CV using artificial intelligence (AI). Profiling tools can be introduced into career guidance and employment services to develop targeted employment pathways for jobseekers.
• Such tools help refugees and host community jobseekers better understand and communicate their competencies to potential employers.
• Offer online courses, application portals and assessments (when suitable) to save time and cost for the trainees and assessors. This may, however, require in-person support from facilitators if the applicant is unfamiliar with the platform.