Given their significance, the terminology, legal framework, and guidelines outlined in the following international legal instruments were considered:

• UNESCO and the Council of Europe. 1997. Lisbon Recognition Convention (LRC) and its subsidiary texts; and
• UNHCR. 1951. Convention and Protocol Relating to the Status of Refugees.

Other practical tools and primary resources have been developed within the context of the LRC:

• EAR Consortium. 2012. European Area of Recognition (EAR) Manual;
• EAR-HEI Consortium. Second edition in 2016. European Recognition Manual for Higher Education Institutions (EAR-HEI);
• ENIC-NARIC networks. Recognise qualifications held by refugees – guide for credential evaluators;
• Erwin Malfroy. 1999. Council of Europe Seminar on the Recognition of Refugee Qualifications. “Background paper” and “Guidelines for the recognition of refugee's qualifications”.

Overall, these best practices and guidelines also build on standards for the fair recognition of academic credentials adopted within the pan-Canadian context:

• WSE. 2012. Pan-Canadian Quality Assurance Framework for the Assessment of International Academic Credentials.

n addition, a number of organizations in and outside Canada have led initiatives and published references on the subject. Some resources listed below were collated through an extensive research and literature review to support discussions in the development of best practices and guidelines.

Get more information about the Assessing the Qualifications of Refugees initiative, including recommended best practices and guidelines, as well as additional primary and secondary sources.

IN CANADA

In English and French:

• Canadian Council for Refugees Library;
• Canadian Council for Refugees. 2010. Refugees and Immigrants: A Glossary;
• Canadian Association for Prior Learning Assessment. 2012. Assessing the Skills and Competencies of Internationally Trained Immigrants: A Manual for Regulatory Bodies, Employers and Other Stakeholders;
• Canadian Association for Prior Learning Assessment. 2015. Quality Assurance for the Recognition of Prior Learning (RPL) in Canada: The Manual;
• Employment and Social Development Canada (ESDC). 2009. A Pan-Canadian framework for the assessment and recognition of foreign qualifications;
• Engineers Canada. February 2016. Facilitating the integration of convention refugees;
• International Credential Evaluation Service. 1999. Report: Seminar on Recognition of Refugee Qualifications.

In English only:

• Asha Siad and Roda Siad. 2016. 19 Days;
• Bryce Loo. May 2016. Recognizing Refugee Qualifications: Practical Tips for Credential Assessment. World Education Services (WES) Research;
• WES Canada. “Refugee Pilot Project”;
• WES Canada. 2012. Best Practices: Strategies and Processes to Obtain Authentic International Educational Credentials;
• WES Canada. 2017. Facilitating Access to Higher Education for Refugees with Limited Documentation;
• WES Canada. 2016. The Syrian Refugee Crisis: Methods for Credential Assessment.

OUTSIDE CANADA

In English and French:

• Council of Europe. Pilot project. “Recognition of Qualifications held by Refugees.”

In English only:

• NOKUT (Norwegian ENIC-NARIC). Recognition Procedure for Persons without Verifiable Documentation (UVD-procedure);
• NOKUT (Norwegian ENIC-NARIC). 2016. NOKUT's Qualifications Passport for Refugees;
• Danish Agency for Science and Higher Education (Danish ENIC-NARIC). Background report on foreign educational qualifications;
• Standing Conference of Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany (KMK - German ENIC-NARIC). 2015. Access and Admission to Institutions of Higher Education for Applicants who are Unable to Provide Evidence of a Higher Education Entrance Qualification Obtained in their Home Country on Account of their Flight.

In French only:

• Centre international d'études pédagogiques (CIEP – French ENIC-NARIC). La reconnaissance des diplômes des réfugiés : quel dispositif pour une reconnaissance souple et adaptée?