Recognition, validation and accreditation (RVA) is best understood through its constituent terms: recognition, validation and accreditation, with ‘validation’ offering the most comprehensive view of learning as a core value. RVA is key for creating flexible pathways between formal and non-formal education settings, as well as between education, training and work (Singh, 2018). It ‘refers to the establishment of arrangements to make visible and value all learning outcomes (including knowledge, skills and competencies) against clearly defined and quality-assured standards’ (Yang, 2015, Recognition, Validation and Accreditation of Non-formal and Informal Learning in UNESCO Member States in Yang, p. 10).

Recognition, Validation and Accreditation (RVA) of all forms of learning outcomes is a practice that makes visible and values the full range of competences (knowledge, skills and attitudes) that individuals have obtained through various means in different phases and contexts of their lives. RVA gives individuals an incentive to continue to learn, empowers them and enables them to become more active in the labour market and in society in general. For disadvantaged groups, particularly, RVA can create a more level playing field in education and training. (UNESCO Guidelines, 2012).