Inform the applicant of unmet document requirements and/or alternative processes (if applicable)

If your organization’s document requirements are not met, take steps to obtain required documents or to offer an alternative process to an applicant who is not able to meet the document requirements due to circumstances beyond their control.

  • Note unmet document requirements, such as missing documents or documents of unacceptable format, quality, or mode of document delivery.
  • Update the status of the application and inform the applicant of unmet document requirements.
  • Provide the applicant with informal advice on how to meet document requirements, when possible.
  • Assess the applicant’s situation and offer an alternative process if the individual meets your organization’s criteria for applicants unable to meet document requirements (if applicable). This may include:
    • assisting the applicant in obtaining missing documents by contacting relevant organizations, in accordance with the legal framework in:
      • Canada (e.g., Freedom of Information and Protection of Privacy Act – FIPPA); and
      • the issuing country;
    • continuing to process the application, conditional on the applicant’s meeting document requirements at a later time in the process;
    • conducting prior learning assessment and recognition (PLAR), based on:
      • non-formal learning; and
      • informal learning;
    • providing a special type of assessment, such as a description of claimed international credentials and their comparable levels of education in Canada, for refugees, displaced persons, and persons in a refugee-like situation, based on alternative documents such as:
      • partial or unverified documents;
      • sworn declarations;
      • official lists of graduates;
      • European Qualifications Passport for Refugees (EQPR) and/or UNESCO Qualifications Passport for Refugees and Vulnerable Migrants (UQP).
Comply with the Pan-Canadian Quality Assurance Framework for the Assessment of International Academic Credentials (QAF)
  • This step complies with guiding principles 18–21, 25–35, and 51–63 of QAF.
  • Consult QAF to get more information.

 

Comply with the Convention on the Recognition of Qualifications concerning Higher Education in the European Region, also known as the Lisbon Recognition Convention (LRC)
  • This step complies with article III.1, clauses 1 and 2; article III.3, clause 5; and articles III.5 and VII of LRC.
  • Consult LRC to get more information.

 

Comply with the Global Convention on the Recognition of Qualifications concerning Higher Education (the Global Convention)

 

Consult additional resources. You may find useful information in resources such as:

  1. UNESCO and the Council of Europe. (2010). Revised Recommendation on Criteria and Procedures for the Assessment of Foreign Qualifications, section IV, paragraphs 20 and 28.
  2. UNESCO and the Council of Europe. (2017). Recommendation on Recognition of Qualifications Held by Refugees, Displaced Persons and Persons in a Refugee-like Situation.
  3. UNESCO. (2012). Guidelines for the Recognition, Validation and Accreditation of the Outcomes of Non-formal and Informal Learning.
  4. ENIC-NARIC. Recognising Refugees’ Qualifications — Guide for Credential Evaluators.
  5. NUFFIC. (2023). European Area of Recognition (EAR) Manual, 2nd ed., part 2, item 4; part 3, items 13 and 15.
  6. Canadian Association for Prior Learning Assessment (CAPLA). (2015). Quality Assurance for the Recognition of Prior Learning (RPL) in Canada.
  7. CICIC. (2017). Assessing the Qualifications of Refugees: Best Practices and Guidelines.
  8. World Education Services – Canada. (2012). Best Practices: Strategies and Processes to Obtain Authentic International Educational Credentials, chapter 9.
  9. Government of Canada. Summary of Privacy Laws in Canada.