What happens when the same competent authority is tasked with recognizing professional qualifications in addition to "regular" educational qualifications? In 2020 NOKUT took over the responsibility as competent authority for the recognition of two regulated professions in Norway: teachers and heads of kindergarten/educational supervisors in kindergarten with qualifications from abroad. The purpose of this roundtable discussion is twofold: to explore the challenges and synergies that may arise from such a situation, and to begin an informal network of competent authorities and credential evaluators in the same situation. The topic for discussion is that in Europe the recognition of foreign qualifications is often situated within the framework of the Lisbon Recognition Convention, whereas recognition of professional qualifications is mandated by the Professional Qualifications Directive (2005/36/EC). What are the differences, and where do the two overlap? What are the challenges of different recognition standards, and where are the synergies? Are there similar divides in other regions? Is it possible to identify examples of best practices?
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What happens when the same competent authority is tasked with recognizing professional qualifications in addition to "regular" educational qualifications? In 2020 NOKUT took over the responsibility as competent authority for the recognition of two regulated professions in Norway: teachers and heads of kindergarten/educational supervisors in kindergarten with qualifications from abroad. The purpose of this roundtable discussion is twofold: to explore the challenges and synergies that may arise from such a situation, and to begin an informal network of competent authorities and credential evaluators in the same situation. The topic for discussion is that in Europe the recognition of foreign qualifications is often situated within the framework of the Lisbon Recognition Convention, whereas recognition of professional qualifications is mandated by the Professional Qualifications Directive (2005/36/EC). What are the differences, and where do the two overlap? What are the challenges of different recognition standards, and where are the synergies? Are there similar divides in other regions? Is it possible to identify examples of best practices?
Virtual: Zoom Video Conference 2021 TAICEP Virtual Conference salshaik@wes.org
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