Recognition Of Qualifications Research Articles

The Human Side of Digital Technology: Supporting the Inclusion of Refugees in Higher Education Through Blockchain-backed EQPR

The spectrum of digital technologies that impact Higher Education (HE) is broad. This study explores the potential of Blockchain (BC) technology in the personalized learning path creation and data exchange in the learning processes. The flexibilization of education and digitizing student data through Blockchain may contribute to a more inclusive and sustainable HE system. According to the EU, the Blockchain supports sustainability in four main aspects: cybersecurity, accountability, transparency, and traceability. These aspects are also a driver of social impact and a higher capacity to include disadvantaged groups, such as refugees. Therefore, it is essential to start a debate between scholars and professionals about how the actors in the HE system engage in a collective meaning-making effort to sustain the adoption, diffusion, and use of BC for HE. The paper focuses on the experience of CIMEA DiploMe and EQPR for the recognition of refugees' qualifications. Through a collective consensus-making and awareness-raising effort, the blockchain-backed EQPR could be perceived as a critical tool to foster inclusion within the HEIs and enhance their social outreach.

DIGITAL TOOLS FOR MATCHING QUALIFICATIONS TO THE LEVELS OF THE NATIONAL QUALIFICATIONS FRAMEWORK

Mutual compatibility of different national qualifications frameworks (NQFs) based on their compatibility with the European Qualifications Framework (or another international one) is crucially important for the effective recognition of qualifications between states. In turn, it depends on the quality of “filling” NQF levels with qualifications. Right comparing professional (occupational) qualifications with NQF level is a non-trivial problem for standard developers. The quality of any national system of qualifications depends on the comparability of qualifications with the level of the NQF so the comparison process should be strongly argued to secure the comparability. For qualification standard developers (especially for occupational standard developers) there were no strictly justified recommendations on how to compare qualification with the NQF level. Th. Saaty’s Analytic Hierarchy Process (AHP) is developed to resolve the problem of evidence-based comparing educational or professional (occupational) qualifications with the level of the National Qualification Framework (NQF). Research results give standard developers software tools based on a strong mathematical background to determine NQF level for developed standards. It is shown that Th. Saaty’s Analytic Hierarchy Process (AHP) is close to optimal for solving the problem of qualifications comparing and therefore looks like the best option for such methods. However, AHP demands non-trivial qualifications in mathematics and computing. The key problem resolved by this research is simplifying procedures to ensure effective access to the tool for qualification standard developers with minimal qualification in mathematics and computing. It is proven that each problem of qualification comparison with NQF level may be reduced to three options of decision. At the lower level of the decision-making process, there are 3-4 descriptors of qualification. Therefore, a user should be capable of forming at most four matrices of judgments and computing the main eigenvectors with some level of accuracy. The maximal dimension of matrices is four (for example it's true for the Ukrainian case). But for some national qualification frameworks that use only three descriptors maximal dimension of matrices equals three. Therefore, some simple approximation methods for eigenvector computing may be applied using only minimal means of Microsoft Excel or analogous applications. For the most general case of four NQF descriptors, Microsoft Excel macro is developed to secure achieving any level of accuracy. Corresponding API is developed by PHP programming language. Both Excel and API are accessible for users at the website of the Institute of Educational Analytics in Kyiv. The novelty of the article is that for the first time in national and international practice, it proposes an alternative/supplementary algorithmic method for determining the level of certain full and/or partial professional qualifications by the National Qualifications Framework, thus creating prerequisites for further automation of the activities of professional standards developers.

Revisiting quality assurance and qualification recognition of cross-border higher education during pandemic – does physical mobility matter from an Asian perspective

PurposeThe 2020 pandemic disrupted traditional student mobility and forced a larger majority of transnational programmes to switch to a virtual or hybrid mode, including joint and double degree programmes. Therefore, this study aims to perceive the linkage between quality assurance (QA) and delivery modes of cross-border higher education (CBHE) in Asia before and during the pandemic.Design/methodology/approachThrough an online survey and semi-structured interviews, the process by which top 200 ranked universities in the 2022 QS global ranking responded to QA and qualification issues of joint/dual degree programs in conjunction with delivery modes was explored.FindingsThe study has discovered that most respondents from universities, to some extent, tended to be positive about the effectiveness of hybrid delivery of the joint/dual degree programs, even if they still preferred the physical mode to alternatives. Either “divergence” or “responsiveness” QA modes were not applied appropriately in most joint/dual degree programs of the selected universities during the pandemic. Moreover, a fair, transparent and convergent quality and qualification system should be established to facilitate agility and responsiveness of CBHE.Originality/valueThe findings are of value for policymakers, QA agencies and universities to advocate the new QA model for CBHE as a systematic approach in response to changing higher education landscape in the post-pandemic era.

사회적 포용 관점에서 고등평생교육 규범 고찰

UNESCO's Convention on Recognition of Qualifications has been enacted and implemented at the regional and global levels to enhance the recognition and availability of individual learners' learning experiences and to promote international mobility, transcending institutional restrictions related to higher education in individual countries. The purpose of this study is to examine the norms and applicability of social inclusion of the UNESCO Convention on the Recognition of Qualifications by utilizing the extended social inclusion integration model of Gidley(2010). To this end, the researcher analyzed the existing research on social inclusion, government documents and incidental documents discussed and agreed during the presentation process of the UNESCO Convention, and the provisions of the relevant documents and agreements of the UNESCO Convention on the Recognition of Qualifications as a qualitative document analysis method. In this study, the results of the study were derived based on three categories and components of “equitable access”, “engaged participation”, and “empowered success”, which are the core values of expanded social inclusion in the field of higher (lifelong) education proposed by Gidley(2010).

China-ASEAN Qualifications Framework: Pathways to mutual recognition

Developing a mutual recognition mechanism for China-ASEAN qualification framework of vocational education is essential for creating a fair, freely mobile lifelong learning system that will enable learner to carry and accumulate their learning outcomes across the region. By formulating and implementing unified standards, mutual recognition of qualifications across domains, industries and regions will be promoted, fostering greater collaboration and mobility between educational institutions and workplaces. To achieve this objective, China and the Association of Southeast Asian Nations (ASEAN) have undertaken extensive preparations and explorations at the policy, organizational and functional levels. The development commitments outlined in the “Vision 2030 of China-ASEAN Strategic Partnership” provide a framework for the establishment of a mutual recognition mechanism, while the existing promotion measures of all parties demonstrate their commitment to realizing this vision. This paper proposes the concept of five development stages of mutual recognition of national qualification frameworks (NQFs) in vocational education, which will gradually establish the mutual recognition mechanism of regional NQFs. This mechanism will not only promote greater collaboration and mobility between learners, educational institutions, and workplaces but also achieve the ultimate goal of comprehensive development of people and society in the region.

ASSESSING THE ECONOMIC IMPACT OF INTEGRATING INTERNATIONAL PROTECTION BENEFICIARIES IN ROMANIA

The integration of beneficiaries of international protection is both a social and economic challenge for Romania. On the one hand, they can contribute to the budget and stimulate the economy through work and consumption, but on the other hand they require initial investment for integration. Studies show that effective integration can generate long-term economic benefits for host countries, but also that barriers such as access to the labour market, education or housing exist. Sound statistical data and relevant indicators are essential to inform policies. Integration is also a European priority, with the EU supporting inclusion through access to essential services. The costs of integration in Romania are estimated at 8000 euro/person annually and include accommodation, education, health. The materialized benefits indicate a contribution of over 4000 euros / year from a employed refugee. Financing in Romania comes mainly from EU funds such as AMIF or ERDF, non-reimbursable. National policy provides for measures such as training, reskilling and collaboration with Employment Agencies for Integration into the labour market. Global estimates indicate tax benefits of more than €110 million for 20 years after the integration of 100,000 refugees. Research shows mixed views on the economic impact, but also real difficulties in integrating into the labour market due to recognition of qualifications. Active policies and public-private partnerships are needed to increase employability and unlock the long-term potential of refugees.

중고령층 학력인정 문해교육기관 운영 활성화 연구

This study began operating literacy education institutions recognized by academic background in 2013 in order to suggest ways to revitalize literacy education institutions recognized by middle-aged and older people. As of 2022, 9 institutions are operating literacy education courses for elementary and middle school students. The ‘literacy education institution in North Chungcheong Province’ was judged to be suitable for the research purpose, so it was selected as a case and a qualitative study was conducted. As research participants, 13 interviewees were selected from four actively operated institutions with different types of facilities. The research results were as follows. First, as a way to establish a literacy education system for academic achievement recognition in the Chungbuk region, enactment of an ordinance, deployment of lifelong educators dedicated to literacy education, establishment of a management support system to identify potential demand for academic qualification recognition, promotion of education to raise awareness of literacy teachers and literacy teachers, and governance where the private and public sectors work together. will need to be built. Second, as a plan to revitalize the operation of literacy education institutions in North Chungcheong Province, first, active promotion of literacy education recognized by academic qualifications at the national level and research on various promotion methods in institutions are necessary. Second, there is a need to expand nearby learning spaces to make it easier for middle-aged and older learners to access. Third, financing must be secured in the form of a main budget that can be continuously supported, rather than a budget in the form of a public offering project. Fourth, it is necessary to structure the class in the form of a community learning class so that a sense of identity and mutual relationship can be formed between learners. Fifth, it is necessary to plan learner-centered programs to strengthen learning motivation, develop curriculum that provides opportunities for learners to experience various education, and develop educational content such as apps related to educational content. Lastly, it is necessary to expand the social base to change the perception of literacy education recognized by academic qualifications.

Comparative Analysis of University Accreditation Systems in Nigeria, Egypt, Malawi and Japan: Lessons for Regulatory Authorities

Purpose: Ensuring quality in accreditation standards and process for higher institutions is highly imperative in order to produce qualitative students and staff (national and international), and to securing the recognition of qualifications that institutions are awarding. The objective of this study was to investigates the similarities and differences in the accreditation process in Nigeria, Egypt, Malawi and Japan. Methods: The study was based on qualitative approach. The study adopted the historical method of data collection. This study being descriptive, as well as historical, relied essentially on secondary information sources gathered by the researchers via many books, articles, journal periodicals, internet materials, and notable books. Data were analyzed using a narrative method that leaned more on the interpretivist approach. Results: The study showed that accreditation process in the selected countries has some similarities in process and standards such as setting of minimum standards, self-study, selection and training of reviewers, site visit, reporting, final decision, disclosure, academic matter (curriculum), students, staffing, facilities and funding. Also, there exist some differences in the process and standards across the countries of study in term of preliminary/preassessment visit before actual site visit, factual error checking, virtual visit, third party agencies, verification of external auditor’s report, etc. Conclusion: The study assesses the university accreditation systems in Nigeria, Egypt, Malawi, and Japan. Accrediting agencies need to focus on future accreditation in term of digitalisation of accreditation process, emergence of non-traditional providers of higher education, high demand for competency-based university education/learning, high rate of global competitiveness, and elimination of academic and accreditation corruption in the system.

Designing mechanisms to encourage immigrants for official employment in Ukraine

This article offers an original perspective on the issue of incentivizing immigrants for official employment in Ukraine to support post-war reconstruction efforts. The proposed solution is viewed from the perspective of motivation and the organization within host communities. It’s evident that post-war Ukraine will require non-standard regulatory measures, as all neighboring countries are implementing similar strategies. This article aims to substantiate the organizational integration and motivational mechanisms for encouraging immigrants to engage in official employment in Ukraine as an urgent and strategically significant tool for implementing state immigration policy. The conclusion is drawn that in the context of intensified European integration efforts, we must also focus on areas beyond legislation. This includes education, employment opportunities, the establishment and operation of foreign companies in Ukraine, and attracting foreign workers through mechanisms such as language barrier improvement, recognition of foreign qualifications, skills enhancement, and improvements in social security and guarantees. Specifically, we should intensify: (a) development of attractive investment programs and financial incentives to attract Ukrainian expatriates and highly skilled immigrants to participate in Ukraine’s recovery and development projects after the war; (b) creation of specialized legal and tax conditions for immigrants wishing to contribute to the development of critical sectors such as infrastructure, education, healthcare, and innovation; (c) accreditation and recognition programs for foreign qualifications and experience to facilitate immigrant integration into Ukrainian professional unions and civil organizations; (d) partnerships with Ukrainian and international companies to create jobs and support immigrants in adapting to the Ukrainian job market and way of life; (e) development of programs for immigrant families wishing to join Ukrainian society, including educational and medical services for children and other support to create a favorable environment for resettles. Unfortunately, discussing the foreign-qualified labor force policy in the near future is challenging due to the security situation across our nation caused by the ongoing state of war. Therefore, migration policy’s primary focus is working with domestic resources to prevent their outflow.

Career advancement of professional nurses at a regional hospital in Gauteng.

Career advancement is of importance to professional nurses and a motivation for those who desire to occupy leadership positions. However, there were perceived barriers enunciated by participants, which were seen as contributory factors that hinder their progression in the institution. The objective of the study was to explore and describe the perceptions of professional regarding their career advancement. The study was conducted at a regional hospital in Gauteng. A qualitative, exploratory, descriptive design that is contextual was used. Non-probability purposive sampling method was used to draw the sample from a target population of professional nurses. Individual semi-structured interviews were conducted with 10 professional nurses to obtain in-depth information on their perceptions. Tesch's method of qualitative data analysis was used. Lincoln and Guba's strategies of credibility, dependability, confirmability and transferability were used to establish trustworthiness of the study. Ethical considerations were applied throughout the study. A lack of recognition of postgraduate qualifications, no opportunities for self-identification of interest to lead, no mentoring processes for potential leader and succession planning and emotional experiences were barriers to career advancement. The researcher recommended that recognition of further qualifications, enhancement of self-identification for leadership roles, mentoring of young professionals for leadership and succession planning be considered to enhance career development of the professional nurses. The findings suggest that professional nurses encounter significant challenges to career advancement in this regional hospital.Contribution:Nurse managers to identify, mentor and support professional nurses for leadership positions in their career.

The reported experiences of internationally qualified nurses in aged care: A scoping review.

To examine the experiences of internationally qualified nurses, including those from culturally and linguistically diverse backgrounds, transitioning to and working in the aged care sector of high-income countries. A scoping review. CINAHL, MEDLINE and PSychINFO databases were searched to find eligible literature published from January 2010 onwards. This scoping review was based on the framework by Arksey and O'Malley and the PRISMA-ScR guidelines. The literature search was conducted by the first author, and all three authors reviewed the retrieved studies for eligibility and inclusion. Fourteen articles were eligible. Data was categorized into three broad themes: stress of migration and transition; miscommunication, racism and discrimination; and aged care specific challenges which included two sub-themes 'shock of aged care' and 'bottom care'. Internationally qualified nurses, particularly if they are culturally and linguistically diverse, face unique stresses and challenges in aged care and face barriers in the recognition of skills and qualifications. The under-utilization of skills is not only a loss in terms of patient care but is linked to fears of de-skilling, losing professional development and opportunities for career progression. Internationally qualified nurses are positioned as a solution to aged care shortages in high-income countries; however, there is a scarcity of research exploring their experiences. In the context of the global aged care staffing crisis, an understanding of the stresses and challenges faced by internationally qualified nurses will further strengthen efforts to recruit, support and retain skilled nurses in aged care.

International comparison of professional competency frameworks for nurses: a document analysis

BackgroundNursing competency frameworks describe the competencies; knowledge, skills and attitudes nurses should possess. Countries have their own framework. Knowledge of the content of professional competency frameworks in different countries can enhance the development of these frameworks and international collaborations.ObjectiveThis study examines how competencies and task divisions are described in the current professional competency frameworks for registered nurses (RNs with a Bachelor’s degree) in the Netherlands, Belgium, the United Kingdom (UK), Canada and the United States (US).MethodsQualitative document analysis was conducted using the most recently published professional competency frameworks for registered nurses in the above-mentioned five countries.ResultsAll the competency frameworks distinguished categories of competencies. Three of the five frameworks explicitly mentioned the basis for the categorization: an adaptation of the CanMEDS model (Netherlands), European directives on the recognition of professional qualifications (Belgium) and an adapted inter-professional framework (US). Although there was variation in how competencies were grouped, we inductively identified ten generic competency domains: (1) Professional Attitude, (2) Clinical Care in Practice, (3) Communication and Collaboration, (4) Health Promotion and Prevention, (5) Organization and Planning of Care, (6) Leadership, (7) Quality and Safety of Care, (8) Training and (continuing) Education, (9) Technology and e-Health, (10) Support of Self-Management and Patient Empowerment. Country differences were found in some more specific competency descriptions. All frameworks described aspects related to the division of tasks between nurses on the one hand and physicians and other healthcare professionals on the other hand. However, these descriptions were rather limited and often imprecise.ConclusionsAlthough ten generic domains could be identified when analysing and comparing the competency frameworks, there are country differences in the categorizations and the details of the competencies described in the frameworks. These differences and the limited attention paid to the division of tasks might lead to cross-country differences in nursing practice and barriers to the international labour mobility of Bachelor-educated RNs.

Design, delivery and effectiveness of health practitioner regulation systems: an integrative review

BackgroundHealth practitioner regulation (HPR) systems are increasingly recognized as playing an important role in supporting health workforce availability, accessibility, quality, and sustainability, while promoting patient safety. This review aimed to identify evidence on the design, delivery and effectiveness of HPR to inform policy decisions.MethodsWe conducted an integrative analysis of literature published between 2010 and 2021. Fourteen databases were systematically searched, with data extracted and synthesized based on a modified Donabedian framework.FindingsThis large-scale review synthesized evidence from a range of academic (n = 410) and grey literature (n = 426) relevant to HPR. We identified key themes and findings for a series of HPR topics organized according to our structures–processes–outcomes conceptual framework. Governance reforms in HPR are shifting towards multi-profession regulators, enhanced accountability, and risk-based approaches; however, comparisons between HPR models were complicated by a lack of a standardized HPR typology. HPR can support government workforce strategies, despite persisting challenges in cross-border recognition of qualifications and portability of registration. Scope of practice reform adapted to modern health systems can improve access and quality. Alternatives to statutory registration for lower-risk health occupations can improve services and protect the public, while standardized evaluation frameworks can aid regulatory strengthening. Knowledge gaps remain around the outcomes and effectiveness of HPR processes, including continuing professional development models, national licensing examinations, accreditation of health practitioner education programs, mandatory reporting obligations, remediation programs, and statutory registration of traditional and complementary medicine practitioners.ConclusionWe identified key themes, issues, and evidence gaps valuable for governments, regulators, and health system leaders. We also identified evidence base limitations that warrant caution when interpreting and generalizing the results across jurisdictions and professions. Themes and findings reflect interests and concerns in high-income Anglophone countries where most literature originated. Most studies were descriptive, resulting in a low certainty of evidence. To inform regulatory design and reform, research funders and governments should prioritize evidence on regulatory outcomes, including innovative approaches we identified in our review. Additionally, a systematic approach is needed to track and evaluate the impact of regulatory interventions and innovations on achieving health workforce and health systems goals.

Does China’s Selective Industrial Policy Enhance the Risk-Taking of Corporations?

Moderately increasing risk-taking can promote the high-quality development of enterprises. This paper uses the difference-in-differences method to examine the influence of the selective industrial policy on enterprise risk-taking using the qualification recognition policy of high-tech enterprises as a quasi-natural experiment. The results show that selective industrial policy plays a significant role in promoting enterprise risk-taking. Specifically, such policies significantly affect the risk-taking level of listed and highly rated enterprises. Further research shows that financing constraints are the main channel for the recognition policy of the high-tech qualification industry to enhance the level of enterprise risk-taking.

Exploring Quality Assurance and Qualification Recognition of Micro-credentials in Higher Education: Global Trends and Local Practices

Exploring Quality Assurance and Qualification Recognition of Micro-credentials in Higher Education: Global Trends and Local Practices

Legal framework of professional mobility in the EU

The internal market of the European Union creates employment opportunities, but the job search process remains complex due to different rules and requirements related to the high requirements of local legislation and market characteristics. The research aims to provide a legal overview of Directive 2005/36/EC and the latest amendments to the amended Directive 2013/55/EU, which focus on extending the rights of employees and self-employed persons to practice their profession in different Member States of the European Union. The main methods used in the research are analysis and historical. The authors provided two sides of the view of the country’s internal labour market: from the perspective of the “European Union’s fully free market for professionals”, offering enhanced career opportunities and professional development, and from the perspective of migrants and the obstacles they face. The differences between regulated and unregulated professions, highlighting the ease of recognition of the latter were described. The study also discusses the applicability of the Directive to family members from outside the European Union and the introduction of the European Occupational Card in Directive 2013/55. The three systems for the recognition of qualifications were discussed in detail, highlighting their importance and recent developments in case law. Attention has also been paid to barriers to labour mobility, instruments for the protection of EU citizens, and the challenges posed by national legislation in different professions. The paper provides an assessment of the internal features of the functioning of the internal labour market in the European Union and a better understanding of the peculiarities of the functioning of the economy of the association.

Providing Access to Higher Education for Refugees: Comparative Analysis and Policy Recommendations for South Korea

Securing higher education rights for refugees is critical not only for refugees’ selfempowerment but also for the peaceful development of communities. Qualifications recognition is a major barrier when refugees attempt to apply for work or higher education, due to missing documents or unavailability of issuing institutions in their home countries. This issue led to the 2019 Global Convention as the first global treaty on higher education. However, South Korea, a rising power with a normative policy focus, has little addressed qualifications recognition for refugees. Therefore, this research examines the extent to which South Korea, has internalised international norms regarding the provision of education for non-North Korean refugees. Then, by benchmarking the policies of Western normative middle powers, Canada, Norway, and Australia, the research analyses the strengths and limitations of existing qualifications recognition policies for refugees. The paper also refers to the existing policy for access to higher education for North Korean refugees in South Korea. It argues that South Korea should not only welcome more refugees but also develop an effective measure for the recognition of qualifications for refugees to integrate them as productive members of the society in fulfilment of its international humanitarian obligations, but also in accordance with its national interest. Lastly, this research concludes with policy recommendations for establishing a fair and effective recognition system for qualifications of refugees in South Korea, modelled on existing policies for North Korean refugees.

The Profession of Physiotherapy on the Internal Market of the European Union

The basic legal act governing professional qualification in the European Union (and the countries of the European Economic Area and Belgium) is Directive 2005/36/ EC of the European Parliament and of Council of 7 September 2005 on the recognition of professional qualifications. To practise a profession outside the country in which it was earned, a citizen must comply with certain legal requirements. The author discusses the Polish Act on the Profession of Physiotherapist. The EU has established a European Professional Card. Its holder is entitled to the same rights and privileges, as well as assuming obligations, across the EU as in the state in which the profession was learned. In Poland, pursuant to Article 5 of the Act on the Profession of Physiotherapist, the term “physiotherapist” may only be used by a person who has the right to practice the profession, and the professional title itself is protected by law.

PROFESSIONAL STANDARD «COMBAT MEDIC» AS A FACTOR OF QUALITY MANAGEMENT IN THE MEDICAL SUPPLY SYSTEM OF THE UKRAINIAN DEFENSE FORCES

The article examines the complex problem of regulation the professional qualification of a combat medic / senior combat medic based on a standardized set of acquired competencies and their implementation into the professional standard «Combat medic» as a quality management factor in the system of medical support of the Ukrainian Defense Forces. It is determined the need to differentiate the system of recognition of the professional qualifications of a combat medic and a senior combat medic with corresponding changes to the professional standard of a combat medic by introducing professional qualification categories: a combat medic of the II category, without medical education with special standardized training in educational centers, which corresponds to 4th level of the national qualification framework; a combat medic of category I (senior combat medic), who must have an appropriate educational qualification corresponding to the 5th level of the national qualification framework, as well as a combat medic of the highest professional qualification category, corresponding to the 6th level of the national qualification framework. It is substantiated that the compliance of the professional standard «Combat medic» with the norms of the current legislation requires the separation of professional qualification categories in the corresponding professional standard, as well as further differentiation of the meaningful content of the functionality of staff positions of senior combat medic and combat medic, taking into account the corresponding work and professional competencies. The authors also substantiate the necessity of differentiation in the professional standard the labor functions and professional competences of combat medics without medical education and senior combat medics with a professional medical education based on the introduction of relevant professional qualification categories. It has been proven that the proposed differentiation of the professional qualification categories of the «Combat medic» profession is due to a significant difference in the competencies of servicemen who hold full-time positions of senior combat medics and have a bachelor's degree in higher education compared to servicemen who hold similar positions of senior combat medics in the presence of higher education qualification «Junior Bachelor» degree, or vocational pre-university education qualification «Professional Junior Bachelor», in particular with regard to the «responsibility and autonomy» descriptor of the national qualification framework. It is emphasized that the implementation of the mentioned proposals regarding the improvement of the professional standard «Combat medic» can be an effective tool and factor of quality management in the system of medical support of the Ukrainian Defense Forces.

Analysis of the situation regarding returned migrants. Challenges and solutions

The given article describes the trends of return migration, but also the situation of labour migrants returned to the Republic of Moldova, the factors that initially led to labour migration, and then to their return. The very process of migrants' return presents them with the same difficulties and challenges as in the case of their going to work abroad. Citizens returning home face a lack of jobs, impediments in the recognition of diplomas and qualifications obtained abroad, difficulties in the process of opening a business, etc. However, the state makes great efforts to stimulate the return of labour migrants, but also their (re)integration into society. However, according to the Universal Declaration of Human Rights (Universal Declaration of Human Rights, 1948), the right of citizens to return to their countries of origin is a right recognized and reaffirmed in other international normative acts, such as the International Convention on the Protection of the Rights of All Migrant Workers and Their Families (United Nations Convention, 1990).