The right to higher education and its equitable accessibility are firmly anchored in international human rights law. Instruments such as the UNESCO Convention against Discrimination in Education (1960) and the International Covenant on Economic, Social and Cultural Rights (1966) impose binding obligations on States to guarantee non-discrimination and to make tertiary education equally accessible on the basis of individual capacity, functioning as a structural “multiplier” for the enjoyment of all other individual rights. Yet, significant global disparities persist in administrative practices regarding cross-border credential evaluation. The UNESCO Global Convention on the Recognition of Qualifications concerning Higher Education (2019) constitutes a landmark paradigm shift in the progressive codification of international education law. It transitions from a rigid, curriculum-matching “equivalence” framework to a modern “recognition” approach, centered on learning outcomes and competencies. This paper critically examines the Convention’s normative innovations, situated within the broader context of the UN 2030 Agenda (SDG 4) and the African Union’s Agenda 2063. It analyzes the standard eight-step procedural methodology for credential assessment and evaluates the implementation challenges within the specific Euro-African educational corridor. Particular attention is devoted to the impact of international university networks, Transnational Education (TNE), and the alternative toolkits ‒such as Qualifications Passports‒ designed to ensure substantive equality for refugees and displaced learners. Finally, the paper addresses the specific position of Italy, which has not ratified the treaty yet, evaluating the asymmetric legal and competitive disadvantages of this legislative gap on academic cooperation and student mobility with a rapidly modernizing African continent, concluding with targeted policy recommendations to uphold higher education as a global public good.
Chapter II. From legal commitment to practice: advancing equitable access to higher education through the global recognition qualifications
Carola Ricci
2026-01-01
Abstract
The right to higher education and its equitable accessibility are firmly anchored in international human rights law. Instruments such as the UNESCO Convention against Discrimination in Education (1960) and the International Covenant on Economic, Social and Cultural Rights (1966) impose binding obligations on States to guarantee non-discrimination and to make tertiary education equally accessible on the basis of individual capacity, functioning as a structural “multiplier” for the enjoyment of all other individual rights. Yet, significant global disparities persist in administrative practices regarding cross-border credential evaluation. The UNESCO Global Convention on the Recognition of Qualifications concerning Higher Education (2019) constitutes a landmark paradigm shift in the progressive codification of international education law. It transitions from a rigid, curriculum-matching “equivalence” framework to a modern “recognition” approach, centered on learning outcomes and competencies. This paper critically examines the Convention’s normative innovations, situated within the broader context of the UN 2030 Agenda (SDG 4) and the African Union’s Agenda 2063. It analyzes the standard eight-step procedural methodology for credential assessment and evaluates the implementation challenges within the specific Euro-African educational corridor. Particular attention is devoted to the impact of international university networks, Transnational Education (TNE), and the alternative toolkits ‒such as Qualifications Passports‒ designed to ensure substantive equality for refugees and displaced learners. Finally, the paper addresses the specific position of Italy, which has not ratified the treaty yet, evaluating the asymmetric legal and competitive disadvantages of this legislative gap on academic cooperation and student mobility with a rapidly modernizing African continent, concluding with targeted policy recommendations to uphold higher education as a global public good.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
