National

Fast Track Initiative was launched in Sweden in 2015 with the aim of introducing newly arrived immigrants with qualifications and experience in certain fields to the labour market in a time span of two years, validating their professional credentials, taking Swedish language courses and participating in professional trainings, which would allow them to find employment in their area of expertise while simultaneously reducing the shortage of labour in certain spheres.

The Farmer Field Schools (FFS) initiative is a participatory approach to education that promotes hands-on learning through active engagement. Its non-formal nature involves experiential learning techniques and participatory trainings in the fields, encompassing the full cycle of growing and cropping. The main objective of the introduction of FFS as an alternative to the conventional extension approaches was to sharpen farmers’ knowledge and skills through season-long FFS training in farmers’ demand-driven technology (Bunyatta and Mureithi, n.d; FAO, 2001). The initiative was introduced in Kenya in 1996, with four FFSs opening in Kakamega District, Western Province. Since then, hundreds more have been opened, mainly in Western Province (Kakamega, Busia and Bungoma), Coast Province (Kilifi and Kwale) and Central Province (Kiambu). Initially, the programme focused on maize; however, it has developed to include other crops and livestock production.

The Education Model for Life and Work (Modelo Educación para la Vida y el Trabajo, MEVyT) is an innovative basic education model for youth and adult learners in Mexico. The programme is a cooperative effort of the National Institute of Adult Education (INEA) and Federal States Adult Education Institutions (IEEAs) and was launched in 2001. It offers an opportunity for youths and adults who do not have sufficient formal education to renew their studies through distance education and other means of learning. Participating in the programme gives the learners an opportunity to obtain accredited and officially recognized 6th- and 9th-grade qualifications. The key component of the programme is literacy learning combined with skills training, creating a flexible model of autonomous learning. It offers not only basic modules on language and certain skills but also special modules designed for disadvantaged social groups, promoting inclusivity. In addition to developing basic and essential skills and facilitating individual development, as well as building an inclusive community, it aims to promote gender equality, raise awareness of human rights and strengthen humanistic values that ensure good citizenship (UIL, 2016).

The ChileValora initiative (CV) was formally established in 2008 with the objective of improving job mobility and employability for people with little or no formal education. It was launched to support productivity and help people progress in education and training by establishing a nationwide system for validation and certification of labour skills within a pre-defined framework of standards. Another key objective of the initiative is to promote lifelong learning and further education and training.

The initiative of accepting all Afghan children, regardless of documentation and legal status, to schools has been active in Iran since 2016. According to the decree issued in 2015, all Afghan children have the right to study side by side with Iranian citizens at a school level, getting both primary and secondary education (NRC, 2017).