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Lisbon Recognition Convention

As agreed to by all provinces and territories, Canada ratified the Convention on the Recognition of Qualifications concerning Higher Education in the European Region 1997 commonly known as the Lisbon Recognition Convention (LRC), on June 13, 2018. The LRC is an international agreement between 55 signatory states and was jointly drafted by:

  • The Council of Europe
  • UNESCO and
  • Members States of UNESCO's European and North America region.

    • With the ratification process of the LRC, Canada's provincial and territorial governments demonstrate their commitment to furthering international collaboration on a wide range of issues related to the enhancement of academic and professional mobility and promoting best practices in the assessment and recognition of academic credentials.

    The LRC became legally binding under international law on August 1, 2018. In parallel, Canada continues to participate in consultations on the continued development of the Global Convention on the Recognition of Higher Education Qualifications with UNESCO Member States.

    The purpose of the LRC is to facilitate the mobility of individuals through the recognition of academic credentials issued in and outside Canada, and to improve access by other countries and individuals to information about the education systems in Canada. The LRC specifies concretely and in greater detail the responsibilities of ratifying states with respect to the principles and mechanisms for the recognition of academic credentials and the collection and dissemination of information on education systems.

    The key principle of the LRC is that students should not have to repeat courses with learning outcomes already achieved both,

  • In fairness to students
  • As a matter of public policy regarding the use of educational resources The key component of the LRC is that it places a "reverse onus" or "reverse burden of proof" whereby an institution (or competent recognition authorities) must recognise qualifications and/or credits from other higher education institutions unless substantial differences can be proven. The LRC thereby marks a shift from equivalency to recognition
  • The equivalency approach typically leads to a thorough comparison of qualifications and even small differences often lead to not recognising credentials/qualifications or parts thereof.
  • The recognition approach requires considering learning outcomes and similarities between qualifications in a broader sense and withholding recognition or only granting partial recognition can occur only where and if substantial differences are found.

    • Please consult the website of the Canadian Information Centre for International Credentials to obtain more information on the LRC.

    * PEQAB acknowledges and thanks the Canadian Information Centre for International Credentials for their permission to reprint this document with only minor additions.