A/71/358 and recognition” 12 of skills and competencies acquired in the course of lifelong learning. The establishment of national qualifications frameworks and the adoption of national assessment systems for learning achievements in multiple settin gs denote the value attached to the pursuit of lifelong learning. A. Recognition, validation and accreditation 75. Recognition, validation and accreditation of knowledge, skills and competences obtained in various settings make lifelong learning rewa rding for individuals. This provides individuals with further avenues in different phases of their lives and may significantly improve their self-esteem and motivate them for further learning and better employment perspectives. Quality assurance mechanisms should be underpinned by transparent processes, procedures, standards and criteria for identifying and validating non-formal and informal learning. 34 76. The UNESCO Guidelines for the Recognition, Validation and Accreditation of the Outcomes of Non-formal and Informal Learning recognize the need for “the learning outcomes that young people and adults acquire in the course of their life in non-formal and informal settings … to be made visible, assessed and accredited ” (p. 5). The experiences and qualifications accumulated at different stages from participation in non-formal and informal adult learning and education should be recognized, validated and accredited. States should, in accordance with national qualifications frameworks, allow for “continuing education and access to the labour market, without facing discrimination barriers”. 8 B. Framework for the recognition and certification of skills 77. Qualification systems for connecting skills development and lifelong learning are especially important. During his recent visit to Chile, the Special Rapporteur was apprised of the national qualifications framework for technical and vocational training being developed in the country, which aimed to organize learning process es as a continuum that included standardizing the qualifications of students in the education system and promoting lifelong learning through the certification of skills and recognition of prior learning. The Ministry of Labour in Chile was increasing training in cooperation with the private sector to create opportunities and certify skills for employment, entrepreneurship and the emerging needs for lifelong learning. 78. The Special Rapporteur notes the initiatives being taken in some African countries to establish national qualifications frameworks. The national qualifications framework in South Africa provides a mechanism for awarding qualifications on the basis of the achievement of specified learning outcomes prescribed by industry. It allows for the accumulation of credits and recognition of prior learning, which fosters lifelong learning. The national vocational qualifications framework in Nigeria furnishes another example in addressing the assessment of vocational qualifications. Certification of skill s relevant to the labour __________________ 34 18/26 UNESCO Guidelines for the Recognition, Validation and Accreditation of the Outcomes of Non-formal and Informal Learning, document UIL/2012/PI/H/3/Rev.2. Available from http://unesdoc.unesco.org/images/0021/002163/216360e.pdf. 16-14910