The certification of the learning attainments of refugee and internally displaced pupils is critical because of its benefits to individuals, families, communities and societies in or recovering from crisis. However, there is very little formal research or documentation that is available on the topic. This report presents a comprehensive conceptual, policy and programming framework, complemented by case studies. The study shows that teachers, ministry of education officials, UN agency staff and representatives of non-governmental organisations all have specific strengths and opportunities which, when co-ordinated, can help to overcome obstacles to effective recognition, assessment, certification and validation of learning.