{"id":20982,"date":"2026-03-26T18:19:00","date_gmt":"2026-03-26T15:19:00","guid":{"rendered":"https:\/\/sydialogue.org\/?p=20982"},"modified":"2026-04-11T18:59:19","modified_gmt":"2026-04-11T15:59:19","slug":"recognition-of-degrees-and-professional-experience-acquired-abroad-by-syrians-impacts-and-challenges-threatening-human-capital","status":"publish","type":"post","link":"https:\/\/sydialogue.org\/en\/recognition-of-degrees-and-professional-experience-acquired-abroad-by-syrians-impacts-and-challenges-threatening-human-capital\/","title":{"rendered":"Recognition of Degrees and Professional Experience Acquired Abroad by Syrians: Impacts and Challenges Threatening Human Capital"},"content":{"rendered":"

Executive Summary:<\/strong><\/span><\/h3>\n

This paper examines the issue of recognizing academic qualifications and professional experience acquired by Syrians abroad during years of displacement and refuge, as well as its social and economic implications. This issue has gained increasing importance in the current phase, as Syria seeks to rebuild its institutions and leverage its available human capital\u2014particularly following the large-scale migration of Syrian students and professionals since 2011 to various countries. Many pursued higher education in foreign universities or gained professional experience in diverse labor markets. As part of this human capital begins to return, or seeks integration into Syrian state institutions and labor markets, significant challenges have emerged regarding the recognition of foreign-acquired qualifications and experience.<\/p>\n

The Syrian system for credential recognition is based on a set of outdated laws that have not undergone meaningful reform or modernization. It relies heavily on strict formal equivalence between foreign degrees and their local counterparts, including the duration of study, the nature of academic programs, and admission requirements. While these policies aim to preserve the quality of higher education, they have become increasingly misaligned with the new realities shaped during years of conflict. Educational pathways among Syrians abroad have diversified, and the systems in which they studied vary widely. Moreover, administrative procedures related to document verification have become more complex, particularly due to difficulties in accessing original documents and differences in certification mechanisms across countries.<\/p>\n

This paper seeks to analyze the problem by identifying the key challenges hindering recognition of foreign-acquired qualifications, including bureaucratic complexities, the absence of standardized criteria for evaluating foreign academic programs, and weak mechanisms for recognizing professional experience gained outside formal education systems. It also reviews a range of international tools and practices developed to address credential recognition, such as international recognition agreements, networks of national credential evaluation centers, systems for recognizing prior learning and professional experience, and stakeholder motivation analysis.<\/p>\n

Based on this analysis, the paper proposes four policy options to address the issue in the Syrian context. The first option involves maintaining the current system with minor procedural adjustments; while this is the easiest approach, its impact is limited and does not address structural deficiencies. The second option entails comprehensive reform and modernization of the existing recognition system by shifting from strict formal equivalence toward evaluating learning outcomes and competencies, simplifying documentation procedures, and recognizing digital credentials issued by foreign universities. This option is considered the most realistic in the short term, as it builds on existing institutions rather than creating new ones. The third option proposes the establishment of an independent national recognition center, similar to those in other countries, responsible for evaluating foreign degrees and developing unified standards for recognition; this is more suitable in the medium term. The fourth option suggests adopting a competency-based assessment system focused on individuals\u2019 skills and practical experience rather than relying exclusively on academic degrees; however, its implementation requires the development of specialized institutional infrastructure and clear assessment standards.<\/p>\n

The paper concludes that the second option is the most feasible in the current phase\u2014namely, reforming and modernizing the existing system\u2014while gradually incorporating elements of the third and fourth options in the medium term. It further recommends adopting a phased reform approach, beginning with improving current procedures and enhancing transparency, and gradually evolving toward the establishment of a comprehensive national system for recognizing academic qualifications and professional experience. Such a system would enable the effective utilization of Syrian human capital both domestically and abroad, and contribute to rebuilding state institutions and the national economy.<\/p>\n

Introduction:<\/strong><\/span><\/h3>\n

Following the fall of the Assad regime, discussions have repeatedly emphasized the need for qualified professionals to manage state institutions. Various individual initiatives have emerged aimed at restoring national human capital and encouraging expatriate professionals to return and contribute to rebuilding the state. These initiatives have included the creation of databases and networks of diaspora academics willing to engage and share their expertise. After years of war and displacement led to a significant depletion of human capital\u2014particularly among youth and highly skilled individuals\u2014the first year following the regime\u2019s fall witnessed repeated visits by professionals and experts. According to UNHCR statistics for 2025[1]<\/a><\/sup>, approximately 1.1 million refugees returned to Syria within a single year, signaling the beginning of a broader return of expertise enriched with diverse skills and experiences.<\/p>\n

However, the return of expatriates and refugees has not been as smooth as expected. Many have encountered significant obstacles, most notably the recognition of prior education and professional experience acquired abroad. Despite the issuance of several presidential decrees in 2025 regulating the return of students who had interrupted their university or postgraduate studies\u2014such as Decree No. 95[2]<\/a><\/sup> and Decree No. 98, which granted exceptional academic opportunities to students who had exhausted their attempts or exceeded registration limits[3]<\/a><\/sup>\u2014these measures have proven insufficient. They failed to address numerous exceptional cases arising from displacement, and did not introduce any substantial reforms concerning the recognition of degrees obtained from non-Syrian universities.<\/p>\n

This is further supported by the findings of a survey conducted by the Syrian Al-Thawra newspaper, based on field research involving 181 participants among students and graduates from the diaspora across various educational levels and disciplines. Among them, 63% had studied in Lebanon, 31% in Turkey, and 6% in other countries. The results revealed that 83% considered the conditions governing the integration of diaspora students into Syrian education systems to be \u201cexclusionary and unresponsive to the context of forced displacement,\u201d while 99% reported experiencing rejection or significant difficulty in transferring credits, modifying their academic status, or gaining recognition of the educational systems in which they studied[4]<\/a><\/sup>.<\/p>\n

The return of increasing numbers of Syrians who pursued education or acquired professional experience abroad has exposed a critical institutional problem: the difficulty of recognizing qualifications[5]<\/a><\/sup>, degrees, and experience obtained outside Syria. This stems from outdated recognition systems and regulatory frameworks, as well as discrepancies between Syrian higher education structures and those in host countries. This issue requires urgent intervention, as it hinders the reintegration of skilled individuals, results in the loss of valuable human capital, deprives Syrian institutions of needed expertise, delays reconstruction efforts, and undermines trust in emerging public policies.<\/p>\n

This policy paper seeks to answer the following central question:
\nHow can Syria develop a flexible system for recognizing qualifications acquired abroad that enables the integration of returning professionals without compromising educational quality?<\/p>\n

The paper analyzes the legal and procedural challenges associated with recognizing foreign-acquired education and experience, examines their impacts, and proposes a set of policy options to improve the recognition system. Methodologically, it relies on a descriptive-analytical approach based on desk research, complemented by a qualitative component involving 13 interviews with returning Syrians facing difficulties in credential recognition, including representatives from student service offices and academics who studied abroad.<\/p>\n

The first section of the paper introduces the problem of human capital depletion in Syria. The second section outlines four major challenges hindering recognition processes, including legal, bureaucratic, and conflict-related challenges, as well as issues related to recognizing prior experience and professional accreditation. The third section examines the institutional, economic, social, and psychological impacts of these challenges, including their effects on refugee return. The fourth section provides a stakeholder analysis and examines their underlying motivations. The fifth section reviews comparative solutions and international practices, while the sixth discusses available policy options. The paper concludes with key findings and recommendations.<\/p>\n

I. Human Capital Drain: The Problem in Numbers<\/strong><\/span><\/h3>\n

Syria has long suffered from brain drain. In 2010, the country ranked 77th globally out of 175 countries and fifth among Arab states in terms of skilled migration, according to the World Bank\u2013based brain drain index, with a score of 6.6[6]<\/a><\/sup>. However, this trend intensified significantly\u2014both quantitatively and qualitatively\u2014after 2011. By 2022, Syria ranked 11th globally (among the worst worldwide) and third among Arab countries, with a score of 8.1 on the same index. In 2024, it ranked 14th globally and fifth among Arab states, with a score of 7.7, compared to a global average of 4.98[7]<\/a><\/sup>.<\/p>\n

Under the former Assad regime, there were no effective government strategies to mitigate the loss of Syrian human capital. On the contrary, the events of the Syrian uprising and the subsequent security crackdowns, conscription policies (both mandatory and reserve), widespread bombardment, and forced displacement led to the loss of a substantial portion of the country\u2019s expertise. Syrian professionals\u2014such as Syrian doctors in Germany, for example\u2014have become integral to key sectors abroad, particularly the healthcare system[8]<\/a><\/sup>. Meanwhile, Syria\u2019s own medical sector has experienced acute shortages in critical specialties, including anesthesiology, psychiatry, emergency medicine, forensic medicine, family and community medicine, and intensive care[9]<\/a><\/sup>.<\/p>\n

The gap in human resources has not been limited to the medical field. The academic sector has also suffered significantly, with approximately half of postgraduate students (both male and female) leaving the country[10]<\/a><\/sup>. In addition, many public institutions have faced persistent shortages of qualified personnel, particularly in fields such as information engineering, programming, statistics, and economics[11]<\/a><\/sup>. The remaining workforce has proven insufficient to fill these gaps in recent years. Even after political change, employers continue to report a substantial mismatch between university graduates\u2019 skills and labor market needs, alongside deficiencies in practical skills, weak institutional coordination, and an inability to keep pace with ongoing global and local transformations[12]<\/a><\/sup>.<\/p>\n

According to data from the UNESCO Institute for Statistics, the number of Syrian students studying abroad reached approximately 105,160 in 2023 (see Figure 1)[13]<\/a><\/sup>, representing nearly a sixfold increase compared to 2011 levels. A 2022 migration report further indicates a growing trend among students from conflict-affected countries\u2014particularly Syria\u2014toward pursuing higher education abroad[14]<\/a><\/sup>. However, these figures only capture current students and do not provide a cumulative estimate of total graduates. Moreover, the data does not clarify whether it includes Syrian refugees in host countries who, in the early years of displacement, were often treated as domestic students in terms of admission criteria and tuition costs rather than as international students. Consequently, the actual number of Syrians who have studied in foreign universities is likely higher than reported. This group constitutes a critical component of Syria\u2019s human capital and requires targeted policies to facilitate its reintegration, encourage return, and maximize its contribution to national recovery.<\/p>\n

\"\"<\/p>\n

Figure 1: Total Number of Tertiary Education Students Studying Abroad (Country of Origin: Syria)[15]<\/a><\/sup><\/span><\/p>\n

While this reflects the situation within Syria\u2014where the country has experienced a significant depletion of high-quality human capital\u2014Syrian refugees and expatriates have undergone a demanding journey, facing substantial challenges in continuing their education and integrating into new societies[16]<\/a><\/sup>. Many experienced interruptions in their education, loss of documentation and proof of prior learning, and were compelled to learn new languages while balancing study with work in order to meet basic needs.<\/p>\n

Despite these difficulties, many host countries introduced significant measures to facilitate the integration of refugees into existing education systems, particularly at the pre-university level. In some cases, students were admitted without documentation verifying their prior education[17]<\/a><\/sup>. At the same time, a considerable number of Syrian students were able to continue their academic studies in reputable international universities, often benefiting from facilitated admission procedures. Some received scholarships covering tuition costs, while others were granted opportunities to pursue higher education despite their inability to obtain formal graduation documents[18]<\/a><\/sup>.<\/p>\n

For example, the number of Syrian students enrolled in Turkish universities increased significantly after 2016, reaching approximately 60,000 students[19]<\/a><\/sup> (see Figure 2). Despite facing linguistic barriers, hate speech, and various forms of prejudice[20]<\/a><\/sup>, many students were able to overcome these challenges, successfully complete their undergraduate and postgraduate studies, and, in numerous cases, excel academically[21]<\/a><\/sup>. They subsequently entered labor markets, developed their professional skills and experience, and demonstrated strong competence and presence in their respective fields.<\/p>\n

\"\"<\/p>\n

Figure 2: Number of Syrian Students in Turkish Universities (Data from the Turkish Council of Higher Education)<\/span><\/p>\n

The above figures indicate an unprecedented expansion of education outside Syria and highlight the existence of a large segment of Syrians who have acquired education and professional experience within diverse and advanced educational systems. This suggests the presence of a highly valuable Syrian human capital dispersed globally. Reintegrating this capital represents a major challenge that requires innovative policies and targeted incentives to attract and utilize it effectively\u2014efforts that have not yet been adequately undertaken. On the contrary, the persistence of the current legal framework, with its structural weaknesses and inefficiencies, constitutes a repelling environment that may discourage many Syrians from returning and contributing to national reconstruction.<\/p>\n

II. Four Key Challenges Hindering the Recognition of Education and Experience Acquired Abroad<\/strong><\/span><\/h3>\n

The recognition of education and professional experience acquired outside Syria constitutes a critical step in enabling individuals to access employment\u2014particularly within the academic and public sectors. It also allows for the preservation and accumulation of prior experience, including access to professional associations and their associated benefits, such as pension rights.<\/p>\n

Within the Syrian context, recognition operates at three main levels:<\/p>\n