Since 2011, millions of Syrians have fled brutal conflict in their homeland to seek refuge in other countries. Millions more remain internally displaced. More than 5.7 million children and youth are in need of educational assistance as a result of this bloody and protracted war (OCHA, 2015) and, with no political solution in sight, it seems likely that the refugee crisis will continue to have a profound impact on neighbouring countries and their education systems. This study examines the issue of valuing and recognizing the non-formal learning and individual competences of Syrian refugee youths (adolescents) and young adults as a means of empowering them, for example to gain a qualification, to enter employment or to escape poverty and social exclusion. Such pathways to empowerment, of course, depend on a range of other factors, such as the prevailing social and economic arrangements and the acknowledgement of political and civic rights, as well as opportunities for education and training at all levels and across all sectors of society: at work, in formal education and in the community. The recognition, validation and accreditation (RVA) of non-formal and informal learning outcomes is key to realizing these opportunities. This study focuses on five countries -- Egypt, Iraq, Jordan, Lebanon and Turkey -- that share much of the burden of educating refugee children, youth and young adults. Its recommendations contribute to dialogue between national authorities and social partners, and guide policy actions and RVA practices both in the region and in other parts of the world where recognition of refugees' learning is a critical issue. [This report was written in collaboration with Hegazi Idris and Maysoun Chehab.]