Recognition Of Prior Learning Research Articles

Facilitators of and barriers to recognition of prior learning in higher vocational and professional education

ABSTRACT Recognition of prior learning (RPL) has gained importance as an instrument for promoting the permeability of education and training systems. Despite the many advantages at the individual and social level, such as supporting lifelong learning processes, previous research indicates that RPL implementation encounters various barriers at different levels. This study aimed to investigate the facilitators of and barriers to RPL implementation for access to higher vocational and professional tertiary education in Switzerland from the perspective of RPL providers. National and organisational framework conditions as well as factors at the study programme level were considered. Data were collected via a nationwide online survey covering professional education institutions. The sample comprised 156 persons responsible for 191 study programmes at professional education institutions in the fields of engineering, economics, healthcare, and social care. A logistic regression analysis revealed that RPL implementation for access to a study programme was most likely in the following contexts: less regulated professional fields, high workforce shortage, and favourable organisational RPL policies. Furthermore, the results suggest that the attitudes towards RPL held by those responsible are decisive in designing effective interventions.

Challenges of employing unformalized skills: Recognizing and leveraging informal expertise for national development in Tanzania

This paper explores the challenges and implications of informal skills acquisition in Tanzania and its impact on national development. Through two case studies—one focusing on a driving class and the other on an electrical technician—it highlights the tension between formal certification and practical experience. The findings reveal that informal skilled laborers, while highly proficient, face significant barriers to employment, market competition, and project tendering due to the absence of formal recognition and certification. Despite their lack of formal qualifications, these workers contribute meaningfully to their families, communities, and the national economy. The study underscores the critical gap in valuing informal expertise relative to formal qualifications, and it advocates for the re-evaluation of the certification system to better recognize and leverage informal skills. The paper argues that integrating informal skills into the formal economy is crucial for inclusive national development. It calls for a Recognition of Prior Learning (RPL) system to validate experiential learning and create alternative, affordable certification pathways. This approach would not only level the playing field for informal workers but also enhance their ability to compete in national projects alongside formally educated professionals. By acknowledging and supporting informal expertise, Tanzania can build a more robust, versatile workforce that is better equipped to meet the demands of various industries, ultimately driving sustainable national development.

Critical reflections of emerging farmers’ individual perspective towards assessments in recognition of prior learning for unit standards credit of agricultural courses

Interventions to redress the apartheid education’s negative impact on the education and training systems of the previously disadvantaged groups in South Africa include the implementation of recognition of prior learning (RPL). The paper attempts to qualitatively assess emerging farmers’ individual perspectives by analysing their cognitive and non-cognitive characteristics during RPL credit assessment sessions. A total of 200 Free State province emerging farmers participated in an RPL credit assessment session of the unit standards to be recognised for two agricultural qualifications. The RPL unit standards credit assessment sessions for two agricultural courses were conducted in a classroom for 3 months. The data generated from text, video, and voice recordings was processed and analysed using critical discourse analysis. What emerged from the discussions was that emerging farmers were appreciative of the opportunity to embrace spontaneity during training. The study found that embracing adult learning principles had a positive effect on the cognitive and non-cognitive characteristics of emerging farmers during training. The findings of this paper will help strengthen the understanding of how RPL is implemented in the context of emerging farmers and further development of what needs to be done to further improve RPL procedure.

Call to Action: Leveraging American Nurses Credentialing Center Nursing Continuing Professional Development Credit for Prior Learning-Part 2.

In "The Future of Workforce Development in Professional Nursing Practice," Graebe et al. (2022) propose addressing nursing workforce shortages through Recognition of Prior Learning and related frameworks. They argue for a new health care learning model that leverages stackable certificates and accredited professional development to award academic credit, bridging the gap between current qualifications and advanced education. This approach could enhance enrollment and retention in advanced nursing programs, addressing shortages in specialty areas such as academia and leadership. By recognizing experiential learning, these methods create accessible, sustainable career pathways, fostering a more diverse and adaptable nursing workforce. [J Contin Educ Nurs. 2024;55(9):416-420.].

Recognition of Prior Learning in Higher Education: A Systematic Literature Review

The aims of this research are to describe recent, global, empirical understandings of the recognition of prior learning (RPL) and to synthesise and extant knowledge in a way that assists stakeholders in uplifting the transitions to education, employment, or training. RPL matters are particularly important to current sector policy initiatives as reforms to the Australian government’s approach to widening participation in higher education have helped in the development of the 2021 National Microcredentials Framework to define, standardise and consolidate RPL for Australian citizens. Furthermore, the recent 2024 Australian Universities Accord Final Report highlights the importance of RPL to facilitate lifelong learning. A systematic review guided by the PRISMA and PICO frameworks identified 65 articles published between 2013-2023, that empirically examined RPL. Using manual thematic analysis, 17 core themes were organised into five meta-themes: 1) the benefits of RPL; 2) the challenges of RPL; 3) RPL processes; 4) institutional processes; and 5) national RPL policy. This article provides timely insights to shape the future RPL research agenda as well as RPL practice and policy in Australia and beyond.

Recognition of Prior Learning: How Its Impact on Village Official Competencies?

Recognition of Prior Learning (RPL) represents an educational innovation necessitating adaptability and flexibility from academic institutions. Village officials must bridge the knowledge gap, as many have only completed high school. This study investigates the effectiveness of RPL in enhancing the competencies of village officials in Indonesia. The sample included 1,260 village officials across Indonesia, divided equally into 28 experimental and control groups. Data were gathered using a job competency assessment scale. Findings revealed a significant competency improvement in the experimental group following RPL implementation compared to the control group. This underscores the importance of RPL, inspired by Experiential Learning Theory and Job and Performance Theory, in fostering competency development through work activities. Continuous application of RPL is essential, tailored to the specific competency needs of various job types, with ongoing monitoring and evaluation to ensure quality.

Investigating the Academic Progress of Namcol Tertiary Programme Students Admitted Through Recognition of Prior Learning 2019-2020

The intention of this study was to report on the progress of students admitted through the Recognition of Prior Learning (RPL) for the academic year 2019 and 2020 at the Namibian College of Open Learning (NAMCOL). The experience of students admitted through RPL seems under researched, given the number of limited studies undertaken at Higher Education Institutions (HEIs) offering Open and Distance Learning (ODL). The study aimed to explore the progress of students admitted to certificate programmes offered by NAMCOL through RPL. This study used Abraham Maslow’s Need Theory as a theoretical framework. The research followed a qualitative research method. A descriptive research design was employed for the study. The population comprised certificate students admitted through RPL during the 2019 and 2020 academic years. Purposeful sampling technique which comprised a sample of 30 students was used. Data were collected through a structured interview guide. Students ‘academic records were reviewed to determine their progress. Data were analysed and presented thematically. Main outcomes of the study showed that several factors affect students’ performance positively and negatively. Factors contributing positively include the delivery of face-to-face contact sessions and discussions with other students. Aspects contributing negatively to the academic success of students include distance, work, and family responsibilities. The study, therefore, recommends that more face-to-face contact sessions should be made available to students. These could be offered online synchronously or asynchronously to enable students to play and review sessions on their own time.

Recognition of prior learning in higher education institutions of Ukraine

Recognition of prior learning in higher education institutions of Ukraine

Kebijakan Publik Di Bidang Pendidikan Tinggi Dalam Kaitannya Dengan Penerapan Rekognisi Pengalaman Lampau (RPL)

Public policy in higher education is crucial in guiding the direction of learning in educational institutions. Recognition of Prior Learning (RPL) enables students to receive recognition for knowledge and skills acquired through non-formal experiences, accelerating learning, and providing fairness to those with relevant prior experiences. This research aims to analyze public policy in the implementation of Recognition of Prior Learning (RPL) in Indonesian higher education. The study utilizes a qualitative method, prioritizing literature analysis as the source of data. Data is collected from scholarly works and relevant bibliographic references. Analysis is conducted inductively to gain a deep understanding, explore unique aspects, and generate hypotheses related to public policy in the implementation of Recognition of Prior Learning (RPL) in Indonesian higher education. The findings indicate that public policy in higher education plays a crucial role in directing learning policies, including RPL implementation. However, the implementation of RPL still faces several challenges, including the need for clear frameworks, adequate resources, and ethical aspects in recognizing past learning. The importance of harmonizing RPL practices at the international level also remains a focus in achieving inclusive and relevant higher education goals. Thus, this research provides a better understanding of the complexity of RPL implementation and lays the groundwork for policy and practice improvements in higher education.

Factors Affecting Learners Enrollment into STEM Programs n TVET Institutions within Kisumu County, Kenya: A Comparative Analysis

The Kenya National Qualification Authority (KNQA) defines Recognition of Prior Learning (RPL) as the process used to identify, assess, and certify a candidate’s knowledge, skills, and competencies acquired in non-formal or informal learning, such as work or life experiences, against prescribed standards or learning outcomes. Despite the launch of RPL by KNQA in 2021, its implementation in Kenya, especially Western region, has generally been slow. This study was therefore conducted to: i)To identify key non-formal and informal economy-driving industries with uncertified skilled workers in, ii) To determine the level of need for RPL by Jua Kali workers; iii) To identify the possible RPL processes and nomenclature suitable to MMUST in relation to CBET and, iv) To identify the level of awareness on RPL among stakeholders. The study was done through questionnaires. The first was a needs assessment study targeting eleven ‘Jua Kali’ sectors in Kakamega town. These were Mechanical, Electrical, Welding, Masonry, Plumbing, Hotel Services, Carpentry, Textile/Dressmaking, Berber Services, and Hair and beauty services Sectors. The study involved 157 workers spread across the eleven sectors. The study found that 77.7% of the respondents have no certification to prove their competency in the work that they do. A majority (88%) of the respondents would like their skills and knowledge gained informally to be assessed and certified by a recognized institution. Also Out of these, 80.6% reported that their institutions have never been involved in the RPL process and 58.3% reported that their institutions have enough trained personnel to implement RPL. Findings also indicate that there is high level of RPL need among the workers at 88%. While reviewing literature from the KNQA, the study found a well laid down policy and guidelines for RPL implementation suitable for MMUST TVET Institute. It further exposes the low awareness on RPL among stakeholders. The study concludes by emphasizing the need to create effective awareness among RPL possible candidates, implementors and policy makers The study recommends aggressive and effective awareness creation among the ‘Jua-Kali’ traders in the twelve non-formal and informal trade areas as well as among the key stakeholders. Establishing an RPL centre in MMUST TVET Institute was deemed highly necessary to accommodate the 88.5% ‘Jua-Kali’ traders in Kakamega town, who are willing to have their skills and knowledge assessed and certified.

Temporal dimension in recognition of prior learning (RPL) in vocational education and training from a social justice perspective

ABSTRACT An international movement is underway to promote the recognition of prior learning (RPL) as a means of social justice, especially for disadvantaged populations. This article examines the duration of the RPL pathway towards the upper secondary VET diploma from a social justice perspective. Grounded in the Sen’s capability approach (CA) and using survival analysis with administrative data, the results show that, under certain conditions, the RPL helps promote access to an upper secondary vocational education and training (VET) diploma, especially for experienced workers without a diploma. Indeed, some personal (e.g. immigration status) and social conversion factors (e.g. involvement of employers in the RPL pathway) are associated with the time until graduation through RPL. The discussion highlights the relevance of using survival analysis when examining the association between conversion factors and the RPL pathway. The conclusion sheds light on the relevance of incorporating a temporal dimension when analysing pathway in RPL and under CA framework.

RPL Management Model for Capacity Building of Village Apparatus: A Case Study on Cooperation between Surabaya State University and Bojonegoro District Government

Law Number 23 of 2014 grants regional autonomy, which means that each regional institution is authorized to manage its own policies. This includes village governments, which are regulated by Law Number 6 of 2014. Therefore, it is crucial to have competent village personnel who can provide exceptional services to the citizens. In 2021, 45,387 village heads, 43,876 village secretaries, 31,147 village-owned enterprise managers, and 7,889 professional assistants graduated from high school, according to data from the Ministry of Village, Development of Disadvantaged Regions, and Transmigration. This highlights the need to strengthen the education of village apparatus. One way to achieve this is through the Recognition of Prior Learning (RPL) program, which is a collaboration between the Ministry and universities such as the State University of Surabaya and the State University of Yogyakarta. This program can help improve the skills of village apparatus. However, there is a gap between the reality and the implementation of the collaboration between the Ministry and Pertindes regarding the implementation of RPL for village apparatus. In Bojonegoro Regency, for instance, only 61% of village heads had a high school educational background in 2022, according to the Office of Community Empowerment and Village Government. To address this issue, the researcher aims to understand the management of RPL in Bojonegoro Regency to improve the capacity of village apparatus. The research is based at the State University of Surabaya and Bojonegoro Regency. The study obtained primary data from interviews, literature studies, and a memorandum of understanding between the State University of Surabaya (UNESA) and the Bojonegoro Regency Government. The researcher used a knowledge management approach in program planning, which focused on six main stages in development planning. These stages included problem identification, problem diagnosis, design stage, design implementation, design testing, and solution formulation. The results of the study showed that collaboration and support from educational institutions are strategic solutions for improving village human resources. Additionally, the RPL program is relevant to the functions of higher education institutions in preparing personnel for village government administration. The implementation of RPL in Bojonegoro is in accordance with the principles of cooperation. However, there were some technical obstacles in the implementation of activities.

What can Fraser and Bourdieu teach us about success and obstacles in the implementation of Recognition of Prior Learning?

Despite the adoption of Recognition of Prior Learning (RPL) policies, its implementation lags behind, remains un-coordinated and lacks institutional support. The key issues underlying these challenges include knowledge contestation and gatekeeping in the form of resistant cognitive structures in defence of the intellectual foundations of university knowledge. This article weaves the theories of Fraser and Bourdieu together to analyse the literature on RPL policy, pedagogic agency and practice in order to deepen understanding of RPL’s success and obstacles. Fraser’s notion of parity of participation is useful in that it theorises how adherence to social justice principles to promote RPL implementation can be created in the academy. Bourdieu’s work facilitates interrogation of the habitus, and social and cultural capital of RPL practitioners in relation to the habitus of academics, and how these impact the crossing of knowledge boundaries via RPL as a specialised pedagogy. The article concludes that successful RPL implementation requires, inter alia, that attention be directed to honing the class habitus of the academy as a whole, including adequate theorisation of the conditions necessary for the existence of pedagogic agency within the context of the prevailing knowledge difference discourse.

Recognition of Prior Learning in Nepal: A Gateway to Socio-Economic Inclusion

Recognition of Prior Learning (RPL) has become a popular policy instrument across the world- both in developed and developing countries. RPL is highly relevant in the context of Nepal, as it aims dignified employment to its people. Nepal has a huge number of people working in informal sector, including large number of migrants returning home every year with skills and experiences. However, the skills and competencies of these people are not yet harnessed to ensure them dignified jobs and better earning. This article is based on the secondary information along with author’s personal experiences and interaction with few RPL candidates. It presents the basics of RPL, the importance of RPL in the context of Nepal, and then looks at some problems and issues of RPL provision in Nepal. Finally, the article draws the conclusion on how the RPL can become a vital tool to boost Nepal’s socio-economic status.

Enhancing Skill India Mission in Rajasthan: A Progressive Analysis and Roadmap for Improvement

The Skill India Mission, initiated by the Government of India, aims to empower the youth through skill development and employment opportunities. This research proposal focuses on assessing the progress of the Skill India Mission in Rajasthan and proposes strategies for further enhancement. The analysis identifies various positive aspects of the mission, such as the establishment of skill development centers, sector-specific training programs, industry collaborations, and recognition of prior learning. However, it also identifies areas requiring improvement. Recommendations include strengthening infrastructure, developing industry-driven curriculum, fostering more industry partnerships, focusing on rural areas, implementing effective monitoring and evaluation mechanisms, integrating soft skills training, conducting awareness and outreach campaigns, collaborating with educational institutions, promoting entrepreneurship development, and ensuring continuous skill upgradation. Implementing these measures can bolster the effectiveness of the Skill India Mission in Rajasthan, leading to improved skill development outcomes, enhanced employability, and sustainable economic growth.

Recognition of prior learning program in improving human resource in Bojonegoro district: an open government analysis

This research aims to analyze open government by looking at the implementation of the Village Recognition of Prior Learning (RPL) program in Bojonegoro Regency through a process of collaboration, transparency, and participation. Increasing the capacity of Human Resources (HR) is needed in facing the demands of better public services. This research method uses descriptive qualitative research. Primary data sources consist of open-ended interviews, as well as observation. While secondary data sources come from documentation studies obtained from the research location. The technique of determining informants was carried out by purposive sampling, namely selecting based on criteria on informants who play a role in the Village RPL program, the Secretary of the Village Community Empowerment Office, the Head of the Community Empowerment Division, Surabaya State University and Yogyakarta State University and Village Officials. Data validation uses the data triangulation method. The results of this study indicate that the RPL Desa program in government openness has a collaborative process between the stakeholders involved, transparency of new student screening information data, and participation of village development activists as community servants facing problems in completing their studies. Supporting factors lead to the use of scholarships in higher education with recognition of experience, online learning, and RPL program organizers from quality universities. The inhibiting factors are seen from the declining commitment and motivation of students in participating in the lecture process and the difficulty of time management between college work.

Potential, aktualitet eller utsatthet?

Potentiality, actuality or exposure? The significance of recognition in career guidance counselling for newly arrived migrants. This article analyses the significance of recognition in career guidance counselling for newly arrived migrant youth. In line with the sociology of Herbert Blumer, the concept of recognition is employed as a sensitizing concept. In the article, several different aspects of recognition are highlighted, as recognition of prior learning, competencies, and experiences; educational and vocational aspirations; norms and values; the prospect of individual development, and the recognition of harsh and therefore noteworthy conditions for living. The study is based on an analysis of qualitative data from semi-structured interviews with fourteen career guidance counsellors that meet newly arrived migrants in the course of their daily work. The analysis draws attention to the fact that opportunities for development, as well as the recognition of particularly difficult and thus noteworthy life circumstances, are usually acknowledged without more extensive objections, but that the recognition of previously established knowledge, skills and experiences, study and career aspirations as well as norms and values can, according to the interviewees, lead to goal conflicts in study and career counselling work (although the relevance of a recognition approach is generally emphasised).

Pathways of Early Childhood Development practitioners into higher education: A capabilities approach

The creation of professional learning pathways in the field of early childhood development (ECD) is currently a key policy priority in South Africa, especially as research has indicated the critical need that exists for investment in ECD practitioners to resolve previous educational inequalities and poor throughput rates in formal schooling. The option of recognition of prior learning (RPL) often provides the only route into post-school studies for educators in this historically marginalised sector to enable them to pursue formal qualifications. The barriers faced by mature females, who constitute a large proportion of ECD practitioners, include mismatches between occupational and discipline-based qualifications and a lack of understanding of the non-traditional routes into higher education. This article reports on an investigation into the experiences of a sample of mature women who attempted to access higher education with non-traditional qualifications. Using the lens of capabilities theory, we demonstrate the significant efforts made by these ECD practitioners to achieve their goals of personal and economic freedom by accessing further training and higher education through RPL. The article concludes with a discussion on implementing effective RPL for transitions in post-school education and training.

Reimagining learning provisions for asylum seekers in Italy: An exploration of asylum seekers’ experiences of recognition and misrecognition in adult learning centres

This article employs narrative methodologies to present the stories of three asylum seekers enrolled in two adult learning centres in the Lombardy region of Italy. The author draws on Axel Honneth’s theory of recognition to provide an understanding of how these adult learners’ experiences might impact their self-identity. Based on the narratives the participants provided in the course of interviews the author conducted with them, this article highlights some shortcomings in the learning provision for asylum seekers in Italy. Using interpretative analysis, the participants’ experiences are discussed under three categories: (1) valorisation of certificates; (2) appropriateness of teaching methods; and (3) recognition of prior learning. The author concludes that greater efforts should be put into recognising the asylum seekers’ previous experiences, and training adult educators who work with asylum seekers in adult learning principles.

UNIVERZITETSKO OBRAZOVANJE – KAKO PROKRUSTOVU POSTELJU TRANSFORMISATI U OBRAZOVANJE ZA PROTEANSKU KARIJERU / UNIVERSITY EDUCATION - HOW TO TRANSFORM PROCRUSTEAN BED INTO EDUCATION FOR A PROTEAN CAREER

What is the purpose of universities - education or job training? What should be our priority - competences for the 21st century or finding a job within a year after graduating? The future is unpredictable and today’s actions are not necessarily good, but the worst thing to happen would be doing nothing. The survival and development of university depends on our vision of who are the generations to come, what we will teach them, how we will develop the curricula and how far we will succeed in moving away from linear careers as a Procrustean bed, punishing and forcing us to believe that what we have is the only thing possible if deviations from the prescribed norm happen or if one attempts spurring development. On the other hand, the context in which education takes place is constantly changing, and today’s careers, defined as a collection of all experiences and changes in values and attitudes (not advancement in the workplace) are changing their forms just like Proteus. Therefore, the important question is how to reject the Procrustean bed and accept the concept of a protean career as a guide in the development of higher education? The development of new study programs and the revision of existing ones should be guided by the following postulates: internationalization, interdisciplinarity, equality in access and adaptation to the needs of people who need to build their careers in the next dozen years. Innovative study programs should offer: experiences that will be attractive to students from all over the world, a holistic approach to the learning experience and multiperspective, equality in access to all interested parties at every moment of their lives, and flexibility that will allow the student to have his own pace of learning. Some examples of such programs are dual studies, short cycles, combined studies and recognition of prior learning. The University of Sarajevo is a participant in two ERASMUS+ projects aimed at the development of dual studies and short-cycle programs with the aim of increasing access to education and adapting to the needs of students and employers, which directly support the principles of a protean career.