Introduction

The OECD (2021) recognised that the right to access lifelong learning opportunities should be available to all citizens, yet adults often experience several barriers that limit their participation in training. In particular, the lack of time to undertake training because of work and family responsibilities is by far the main reason for non-participation.  The Recognition of Prior Learning (RPL) is also one of the current challenges experienced in the lifelong learning field (Aontas).

Recognising prior learning (RPL), also known as prior learning assessment, is a process that evaluates an individual’s skills, knowledge, and experiences gained through formal or informal means to determine.  It is recognised as an essential tool as part of European, national, institutional and community responses to the needs of citizens by supporting flexible learning pathways.

RPL is better described a process used to evaluate skills and knowledge acquired outside the classroom for the purpose of recognising competence against a given set of standards, competencies, or learning outcomes. This learning may have taken place formally through a further or higher education provider or informally or non-formally through work/life experiences

Ensuring that prior learning is recognised and given appropriate value is an important step in ensuring that lifelong learning pathways are meaningful and accessible for those with a variety of experiences.  RPL also expands access to lifelong learning by creating new opportunities for obtaining qualifications and by recognising the value of existing human capital, especially for disadvantaged groups such as migrants and those lacking basic skills. It is important to also note, that RPL is more than a system and is in fact, a valuable mode of learning for adults and can be very challenging for many especially for those whose educational capital has been compromised by race, class, gender, or conflict for example.

Challenges to RPL

Despite the numerous initiatives promoted by the European Union aimed at supporting the upskilling pathways for low skilled adults as well as the validation of all forms of learning, practices of recognition of prior learning are still unevenly spread across Europe. The challenge of recognising prior learning in an individual’s skills journey can be multifaceted and involves various considerations.  Here are some of the key challenges associated with this process:

Context and Focus

The majority of RPL systems focus on professional and technical competences, whose recognition is aimed either at entering and progressing in the labour market or at accessing continuing vocational education and non-formal on-the-job training. On the contrary, the recognition of adults’ general competences – i.e. cross-field competences that all individuals need for personal fulfilment and development – is less common and it is almost exclusively sought for the purpose of further studies (OECD).

Standardisation and Consistency

Establishing consistent and standardised criteria for assessing prior learning can be challenging. Different educational institutions or organizations may have varying standards, making it difficult to create a universally accepted RPL framework.

Documentation and Evidence

Obtaining and verifying evidence of prior learning can be challenging. Individuals may lack formal documentation or struggle to articulate and demonstrate their skills and knowledge in a way that aligns with the assessment criteria.

Subjectivity in Assessment

Assessing prior learning can be subjective, as it often relies on the judgment of assessors. Ensuring fairness and objectivity in the assessment process is crucial to maintaining the integrity of the recognition system.

Awareness and Information

Many individuals may not be aware of the RPL process or the potential benefits it offers. Lack of information and awareness can hinder participation in the recognition of prior learning programmes.

Industry Recognition

Some industries or employers may not fully recognize or value the outcomes of prior learning assessments. Bridging the gap between educational institutions and industry expectations is essential to ensure that recognized prior learning is meaningful and beneficial for career advancement.

Resource Constraints

Implementing and managing a robust RPL system requires resources, including trained assessors, administrative support, and technology. Many institutions and organizations may face resource constraints that limit their ability to offer comprehensive recognition programmes.

Changing Skills Landscape

Rapid advancements in technology and changes in industry requirements can pose challenges to the recognition of prior learning. Ensuring that RPL systems remain up-to-date and relevant to current industry needs is an ongoing challenge.

Legitimacy and Credibility

Ensuring that the recognized prior learning is perceived as legitimate and credible by employers, educational institutions, and other stakeholders is crucial. Building trust in the RPL process is essential for its success.

Potential Solutions

Addressing the challenges associated with Recognising Prior Learning (RPL) requires a comprehensive and collaborative approach involving educational institutions, employers, policymakers, and individuals.  Over the last few years, several European countries have issued national regulations for the recognition of prior learning in adult basic education. In practice however it has been evident that most systems leave too much flexibility for the relevant RPL bodies in relation to how the process should be conducted to ensure fairness and equality.

It is clear that that addressing the challenges outlined above still requires effective collaboration among educational institutions, employers, policymakers, and individuals to develop transparent, inclusive, and effective RPL systems. Regular reviews and updates to the recognition criteria, coupled with ongoing awareness campaigns, can contribute to overcoming these challenges and making the recognition of prior learning a valuable component of an individual’s skills journey.

Additionally it is important to consider the following key areas:

Documentation

Implement flexible documentation requirements, recognizing that individuals may not have formal records of their prior learning. Provide guidelines on alternative forms of evidence, such as work portfolios, projects, or skills demonstrations.

Training for Assessors

Offer training for assessors to ensure they understand the criteria objectively and apply them consistently. Use rubrics and clear guidelines for assessment to minimize subjectivity. Consider involving industry experts in the assessment process.

Industry Recognition

Collaborate with industries to align RPL criteria with current and future workforce needs. Engage employers in the development and review of RPL standards to enhance the relevance and recognition of recognized prior learning.

Changing Skills Landscape

Establish mechanisms for regular reviews and updates to RPL criteria to align with changing industry requirements. Foster partnerships between educational institutions and industries to ensure ongoing dialogue on skill expectations.

Continuous Monitoring and Evaluation

Implement ongoing monitoring and evaluation mechanisms to assess the effectiveness of RPL systems.  Use feedback from stakeholders to make necessary adjustments and improvements.

Summary

• Recognising prior learning (RPL), also known as prior learning assessment, is a process that evaluates an individual’s skills, knowledge, and experiences gained through formal or informal means to determine.
• The challenge of recognising prior learning in an individual’s skills journey can be multifaceted and involves various considerations
• By implementing the solutions outlined collaboratively, stakeholders can contribute to the development of a more robust, inclusive, and widely accepted Recognising Prior Learning system that benefits individuals, employers, and the education sector.