ACQF - RPL Handbook For Practitioners-En - 07082024

RECOGNITION OF PRIOR LEARNING (RPL)
HANDBOOK FOR RPL PRACTITIONERS
www.acqf.africa
Recognition of Prior Learning
Handbook for RPL Practitioners
This Handbook on Recognition of Prior Learning for Practitioners is elaborated in the context of the
Implementation Plan of the project “Supporting Implementation of the African Continental
Qualifications Framework” (ACQF-II).
Views and opinions expressed in the document are the responsibility of the authors and should in no
way be attributed to the institutions to which they are affiliated, or to the African Union Commission
and the project implementation institution – the European Training Foundation.
We acknowledge all contributions from institutions and experts who expressed views, comments and
recommendations during the consultation process, and supported the authors’ team in the
accomplishment of this mission.
Comments and additional information can be sent to Eduarda Castel-Branco ([email protected]).
Lead author of this Handbook: Patrick Werquin

Contributions to chapters and sections of the Handbook: Eduarda Castel-Branco (ETF), Stanley Maindi
Reviewers: Eduarda Castel-Branco, Stanley Maindi, Olavo Correia, James Mwewa
Technical support: Zalan Jakab (PPMI)
06 August 2024
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Table of Contents
Table of Contents .....................................................................................................................................................3
Abbreviations ...........................................................................................................................................................6
1. Introduction and Context ...............................................................................................................................7
1.1. Context – RPL at the Core of the ACQF II................................................................................................7
1.2. A Handbook for a Wide Audience – Toward a Broad Definition of the Notion of Practitioners ............7
1.3. The Guidelines in a Nutshell/ The Scope and Structure of the Handbook ............................................8
1.4. How to Use this Handbook for Immediate Access to Key Information ..................................................9
2. What is RPL in Lifelong Learning...................................................................................................................11
2.1. Quick Reminders ...................................................................................................................................11
2.1.1. Conceptual Clarification ...............................................................................................................11
2.1.2. What is RPL? – Definitions ...........................................................................................................14
2.1.3. The Supply – i.e., the RPL System set in Motion by a Country ....................................................17
2.1.4. The Demand – i.e., the Applicant’s RPL Pathway ........................................................................18
2.1.5. What RPL is and is not – FAQ .......................................................................................................19
2.1.6. RPL – A Policy Tool .......................................................................................................................20
2.1.7. RPL and the Double Currency Paradigm ......................................................................................23
2.1.8. RPL as a Powerful Mechanism for Promoting Lifelong Learning .................................................23
2.1.9. RPL as a Powerful Mechanism for Innovation .............................................................................23
2.1.10. RPL in Higher Education ...............................................................................................................24
2.1.11. RPL for Qualifications Leading to a Regulated Occupations ........................................................28
2.2. Quality Assurance in Recognition of Prior Learning .............................................................................30
2.2.1. RPL – A Specific Area for Quality Assurance ................................................................................30
2.2.2. Important Special Cases and Solutions ........................................................................................32
2.2.3. RPL – The Encounter of a System and an Individual... .................................................................33
2.2.4. ... with an Intermediate Level: The Network of RPL Centres .......................................................33
2.2.5. Risk Associated with Quality Assurance in the Context of RPL....................................................33
2.2.6. Quality Assurance is not only about Monitoring and Evaluation ................................................34
2.2.7. Quality Assurance is not only about Developing Guidelines .......................................................35
2.2.8. General Aim and Specific Objectives of Quality Assurance in RPL ..............................................35
2.2.9. Licensing or Accreditation............................................................................................................38
2.2.10. Recommendations – Licensing and then Accreditation ..............................................................41
2.2.11. Further recommendations ...........................................................................................................41
3. Education and Learning Theories Behind RPL ..............................................................................................42
3.1. Theoretical Foundations and Links to RPL ............................................................................................43
3.1.1. Lifelong Learning ..........................................................................................................................43
3.1.2. Constructivist Theory ...................................................................................................................44
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3.1.3. Experiential Learning Theory .......................................................................................................45

3.1.4. Situated Learning Theory .............................................................................................................46
3.1.5. Adult Learning Theory (Andragogy) .............................................................................................48
3.1.6. Transformative Learning Theory ..................................................................................................49
3.1.7. Equity and Social Justice ..............................................................................................................49
3.1.8. Human Capital Theory .................................................................................................................50
3.2. Practical Implications and Applications for RPL of its Theoretical Underpinnings ...............................51
3.2.1. RPL Promotes Lifelong Learning ..................................................................................................51
3.2.2. Constructivist Theory ...................................................................................................................51
3.2.3. Experiential Learning Theory .......................................................................................................52
3.2.4. Situated Learning Theory .............................................................................................................52
3.2.5. Adult Learning Theory .................................................................................................................52
3.2.6. Transformative Learning Theory ..................................................................................................52
3.2.7. Equity and Social Justice ..............................................................................................................52
3.2.8. Human Capital Theory .................................................................................................................53
3.3. Conclusion ............................................................................................................................................53
4. How to Do RPL ..............................................................................................................................................54
4.1. Rules for RPL practitioners....................................................................................................................55
4.1.1. Guidance Should be Provided to Individuals and Potential RPL Applicants ................................55
4.1.2. RPL Should Be Individual/applicant-centred ...............................................................................55
4.1.3. RPL Assessment Should Be fair ....................................................................................................55
4.1.4. Respect the Privacy of the Individual/applicant ..........................................................................56
4.1.5. Take Into Account Equality, Inclusiveness and Diversity Issues ...................................................56
4.1.6. RPL Should Be Accessible.............................................................................................................56
4.1.7. RPL Should Be flexible ..................................................................................................................56
4.1.8. Assess Learning Outcomes and Not Just the Duration of the Experience...................................57
4.1.9. Propose a Transparent Valid Reliable Fair and Authentic Assessment ........................................57
4.1.10. Recognise Learning Outcomes Acquired in Non-formal and Informal Contexts are of Equal Value
to Learning Outcomes Acquired in Formal Contexts ....................................................................................57
4.1.11. Always Explain the Decisions of the RPL Assessors .....................................................................58
4.1.12. Involve a Formal Assessment of Complaints ...............................................................................58
4.1.13. Propose Alternatives to Failed Applicants ...................................................................................58
4.1.14. There is Internal and External Monitoring and Evaluation ..........................................................59
4.1.15. RPL Should Be in Line with Any Statutory Legislation .................................................................59
4.1.16. RPL Process should be Quality Assured ............................................................................................59
4.1.17. Post-RPL support..............................................................................................................................59
4.2. Ensure that the Guidelines are Applied ................................................................................................60
4.3. Examples of Good Practice in the Field of Quality Assurance ..............................................................60
4.4. Individual Assessment Pathway – The Core of the Work of RPL Practitioners.....................................61
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4.5. RPL institutional and Governance structures .......................................................................................61

4.6. RPL Step-by-step – Rationale, Stakeholders, Explanation and Examples .............................................62
4.6.1. Initial Information and Guidance .................................................................................................62
4.6.2. Administrative Registration .........................................................................................................71
4.6.3. Application Screening and Eligibility ............................................................................................75
4.6.4. Preparation of the Final Assessment ...........................................................................................80
4.6.5. Final Assessment of Learning Outcomes .....................................................................................85
4.6.6. Certification (of Learning Outcomes) ..........................................................................................90
4.7. Quality Assurance for Pilots – A Checklist ............................................................................................93
5. Case studies from African countries .............................................................................................................95
5.1. Cabo Verde ...........................................................................................................................................95
5.1.1. Link of RVCC with the NQF of Cabo Verde ...................................................................................95
5.1.2. Organisation and implementation of RVCC .................................................................................95
5.1.3. Higher education .........................................................................................................................99
5.1.4. Legal, political, and technical basis of RVCC in Cabo Verde .........................................................99
5.2. RPL in the context of Southern African Development Community (SADC) Member States ..............100
5.2.1. In the context of SADC ...............................................................................................................100
5.2.2. At regional level .........................................................................................................................100
5.2.3. At national level .........................................................................................................................101
5.2.4. Country cases in the SADC context ............................................................................................101
6. Conclusions ......................................................................................................................................................115
7. References ........................................................................................................................................................117
Annexes ................................................................................................................................................................120
Glossary of Key Terms......................................................................................................................................120
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Abbreviations
ACQF African Continental Qualifications Framework
AU African Union
CAT Credit Accumulation and Transfer
CATS Credit Accumulation and Transfer System
CBT Competence-based Training
CNQ National Qualifications Catalogue
DUC Differentiated Unit Cost of assessing Prior learning
ETF European Training Foundation
EC European Commission
EU European Union
HE Higher education
HEI Higher Education Institution
ICT Information and Communication Technology
ILO International Labour Organization
KNQA Kenya National Qualifications Authority
LLL Lifelong learning
M&E Monitoring and Evaluation
MoE Ministry of Education
MoL Ministry of Labour
MQA Mauritius Qualifications Authority
NQF National Qualifications Framework
NQS National Qualifications System
QA Quality assurance
RPL Recognition of Prior Learning
RVCC Recognition Validation Certification of Competences
UC-SNQ Coordination Unit of the National Qualifications System
SAQA South African Qualifications Authority
SQA Seychelles Qualifications Authority
TVET Technical and vocational education and training
VET Vocational Education and Training
VNFIL Validation of non-formal and informal learning
WBL Work-based learning
ZAQA Zambia Qualifications Authority
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1. Introduction and Context

This Handbook for Practitioners of Recognition of Prior Learning (RPL) builds on international and African
experiences, knowledge and practices. It combines a readable and pertinent conceptual and theoretical
background, with practical guidance on processes, steps, and technical components of RPL 1
implementation. Moreover, the Handbook presents concrete examples of RPL practice in seven African
countries, which are useful for any institution and country on the continent interested in benchmarking
and developing the national RPL framework.
RPL does not work in isolation. It is part of the wider eco-system of lifelong learning, and as such interacts
closely with the National Qualifications Framework, and with Credit Accumulation and Transfer System.
Moreover, RPL relates to new concepts and practices such as micro-credentials for lifelong learning and
employability.
1.1. Context – RPL at the Core of the ACQF II

The Output 3.3 of the project “Supporting Implementation of the African Continental Qualifications
Framework (ACQF-II) is centred on an RPL Campaign, and this Handbook is one of its contributing elements.
This Handbook guides RPL practitioners so that the journey of RPL applicants throughout the RPL process
is the smoothest possible, leading to positive outcomes for applicants of RPL, and allowing them to benefit
from their newly acquired qualification (or set of credits or else 2).
RPL is clearly addressed in the ACQF Policy Document, with the scope of the ACQF being a “comprehensive,
inclusive meta-framework, supporting holistic and systemic vision of learning, qualifications, and
credentials” and “oriented to lifelong learning and supports parity of esteem of learning outcomes acquired
in formal, non-formal and informal learning contexts, and all levels of education and training.” It is in fact
one of the main areas of activity to be carried out in the context of the ACQF II that is meant to “support
recognition of prior learning by means of development of common guidelines and approaches, updated
inventory of recognition of prior learning systems on the continent, a wide information campaign and
support to countries, and support to digitalisation of credentials.” This needs a well-trained labour force of
RPL practitioners.
This Handbook provides the guidelines and technical components for developing the capacities of the RPL
practitioners. The ACQF supports quality and accessible RPL, as a key component of lifelong learning
policies and a mechanism for equity and social inclusion. These guidelines are meant to ensure these
objectives are achieved.
In the ACQF context, RPL is seen as a possible option for achieving a qualification at all levels of the National
Qualifications Framework (NQF) of any country, i.e., from the purely vocational levels (in secondary
education or at the very beginning of tertiary education) to the higher levels, corresponding to
qualifications awarded in higher education institutions (HEIs).
1.2. A Handbook for a Wide Audience – Toward a Broad Definition of the Notion of
Practitioners
This Handbook resolutely takes the side of proposing a tool that would be of help to most professionals
dealing with RPL one way or another. Therefore, the definition of “practitioner” is voluntarily not too
narrow. It includes all professionals whose occupation or activities have to do with recognition of prior
learning (RPL).
It therefore includes all professionals that are specialised in the field of acquiring learning outcomes in
contexts that are not necessarily formal, and of validating and recognising them. They can be career
1Recognition of Prior Learning

2For the sake of simplicity of the presentation, it will be assumed that the main potential outcome of an RPL process is the a warding of a
qualification. Nevertheless, the remainder of this Handbook will show how and why it should not necessarily be the case.
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guidance officers, educators, trainers, psychologists (of education or labour), human resources
professionals, managers of in-company education and training and, of course, RPL providers, RPL guidance
officers, verifiers, or assessors.
These professionals may practice in the following institutions or work places providing RPL services:
ministries, regulatory bodies, qualification awarding institutions, RPL assessment centres, workplaces,
industry, workers’ organisations, professional bodies, development partners, among others.
The role of these Practitioners entails creation of awareness and publicity about RPL, counselling and
facilitation to potential RPL Applicants, development of the portfolio of evidence, development of
assessment tools, assessment of RPL applicants, verification of the assessment process, awarding of a
qualification to successful RPL applicants, processing appeal cases, registering the RPL achievements into
the National Database of Qualifications and post-RPL-assessment follow up.
In some cases, RPL Practitioners, in collaboration with relevant industry or professional bodies, may also
be involved in the development of Occupational Standards that may not be in existence or are not in sync
with RPL context, hence require customisation for adoption.
This Handbook assumes that all these RPL professionals need a sound understanding of what RPL is about
and how to best create publicity and awareness, counsel and facilitate, assess, validate and recognise the
acquired learning outcomes from formal, non-formal and informal contexts.
This Handbook sets broad minimum requirements for one to qualify as an RPL Practitioner. These include
having a comprehensive and current knowledge of the industry practices and the job being assessed,
completed RPL Practitioners pedagogy training, at least three years of industry experience in the trade
area/occupation, understanding of the qualifications frameworks and being accredited/licensed by
relevant authority as an RPL Practitioner.
1.3. The Guidelines in a Nutshell/ The Scope and Structure of the Handbook
As it is clear by now, this document is designed as a handbook for all RPL practitioners. Therefore, this
Handbook is wide in essence. It contains different components for all practitioners to find what they need
when they need it. It is structured along the following lines:
The quick reminders about The section on quality assurance is The description of the RPL process
what RPL aim at setting the RPL deemed essential here because RPL step by step for RPL applicants is
scene so that the practitioners are the guardians of the thread for RPL practitioners to
recommendations to RPL the quality of the entire process, organise their work on a daily
practitioners later in this from initial information to the basis. It corresponds to the
Handbook appear more validation and certification of moment when RPL practitioners
sensible in relation to what RPL learning outcomes and to the are actually in contact with RPL
is about and meant for. awarding of a qualification. This applicants. It is where this
requests that RPL practitioners are Handbook goes into details in
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fully aware of the issues regarding order to provide RPL practitioners

quality. This is the sine qua non with clear guidelines regarding
condition for protecting RPL against RPL in practice, and regarding the
its detractors, and to guarantee its RPL assessment in particular.
sustainability over time.
1.4. How to Use this Handbook for Immediate Access to Key Information
This Handbook is designed for RPL practitioners to use as a comprehensive guide. It provides sound
knowledge about the theoretical underpinnings behind RPL as well as practical checklists and
suggestions for implementing RPL. It can be read cover-to-cover for a complete understanding or
accessed directly by sections for specific information, for particular need. Each main section (2 to 4) is
structured to provide a clear understanding of its objectives, key takeaways and additional resources
if necessary. Redundancies are included to ensure that practitioners can find relevant information
without having to read the entire Handbook sequentially.
In addition to the summary, introduction, conclusion, list of references and annexes, this Handbook
proposes three major sections, with subsections, for quick access to key information by the reader as
indicated in Table 0.
Table 0. Content of Key Sections
S ec t i on s Co n t ent
This section sets the stage with foundational concepts and definitions related to
RPL. It explains key terms and concepts, provides definitions and examples,
2. 1 Qu i c k
describes the setup required for RPL, details the stages an individual goes through
R em in d ers
in the RPL process, clarifies common misconceptions, discusses RPL as a strategic
tool for policy, and explains the dual benefits of RPL.
This section emphasises the importance of quality assurance in the RPL process. It
focuses on quality assurance in the context of RPL, addresses unique scenarios and
2. 2 Qu a l i t y their solutions, describes the interaction between the RPL system and individual
Assu ra n c e in applicants, discusses the role of RPL centres, explores challenges in ensuring quality
R ec o gn i t io n o f Pri o r assurance, clarifies the broader scope of quality assurance beyond just monitoring,
L ea rn i n g outlines the objectives of quality assurance, discusses the importance of
accreditation for RPL centres, provides recommendations for effective licensing and
accreditation, and offers additional advice for maintaining quality assurance.
This section explains the educational theories that underpin RPL practices. It
3. 1 T h eo ret i c a l discusses the principles of lifelong learning, constructivist learning theory,
Fo u nd a t io n s a nd experiential learning model, situated learning, adult learning principles,
L i n ks t o R PL transformative learning, equity and social justice in learning, and human capital
theory and its relevance to RPL.
3. 2 Pra c t i c a l This section links theory to practice in the context of RPL. It highlights practical
I m pl i c a ti on s a nd implications of lifelong learning theory and discusses practical applications of
Ap p l i ca t io n s fo r R PL constructivist theory, experiential learning theory, situated learning theory, adult
o f i t s Th eo ret i ca l learning theory, transformative learning theory, equity and social justice and
Un d erp in ni n gs human capital theory to RPL.
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This section lists principles and guidelines for RPL practitioners. It stresses the
importance of initial guidance, emphasises a personalised approach to RPL,
4. 1 R u l es fo r R PL discusses fairness in assessment, highlights the importance of privacy, promotes
Pra c t i t i on ers/ inclusivity in RPL, ensures RPL processes are accessible and adaptable, focuses on
Du t i es& outcome-based assessment, ensures assessments meet high standards, values
resp o n sib i li t i es of learning from various contexts, ensures transparency in decision-making,
R PL Pra c t i t i on er provides mechanisms for handling complaints, offers pathways for unsuccessful
applicants, emphasises the importance of monitoring and evaluation, and
ensures compliance with legal requirements.
4. 2 E n su re th a t th e This section focuses on the implementation of guidelines. It stresses the importance
G u id el in es a re of adhering to established protocols and ensuring that all RPL processes and
Ap p l i ed /Assessm en t practices align with the recommended guidelines to maintain consistency, quality,
Cri t eri a and fairness across all assessments and interactions.
4. 3 E xa m p l es o f This section provides best practices for maintaining quality in RPL processes. It
G oo d Pra c t ic e i n offers insights into successful strategies and methods used in various contexts to
t h e Fi el d of Qu a l i ty ensure that RPL assessments are fair, reliable, and valid, thereby enhancing the
Assu ra n c e overall credibility and effectiveness of the RPL system.
4. 4 I n d i vi du a l This section describes the individual assessment process. It outlines the steps
Assessm en t involved in assessing an individual’s prior learning outcomes, from initial application
Pa t h w a y – Th e Co re to award of qualification, emphasising the need for a thorough, fair, and
o f t h e Wo rk o f R PL transparent process that accurately reflects the applicant’s learning outcomes and
Pra c t i t i on ers/ R PL achievements assessed against prescribed standards.
a ssessm en t p ha se
This section provides a detailed walkthrough of the RPL process. It explains the
4. 5 R PL S t ep -b y -
rationale behind each step, identifies key stakeholders involved, and provides
st ep – R a ti on a l e,
detailed explanations and examples for each stage of the RPL process, including
S t a keh o ld ers,
initial information and guidance, administrative registration, application screening
E xp l an a t io n , an d
and eligibility, preparation of the final assessment, final assessment of learning
E xa m pl es / T h e R PL
outcomes, certification of learning outcomes and documentation of the applicants
Pro c ess
achievement into the Database of National Qualifications.
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2. What is RPL in Lifelong Learning

Box 1. Key Take Away Points of Section 2
This section provides a comprehensive understanding of the foundational aspects of RPL, ensuring
that practitioners are well-equipped to implement RPL processes effectively:
Foundational Concepts and Definitions: This section begins with explaining key terms and concepts
related to RPL, providing a clear understanding of what RPL entails and its significance in lifelong
learning.
Conceptual Clarification: It clarifies various concepts, ensuring that practitioners understand the
broad scope of RPL, including its application and the types of learning it recognises.
Definitions and Examples of RPL: It provides specific definitions of RPL and illustrates these
definitions with concrete examples, making it easier for practitioners to grasp the practical aspects
of RPL.
Institutional Setup Required for RPL: It outlines the necessary institutional arrangements for
effective RPL implementation, including the roles of different stakeholders and the structural
requirements.
Stages of the RPL Process: It details the stages an individual goes through in the RPL process, from
initial inquiry to final qualification, providing a roadmap for practitioners to follow.
Common Misconceptions About RPL: It addresses and clarifies common misconceptions about
RPL, helping to dispel myths and ensure a correct understanding of the process.
RPL as a Strategic Policy Tool: It discusses how RPL can be used strategically as a policy tool to
enhance education and workforce development, highlighting its broader societal benefits.
The Double Currency Paradigm: It explains the dual benefits of RPL, showing how RPL serves both
the educational system and the labour market by recognising diverse learning experiences.
RPL in Higher Education: It covers the application of RPL in higher education, detailing how
universities and colleges can integrate RPL into their systems to recognise non-traditional learning.
RPL for Regulated Occupations: It discusses the specific challenges and solutions related to
implementing RPL for qualifications leading to regulated occupations, ensuring that practitioners
understand the additional considerations needed in these contexts.
This section is somewhat generic. It aims at providing some background information regarding the RPL
ecosystem, rather than focusing on the RPL process only. A review of a possible RPL process will come
later in this Handbook. This section is meant to provide the scene so that the reader understands the
analysis and recommendations provided in this Handbook.
2.1. Quick Reminders
2.1.1. Conceptual Clarification

For practitioners to really grasp what their role will be in the RPL system, this section reminds the
reader about some key concepts, in the way they are usually understood in international fora.
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Recognition of prior learning – or validation/recognition of non-formal and informal learning quite

often1 – has reached the top of the policy agenda in many countries in the world. Recognition of prior
learning is a generic name that has the advantage of being understood in most countries but there are
in fact many systems for assessing, validating, and recognising non-formal and informal learning
outcomes (ACQF2, Cedefop, European Commission, & ICF, 2019; OECD, 2010). They have different
names – e.g., Prior Learning Assessment and Recognition in Canada, Validation of Occupational
Learning Outcomes in Morocco – but they all refer to the same idea: all learning outcomes have value,
wherever they were acquired, and they should be given currency, and therefore made visible.
The specific objectives may vary but the general aim of recognition of prior learning systems are the
same in most countries, especially in Africa: equipping individuals that have learning outcomes with
documents to make their achievements visible and to give them currency in society, and especially in
the labour market. Recognition by labour market stakeholders is indeed the most prominent goal, so
that RPL graduates 3 become more employable. RPL indeed increases employability as successful
applicants – or RPL graduates – do not have to provide anecdotal evidence every time they want to
be hired for a job, to be promoted, or to be trusted that they possess the learning outcomes they claim
they own.
Recognition of Qualifications vs. Recognition of Learning Outcomes
In the context of qualifications systems (ACQF 4 , OECD, 2007), and awarding of qualifications,
“recognition” has two rather different, yet connected, meanings.
1 “recognition of a qualification” is the acceptance that this particular qualification has currency
in the labour market and/or in the lifelong learning formal system. In other words, it is the
acceptance by the main stakeholders in the labour market and in the lifelong learning formal system
that holders of this qualification do possess the learning outcomes that the qualification describes.
A typical stakeholder in this context is a recruiter, for instance an employer in the process of hiring
new employees. It is therefore essential that s/he recognises the qualification of any job applicant
applying to her/his company so that they are hired at the level of responsibility, of autonomy and
of wage they deserve; to name a few parameters of a job that are associated with the qualification.
2 “recognition of learning outcomes” is the process by which what learners have acquired in any
sphere – e.g., private, occupational, voluntary work – is assessed and validated to allow for the
awarding of credits and/or a full-blown qualification.
As it is clear by now, these two meanings of “recognition” are not specific to the context of RPL.
Regarding recognition of qualifications, all vocational education and training providers seek maximum
recognition of the qualifications they award, by employers and the society at large. There is clearly a
reputation effect in the matter, and long-established providers clearly benefit from a higher
reputation. In any case, the full recognition of qualifications awarded is a key parameter for receiving
subsidies and attracting learners. It is not specific either when it comes to recognition of learning
1 There are main names throughout the World. See the ACQF II « RPL Campaign ».
2 https://acqf.africa/resources/recognition-of-prior-learning
3 The term “RPL graduates” is a shortcut to designate RPL applicants that were successful in the RPL assessment and therefore were awarded
a qualification. Nevertheless, the qualification itself is not specific and usually, and with reason, the same qualification than the qualification
awarded in the formal education and training system.
4 https://acqf.africa/resources/policy-guidelines/acqf-policy-document-upon-validation-by-au-member-states-en-fr-pt
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outcomes as it is what all education and training providers, including therefore vocational education
and training providers, do when they assess their learners with the objective, among others, to award
them with a qualification.
Again, the issues with recognition are not specific to the context of RPL, but everything is somewhat
more complex with RPL, as the next section shows.
Recognition in the Context of Recognition of Prior Learning

These two acceptations of the term “recognition” are particularly relevant in the context of RPL
because achieving recognition in the two senses – recognition of qualifications and recognition of
learning outcomes – is highly critical for any RPL system to fly (ILO, 2015; OECD, 2010). And they are
achieved through rather different routes.
Recognition of learning outcomes is a technical process and, to that extent, it may be seen as relatively
easy. To a large extent, recognition of learning outcomes boils down to assessment and validation of
learning outcomes. The assessment is carried out by assessors and lead to the validation – or not – of
learning outcomes toward credits, and/or a partial or full qualification. Achieving recognition of
learning outcomes needs assessment with, for instance, assessment methods such as demonstration,
simulation, observation, portfolio of competences, written examinations, tests, and/or interviews. It
also needs qualification or assessment standards, for establishing clear criteria regarding the way
applicants will be assessed. It finally needs assessors, and proper training of these assessors because
assessing non-formal and informal learning outcomes is significantly different from assessing learning
outcomes after a course for which the curriculum is clearly identified. This key difference justifies on
its own the elaboration of this Handbook.
Recognition of qualifications in the context of RPL is, on the contrary, rather complex because it is a
societal process. It takes a lot of effort for a society to accept that a qualification awarded through RPL
is a genuine proof of knowledge and skills. Recognition of qualifications achieved in the RPL system
needs, among others, the early involvement of actors and other key stakeholders of the labour market
and of the lifelong learning and qualifications systems. This is a key early step for creating a sense of
ownership among the main users of qualifications, i.e., employers, technical vocational education and
training (TVET) providers, and other education and training providers (e.g., higher education
institutions if RPL is available in higher education). In fact, evidence suggests that there are more
detractors – or at least sceptical stakeholders – than supporters of RPL if this early involvement is not
organised in order to create commitment and ensure that all stakeholders accept qualifications
achieved in the RPL system as a proof of knowledge and skills.
Most countries have opted for RPL systems whereby the qualifications awarded are exactly the same
as the qualifications awarded in the formal education and training system. However, there are always
ways to identify that individuals achieved their qualifications after an RPL process, e.g., age of the
individual, lack of education and training provider related to the qualification in the CV. Clearly, the
lack of societal recognition, and therefore of acceptance of qualifications achieved in the RPL system
as genuine proof of knowledge and skills, may put the entire RPL system in jeopardy. To avoid this
pitfall, the RPL process should be organised with a convincing quality assurance system.
Understanding the Two Meanings of Recognition: Why Does it Matter?

It is essential to understand the two meanings of the term “recognition” because setting in motion a
technically sound and convincing RPL system – with sound assessment, valid qualifications or
assessment standards, properly trained recognition of prior learning professionals – is relevant only if
the society is ready to accept that awards delivered to successful RPL applicants – e.g., exemption(s),
credits or qualifications – are recognised by the society.
It is critical that employers, all labour market stakeholders such as recruiters, TVET providers, higher
education institutions, family, and peers accept these awards as proof of knowledge and skills.
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Competence vs. skill

Among the terms that may sometimes be confused, there are also ‘competence’ and ‘skill’. The ACQF
Glossary (ACQF, 2021) provides a definition for each of the two terms:
• Skill: “A bundle of knowledge, attributes and capacities that can be learnt and that enable
individuals to successfully and consistently perform an activity or task and can be built upon
and extended through learning.”
• Competence: It “means the proven ability to use knowledge, skills and personal, social and/or
methodological abilities, in work or study situations and in professional and personal
development.”
Skills are part of the level descriptors and of the learning outcomes. The term ‘competence’ is highly
dependent on the cultural context of the country, so its interpretation is different/disparate.
2.1.2. What is RPL? – Definitions
Overview – RPL is Made for Africa and Africa is Made for RPL
There is wide agreement that individuals learn everywhere and all the time, far beyond the borders
of formal learning contexts exemplified by schools, universities, and technical/vocational education
and training centres. Nevertheless, there need to be some common work and consensus building
regarding the best way to make the corresponding learning outcomes visible, if any. Learning
outcomes acquired outside of formal contexts, in everyday life as it were, are indeed hardly
documented. Taking advantage of such learning that took place in contexts that are not formal –
whether non-formal and/or informal – requires it to be visible and therefore the corresponding
learning outcomes to be known. This requires the involvement of all actors and other key
stakeholders.
This Handbook therefore aims to assist decision makers, actors, and other key stakeholders to better
comprehend what RPL is about; and therefore use existing tools for these learning outcomes to be
not only known, but widely recognised, throughout the society and, in particular, in the labour market.
This Handbook focuses on learning outcomes acquired in non-formal and informal learning contexts;
and does not deal with recognition of credentials (including qualifications) being transferred to
another context, e.g. for migrants moving from one country to another. This topic constitutes an issue
on its own. Nevertheless, it is also true that what is proposed in the context of the ACQF II has value
for migrants just as well because it is sometimes faster and easier to re-assess the learning outcomes
of newcomers rather than to try to track down their formerly acquired credentials in their country of
origin.
This work undertaken in the context of the ACQF II is promising because RPL is made for Africa and
Africa is made for RPL, and this Handbook will demonstrate why. For a start, there is the obvious fact
that knowledge and skills in Africa are plenty, but very few of them are recognised in a document,
such as a qualification. Another fact is that unemployment rates are high and fighting unemployment
at the individual level is about making job-seekers more employable. Since employability is oftentimes
connected to owning a document describing the knowledge and skills owned by the job seekers, any
route to qualification is helping building employability and lowering unemployment rates. Finally,
Africa is plagued with the issue of indecent work. Here again, owning a qualification is the best possible
way of accessing decent work, and therefore decent wage.
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Abridged Definition of RPL

Recognition of prior learning (RPL) is a process by which all the learning outcomes of an individual
applicant are assessed against predefined standards, and a document is awarded to successful
applicants.
Unabridged Definition of RPL

Recognition of prior learning (RPL) is a process by which any set of consistent learning outcomes of an
individual, however acquired (i.e. formally, non-formally and/or informally) are given currency
through the awarding of an officially recognised document clearly stating what the applicant knows
and is able to do (a qualification typically, but not necessarily1), and the extent to which they are
mastered by the applicant (level); after a thorough quality assured assessment process against
predefined [preferably widely agreed] standards that provide a set of criteria, and a norm, for
assessing these learning outcomes.
Definition or RPL – Setting the Scene

RPL is a process to make learning outcomes visible if they are consistent with a clearly identified
objective – e.g., a qualification, credits toward a qualification, exemption for access – so that these
learning outcomes may be used by the owner.
RPL is therefore first and foremost an assessment process. It aims at identifying, documenting and
validating outcomes from relevant prior learning gained through life (including formal, non-formal
and/or informal), for the purpose of recognising life achievements against a given set of standards.
RPL is Sector-based
The learning outcomes have to be consistent with each other so that they may be reasonably grouped
in order to constitute the building blocks to characterise a skills or a set of skills, so that the applicant
may set a course toward the labour market (occupation) or toward further learning (another
qualification than the qualification awarded in the context of RPL). In an RPL process, the learning
outcomes cannot be taken in isolation but are assessed globally. An applicant who would display
learning outcomes from several experiences in different, unconnected fields, would probably not
succeed. For example, applicants that have experience in car mechanics and cooking may find it
difficult to use RPL for the purpose of merging these two experiences with the view of being awarded
a qualification.
RPL is therefore mainly about accepting the idea that all human beings learn everywhere and all the
time and that the corresponding learning outcomes carry value and should be given currency. It is a
general approach to accepting that all learning outcomes should be considered more than a unique
one-size-fits-all method. Once stakeholders agree on this general principle, organising RPL concretely
becomes extremely easy.
RPL is a Process
RPL is a process, and this should always be borne in mind when organising RPL in practice.
For example, it may take time, and the system should adjust to the pace of the individual applicants
who are adults.
Some applicants may find this process too long.
1This point of what should be awarded to successful RPL applicants will be addressed later in the document. It is a thorny issue. For the sake
of brevity, and without loss of generality, it will be assumed for now that RPL applicants are seeking to achieve a qualification when they
enrol into an RPL process.
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Because it is a process, it means that guidance is provided before and after engaging in RPL.
RPL May Have Many Different Names

The different names that can be found in different countries are:
✓ Reconhecimento de competências adquiridas, RCA (Mozambique)
✓ Recognition of current competences, RCC (Lesotho)
✓ Prior Learning Assessment and Recognition, PLAR (Canada)
✓ Accreditation of Prior Experiential Learning, APEL (England)
✓ Accreditation of Prior Learning or Experience (Ireland)
✓ Recognition of Acquired Skills, RAS (Flemish Belgium)
✓ Recognition of learning outcomes and competences, RAC (Quebec)
✓ Recognition of Non-formal and Informal Learning Outcomes, RNFIL (OECD, 2010)
✓ Recognition, Validation and Certification of Competences, RVCC (Portugal)
✓ Validation of experiential learning outcomes, VAE (France)
✓ Validation of experiential occupational outcomes, VAEP (Morocco)
✓ Validation of Non-formal and Informal Learning, VNFIL (Azerbaijan)
✓ Review/assessment of actual competences, realkompetansevurdering, Norway
RPL is widely used because it is fully understood everywhere, even in the presence of local variations.
The Necessary Glossary

There is no need for an internationally accepted definition of each of the key terms. Nevertheless, for
a good understanding of the ideas, concepts and methods proposed here, it may be useful to have a
definition for each of the following terms 1:
✓ Validation,
✓ Recognition,
✓ Assessment,
✓ Learning outcomes,
✓ Formal learning,
✓ Non-formal learning,
✓ Informal learning,
✓ National qualifications framework,
✓ National qualifications system,
1 Only an abridged definition of some of the key terms will be provided in the text. A comprehensive glossary will be provided in Annex.
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✓ Credits,
✓ Qualification,
✓ Certification,
✓ Competence, and
✓ Career guidance.
2.1.3. The Supply – i.e., the RPL System set in Motion by a Country
The different steps a government should take to establish an RPL system may include:
Identify the strategic issue or the need that necessitates the development of the RPL Policy
1 together with the statement of purpose or justification
Develop the Legal and Policy Framework for RPL while ensuring stakeholder involvement,
validation and Gazettement and publishing 2
Integrate the RPL Policy framework into the existing education and training policies, e.g. the
3 NQF if available, social economic and employment policies
Develop guidelines for the implementation of RPL 4

Establish a communication policy/strategy, inform about objectives and benefits, and reach
5 out to the most in need stakeholders, whether they be individuals, employers, or
organisations
Prepare, create or adapt tools, resources, materials and processes (e.g., information
leaflets, assessor’s manual or guidance procedures, applicants’ booklets, assessment
procedures and tools, assessment standards)
6
7 Carry out publicity and advocacy campaign on RPL
Organise the social dialogue, influence stakeholders and organise a sense of ownership
(for further commitment to accept the qualifications that will be awarded to future
successful RPL applicants).
8
9 Design the institutional/Governance structures for RPL
Establish a quality assurance Framework for RPL 10

Develop a Monitoring and Evaluation Framework
11
Establish a sustainable financing model for RPL 12
Carry out a survey to determine the sectors of the economy and occupations with potential
13 for RPL
Train staff and RPL practitioners, guidance officers and assessors in the first place 14
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15 Develop an assessment and certification framework
Develop RPL assessment tools and methods 16

Organise [vertical] pilots for the Policy Framework and the instruments, either sector
17 targeted or holistic according to the priority needs
Carry out skills gap identification and training for unsuccessful RPL applicants who need
additional learning to meet the qualification standards 18
19 Compile results from Monitoring and Evaluation of the pilots
Refine the RPL Policy and instruments based on the findings of the Pilot exercise 20
21 Organising the debate among key stakeholders for improving the RPL system
Execute mass implementation/ rollout 22

23 Conduct post RPL assessment follow up for successful candidates
Carry out impact assessment 24

Policy Review after the agreed review period, e.g. 5 years to align to the dynamic labour
25 market and society needs
Not all stages are equally important, nor they are all necessary. This list is built as a checklist for policy
makers to select from. Some stages are more time consuming than other. Finally some are of
paramount importance for the success of RPL. For instance, the preparation of a well-trained RPL
workforce is key to success. Hence again, the crucial role of this Handbook.
These different steps of the public action are not to be confused with the pathway of individual
applicants must follow when engaging in RPL. The former (the supply) will not be addressed here. The
latter (the “demand”) relates to the individual pathway RPL applicants have to follow. This is the core
of this Handbook because this is the moment when RPL practitioners and RPL applicants are in contact.
2.1.4. The Demand – i.e., the Applicant’s RPL Pathway

When the system is in place (the supply), it may invite applicants (the demand). The different stages
an individual applicant goes through when engaging in RPL may be summarised in eleven steps of
unequal duration1:
1 Initial information and guidance, and decision to apply,
2 Administrative registration of the individual applicant by the RPL authority
3 Pre-screening by the RPL authority (eligibility)
1 See Section 4 for details.
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Preparatory work by the applicant for final assessment (including for instance
4 elaborating a portfolio of competences)
Assessment as such (or “final assessment”, including assessors reviewing all
5 the pieces of evidence and the material provided by the applicant) 1
6 Reviewing of the assessment reports by the RPL Reviewer;
Validation and therefore certification of learning outcomes and

7 awarding of a qualification;
Providing the feedback of the assessment outcome to the
8 Applicant;
9 Appeal if not satisfied with the assessment outcome
Documenting the awarded qualification into the

10 database of National Qualifications;
11 Post-RPL-Assessment follow up.
Some of these stages may be organised in parallel, for example the “preparatory work for final
assessment” by the applicant and the “review of the pieces of evidence provided by the applicant”.
Again, this is only a convenient summary, for communication with the broad public and high-level
decision makers. For really understanding what the RPL individual process is about, it is advisable to
breakdown it down along the lines described in Section 4 (Guidelines in Detail).
2.1.5. What RPL is and is not – FAQ

As it is clear by now, the RPL landscape is not complicated (e.g., all stakeholders have interest in
common, what needs to be done is rather straightforward, the different options RPL offers have clear
implications), but it is somewhat complex (e.g., the possible objectives are many, the terms and
concepts may be used in a slightly different way than everyday language).
This section therefore clarifies what experience shows to be the most frequently asked questions. For
easy reading, these questions are addressed side by side indicating what RPL is and is not on the same
line (Table 1).
Table 1. What RPL is… and is not
RPL is… RPL is not…

RPL is a coordinated and integrated approach to education , RPL is not a standalone
employment and social policies. initiative
RPL is cheaper than formal education and training alternatives, RPL is not free and not
because it makes visible what RPL applicants already know or can necessarily cheap.
do.
1 The full process is about assessment, but it is convenient to call this particular stage “assessment” as well, because this where this is where
it all comes together. For the sake of clarity, this handbook will call this stage “final assessment”.
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RPL is about the already acquired competences. RPL is not about Education and
Training.
RPL, in the most efficient systems, works hand-in-hand with the RPL is not a competitor to the
formal education and training system formal education and training
(e.g., for positioning future learners, for sharing assessment system.
procedures, for sharing qualifications standards, for preparing
competent staff, especially assessors).
RPL assessment is about ascertaining whether applicants already RPL does not assess the input
possess required learning outcomes (are competent) which can process nor the context of the
only be determined via a thorough and quality-assured learning.
assessment process, based on authentic assessment (i.e. actually
assessing applicants doing or explaining about what they are being
assessed on, as opposed to remotely connected assessment).
RPL assesses the learning outcomes, which is in line with modern RPL does not assess the time for
approaches: it is what people know and can do that matters. learning nor how much
experience a person has (a
person may learn or work for ten
years and still not possess the
required learning outcomes).
RPL is about providing people who appear to possess the required RPL does not award
learning outcomes and who are in need of a qualification. qualifications to anyone unless
they possess the required
It provides them with the opportunity to have their learning
learning outcomes.
outcomes assessed, validated and recognised, and potentially
receive a qualification. RPL is not about providing
qualifications to all individuals in
a society regardless of what they
know and can do.
RPL is about creating a more equitable system providing a second RPL is not about awarding
chance for qualifications for people possessing learning outcomes undeserved qualifications,
not yet recognised. credits or exemptions.
RPL is about assessing and recognising learning outcomes a person RPL is not a second chance of
already possesses. RPL is a second chance of qualification. education and training.
RPL may inform applicants and assessors about additional learning RPL does not create the learning
outcomes that an applicant requires to fulfil the requirements of outcomes that are being
a qualification (e.g., the necessary learning outcomes assessed.
corresponding to the preparation phase of the assessment:
patience, hard work, organisation, articulation).
2.1.6. RPL – A Policy Tool
RPL Offers a Continuum of Options – Flexibility

Most learning in an individual’s life takes place in non-formal and informal contexts, whether at work,
at home, or in activities connected to volunteering or even leisure. In fact, in many countries with high
school dropout rates, a fair fraction of young adults acquires learning outcomes non-formally and
informally.
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Informal apprenticeship, for instance, is the most common mode for acquiring knowledge and skills in
Africa. However, in the absence of a qualification to attest these knowledge and skills acquired in non-
formal and informal contexts, they face severe disadvantages as far as finding decent jobs, migrating
to other regions and accessing further education and training.
Policy makers and researchers have realised the power of RPL to equip individuals with proven and
tested qualifications, genuinely mirroring knowledge and skills. RPL is therefore now seen as a policy
tool and is at the top of the agenda in many countries around the world.
RPL is a policy tool also because it is flexible. Policy makers may use it to match their need, as RPL has
the capacity to:
✓ Provide credible – financially and technically – solutions for addressing the key questions
and issues in the public policies domain: e.g., decent jobs through the improvement of
individual qualification, business climate through the improvement of the collective level
of qualification, unemployment through the improvement of individual employability,
working poor, enterprise productivity, occupational and geographical mobility.
✓ Fit perfectly under the general umbrella of lifelong learning, as learning outcomes
acquired non-formally and informally are acquired throughout life.
✓ Complement the formal education and training system and fill some gaps in it.
✓ Share key concepts (e.g., learning outcomes, transparency) with other modern policy tools
such as qualifications frameworks (NQFs), and credits accumulation and transfer systems
(CATs).
✓ Be flexible regarding its outcomes (from a simple certificate to credits or to a full

qualification). It is flexible also to the extent that the assessment process may recommend
further learning, in the formal system, or additional experience.
✓ Be flexible regarding the groups of the population it targets and therefore regarding the
way individual and collective needs are addressed (e.g., unemployed people, migrants,
returnees, jobseekers, non-participants in the labour market).
✓ Be flexible regarding the way it is organised (e.g., there are many options for assessing
participants/ RPL is Applicant centred).
✓ Help rethinking education and training systems (competences-based curriculum, quality

assurance, modularisation of the training provision).
✓ Propose actual and effective solutions for promoting equity and social inclusion.
✓ Be a cost-effective approach to improving the distribution of qualifications within a

company, a region or a country.
✓ Offer solutions at all levels of governance: from the very local to the national, and from
the micro to the macro levels.
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Recognition of Prior Learning and National Qualifications Frameworks are Close Siblings
Discussions about organising RPL and establishing an NQF are central in the context of the ACQF. The
two approaches have a lot in common and should therefore be considered together.
RPL and NQFs have the concept of learning outcomes in common. They both bring transparency to
qualifications, knowledge and skills. They both promote access and equity, and it is very likely that one will
not happen without the other in many countries. These commonalities probably explain the attempt to
address both of them at the same time.
The qualifications framework classifies and articulates the qualifications awarded after an assessment;
the recognition of non-formal and informal learning outcomes system aims at assessing these learning
outcomes. Having established a qualifications framework therefore greatly facilitates the establishment
of an RPL system.
Therefore, Recognition of Prior Learning is one of the tools used to implement the National
Qualifications Frameworks.
For Whom RPL is? – The Main Target Group

RPL is about recognising learning outcomes that have not been validated and/or recognised yet. To
that extent, the typical target group for RPL systems is therefore the group of individuals who have
acquired learning outcomes irrespective of how, where and when that have not been formally
recognised yet, or that lack a corresponding qualification. In this latter case, the issue is whether the
country has the option to create a qualification that would be offered only in the RPL system.
Only some countries have an explicit minimum age limit (e.g., 17 in Tanzania). Most countries do not
impose an age limit in their RPL regulation. Nevertheless, most countries impose a relevant experience
in line with the targeted qualification. This implies that very young people are somewhat excluded
because they cannot demonstrate the necessary experience.
RPL- Many Possible Outcomes

In the most advanced system, RPL may lead to the awarding of a full qualification to successful
applicants, but this does not have to be the case. There are many alternatives and the principle of RPL,
which is to recognise that all learning may have value, is always respected. Currency may be given
through the direct awarding of a qualification (i.e. without additional formal learning) to successful
applicants, and the other options are:
Exemption of academic prerequisite to access the formal education and training

system and resume studies in the lifelong learning formal system, for example to
access tertiary education without any upper secondary qualification.
Exemption of all or part of the curriculum in a formal programme.
Credits toward a qualification, or partial validation or microcredential.
Certificate of labour market skills, with currency in a region, an industry sector, or even a
company; therefore with limited currency, oftentimes based on bilateral agreement
between the certifying body and a sector or an employer organisation (e.g., for applying
for a job in a particular industry sector or region).
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Any document stating what the owner knows and is able to do (skills).
These options are not mutually exclusive, and it is a key decision for countries to make sure that they
are in control of their RPL system. This is also why the RPL system is a policy tool, since it allows
countries to act where they need the most some change in the system.
As mentioned earlier, for the sake of this document, it is assumed that achieving a complete
qualification is the ultimate objective of all applicants and this Handbook is written accordingly, but
the reader – i.e., decision maker – has to bear in mind that all options are always possible. It is even
conceivable that the system is upgraded little by little. It would be of absolute relevance to start an
RPL system with only some features and to upscale as expertise and confidence grow in the country.
2.1.7. RPL and the Double Currency Paradigm

When it leads to the awarding of a full-fledged qualification (as opposed to just exemption for access
to the formal education and training system for example), RPL may be considered as bringing two sets
of benefits to RPL graduates.
A qualification awarded after an RPL process allows RPL graduates to use this qualification:
• in the formal education and training system, for studying and achieving a higher level of
qualification, and/or
• in the labour market, for occupational promotion at the same workplace, or changing
employment;
• in the society for self-esteem or societal recognition.
2.1.8. RPL as a Powerful Mechanism for Promoting Lifelong Learning

RPL is usually considered as a strong mechanism to promote lifelong learning. This is because it
possesses a double currency, as mentioned above, and therefore is a stepping stone to (re)enter the
formal education and training system.
Beyond that, RPL is conducive to lifelong learning because it provides confidence to individual
(self-)learners:
• It is a positive approach: the RPL system is geared toward putting forward what individual
applicants know and can do.
• It is a second of qualification and adults usually know the (societal) value of a qualification,
beyond the sole labour market as it were.
2.1.9. RPL as a Powerful Mechanism for Innovation

RPL directly connects the labour market stakeholders – typically the employers – and the TVET and
higher education (HE) systems through assessment. This is because professionals as well as TVET and
HE stakeholders are oftentimes involved in the preparation of the assessment (e.g., to elaborate
qualifications standards) and/or the assessment itself of RPL applicants. Also the learning context is
industry or work-based, hence the RPL applicants learn on the job and are subjected to current
occupational standards in the labour market. Therefore, the link between the expectations of the
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labour market and the possession of certain knowledge and skills is directly established. To that
extent, the RPL approach has the potential to feed back into the TVET and HE systems and to bring
innovation the way the formal TVET and HE systems are organised. RPL is a powerful driver for
innovation.
In addition, the RPL approach brings innovation in the TVET and HE systems also in the way it organises
and controls the identification, assessment, and certification of learning outcomes (e.g., by using
modern/flexible portfolio of competences, by mobilising occupation standards to re-write
qualifications standards).
RPL brings about a new paradigm and it has a lot of potential for rethinking the formal education and
training systems, in all its sub-sectors.
2.1.10. RPL in Higher Education

There are several reasons for considering developing RPL in the context of higher education:
Inclusive Access
RPL is a powerful tool for promoting inclusive access to higher education by providing opportunities
for individuals who may not have qualifications but possess relevant experience,
knowledge and skills. Traditional admission criteria often heavily rely on formal academic
credentials, which can exclude many capable and experienced individuals from accessing
higher education. By recognising and valuing prior learning, institutions can open their
doors to a broader range of applicants, including mature students, working professionals,
and those from non-traditional learning backgrounds.
For example, a person who has gained extensive experience and expertise in project management
through years of work in the field, but lacks a formal degree, can be admitted to a relevant degree
programme based on their demonstrated learning outcomes. This approach not only diversifies the
student population but also enriches the learning environment by bringing in varied perspectives and
experiences.
It will also increase the size of the group of potential higher education students by opening to virtually
the entire adult population. Inclusive access through RPL thus helps bridge the gap between formal
education and practical experience, making higher education more attainable for a wider audience.
Lifelong Learning
RPL supports the concept of lifelong learning by acknowledging that learning is a
continuous process that occurs throughout an individual’s life and not just within formal
learning contexts. This recognition encourages individuals to engage in ongoing education
and professional development, knowing that their prior experiences and non-formal and
informal learning outcomes will be recognised. For instance, professionals who attend workshops,
training programmes, or self-study to keep up with industry advancements can have these learning
experiences recognised and credited towards a higher education qualification.
This not only motivates individuals to continue their personal and professional growth but also
ensures that their learning outcomes are formally acknowledged, potentially leading to career
advancement and personal fulfilment.
By promoting lifelong learning, RPL helps to create a more dynamic and adaptable workforce, capable
of meeting the evolving demands of the modern economy. It also fosters a culture of continuous
improvement and knowledge acquisition, which is beneficial for both individuals and society as a
whole.
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Skills Utilisation
RPL enables higher education institutions to make efficient use of the learning outcomes
that learners already possess and reduce redundancy in the learning process. When
students enter a programme leading to a higher education qualification with significant
prior experience and learning outcomes, traditional education systems often require
them to repeat foundational courses they are already proficient in. This can lead to
frustration and disengagement. Through RPL, these [future] students can receive credits for their
existing learning outcomes, allowing them to focus on acquiring new more advanced learning
outcomes.
For example, an experienced ICT professional may bypass introductory courses in computer science
and proceed directly to more specialised and advanced subjects. This not only makes the educational
journey more relevant and engaging for the student but also optimises the use of educational
resources. By recognising and utilising prior learning, institutions can design more tailored and
effective learning pathways, ultimately enhancing the overall educational experience and outcomes
for students.
Workforce Development
RPL plays a crucial role in workforce development by enabling individuals to upskill or
reskill through higher education based on their existing learning outcomes. In today’s
fast-paced and ever-changing labour market, the ability to adapt and acquire new
knowledge and skills is essential in career success. RPL facilitates this by allowing
workers to leverage their prior learning outcomes to gain academic qualifications more efficiently.
For instance, an employee in the manufacturing industry who has gained technical skills on the job
can use RPL to earn credits towards an engineering degree, increasing their level of qualification and
enhancing their career prospects. This not only benefits the individual but also addresses the skills
gaps in the workforce, helping employers to meet the demands of a competitive economy. Moreover,
RPL-supported workforce development initiatives can be strategically aligned with industry needs,
ensuring that the education provided is relevant and directly applicable to real-world challenges. This
alignment enhances the employability of graduates and contributes to a more competent and
versatile workforce.
Equity and Social Justice
Countries around the world are using RPL in higher education systems to promote equity
and social justice by providing educational opportunities to marginalised groups who
may have been excluded from formal education systems. Many individuals, including
those from disadvantaged backgrounds, minorities, or those with interrupted education
histories, possess significant knowledge and skills acquired through life and work experiences.
Traditional educational pathways often fail to recognise these non-formal and informal learning
experiences, perpetuating social inequalities. RPL helps to break down these barriers by validating and
accrediting the learning outcomes that occurs outside formal contexts.
For example, first nations communities with rich cultural knowledge and practical skills can have these
experiences recognised for academic credit. This recognition empowers individuals, enhances their
educational and career prospects, and promotes social mobility. By implementing RPL, higher
education institutions can contribute to a more just and equitable society, ensuring that all individuals
have the opportunity to achieve their educational and professional aspirations regardless of their
background.
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As a matter of fact, RPL is already used around the world in the higher education system. This is the
way how RPL is actually implemented in practice:
Assessment of Prior learning

There are different methods of assessing prior learning. The choice of assessment
method is determined by the type of applicant and the learning context of individual
applicants. Some of the most commonly used assessment methods are discussed below;
Portfolio Assessment
Assessment of portfolio of competences is a comprehensive method used by higher education
institutions to assess prior learning outcomes. Prospective students compile a portfolio that typically
includes a detailed CV, work samples, project descriptions, professional certificates, and/or
testimonials from employers or colleagues, and provide their own assessment of their learning
outcomes (reflexive thinking). This portfolio is designed to provide a thorough representation of the
applicant’s knowledge and skills acquired in contexts that are not formal.
For example, a professional who has worked in marketing for several years may include campaign
reports, client feedback, and certificates from short courses attended. The portfolio is then reviewed
by faculty or a dedicated RPL assessment team, who assess the evidence against the learning
outcomes of specific courses or programmes. This process allows students to gain credits for the
learning outcomes they already have, thus reducing the time and cost required to complete a higher
education qualification (degree). By formally recognising the practical experience and all learning
outcome of future students, portfolio assessment fosters a more inclusive and equitable approach to
higher education.
Credit Transfer
Credit transfer through RPL enables students to use their previously acquired learning
outcomes to earn academic credits towards a higher education programme. This is
particularly beneficial for students who have completed professional qualifications,
vocational training, or even parts of other higher education programmes that are relevant
to their current field of study.
For instance, a military veteran with extensive experience in logistics and supply chain management
seeks to pursue a bachelor’s degree in business administration. Throughout their military career, they
have completed various accredited training programmes and have accumulated years of practical
experience in managing complex supply chains, overseeing procurement processes, and coordinating
large-scale logistical operations. Recognising the relevance of this experience, the university evaluates
the veteran’s prior learning outcomes against the curriculum of the business administration
programme. Through a thorough assessment process, including a review of military transcripts,
certificates, and a detailed portfolio of professional accomplishments, the institution determines that
the veteran’s knowledge and skills are equivalent to several core courses in the degree programme,
such as "Introduction to Supply Chain Management," "Operations Management," and "Procurement
and Contract Management." As a result, the veteran is granted academic credits for these courses,
allowing her/him to bypass these subjects and focus on more advanced topics and electives within the
programme. This credit transfer not only acknowledges the value of the veteran's prior learning
outcomes but also accelerates their path to obtaining a higher education qualification. It reduces
redundancy by ensuring they do not need to relearn concepts they are already proficient in, making
their educational journey more efficient and relevant. This approach also supports the veteran’s
transition to civilian life by leveraging their military experience towards academic and career
advancement in the business field. Through credit transfer, the university demonstrates its
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commitment to recognising diverse learning pathways and facilitating the integration of experienced
professionals into higher education.
Challenge Examinations
Challenge examinations offer a practical and efficient way for current higher education
students to demonstrate their proficiency in specific subject areas and earn academic
credits without attending regular classes. These examinations are designed to test the
knowledge and skills that students have acquired through work experience, self-study, or
learning in contexts that are not necessarily formal.
For example, a software developer with extensive experience in programming can take a challenge
examination to bypass introductory courses in a computer science degree programme. These
examinations typically cover the key concepts, theories, and practical applications of the subject
matter, ensuring that students have a comprehensive understanding comparable to that of students
who completed the course in the traditional way. The use of challenge examinations allows
institutions to validate the learning outcomes of students in a formal and standardised manner. It also
provides a flexible pathway for learners to progress through their education at their own pace, making
higher education more accessible and accommodating to diverse learning styles and experiences.
Interviews and Learning Outcomes Assessments

Interviews and assessments are personalised approaches used by higher education
institutions to assess the prior learning outcomes of prospective students. These
methods involve direct interaction between the applicant and the assessors, which may
include faculty members, industry experts, or RPL coordinators.
For example, in a nursing programme, an applicant with years of experience as a nursing assistant may
undergo a series of interviews and practical assessments to demonstrate their clinical knowledge and
skills1. During the interview, assessors ask targeted questions to assess the applicant’s understanding
of theoretical concepts, practical applications, and problem-solving abilities. The assessment of
learning outcomes may involve simulations, practical demonstrations, or case studies where
applicants showcase their expertise in real-world scenarios. This approach provides a holistic
assessment of the applicant’s capabilities, ensuring that their prior learning outcomes meet the
standards required for advanced standing in the programme. By acknowledging the depth and
breadth of an applicant’s experience, interviews and assessments facilitate their smooth transition
into higher education, recognising and valuing their practical expertise.
Gap Training
Gap training is a strategic approach used by higher education institutions to bridge
the learning outcomes gaps identified during the RPL assessment process. This
method is particularly useful for applicants whose prior learning outcomes are
substantial but not entirely aligned with the requirements of the desired higher
education qualification programme.
For instance, an engineer from another country may have significant experience and education, but
certain local standards or specific technical knowledge may be missing. Gap training involves tailored
coursework or modules that focus on these specific areas, enabling the applicant to meet the
academic and professional standards required by the institution. This training can be delivered
through various formats, including online courses, workshops, or intensive short-term programmes.
The objective is to ensure that the applicant is fully prepared to integrate into the higher education
1In some countries, regulated occupations – such as health occupations typically, e.g., in France – are not open to RPL. The argument is that
there is no way for individuals to have experience in practicing health since the license to practice is submitted to stringent requirements.
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programme and succeed academically. Gap training thus supports the inclusivity and adaptability of
higher education, allowing students from diverse backgrounds to leverage their prior learning while
addressing any deficiencies in their existing learning outcomes.
Articulation Agreements
Articulation agreements are formal partnerships between higher education institutions
and other organisations, such as employers, industry bodies, or training providers, to
recognise prior learning outcomes and facilitate seamless transitions into higher
education qualification programmes. These agreements outline the specific terms and
conditions under which credits, or advanced standing, are granted based on the prior
learning experiences of the applicants. For example, a community college may have an articulation
agreement with a local university, allowing students who complete a vocational programme in
healthcare to transfer credits towards a bachelor’s qualification in nursing. These agreements are
often developed through collaborative efforts, ensuring that the curriculum and learning outcomes of
the training programmes align with those of the higher education institution. Articulation agreements
provide clear and structured pathways for students, reducing uncertainty and simplifying the process
of credit transfer. They also enhance the relevance and applicability of higher education by
acknowledging and incorporating the practical knowledge and skills gained through vocational
training.
Flexible Admission Policies

Flexible admission policies in higher education are designed to accommodate a wide
range of applicants by considering their prior learning and experiences alongside
traditional academic qualifications. These policies recognise that valuable learning
outcomes can be acquired through diverse routes, including work experience, non-
formal and informal learning, and personal development.
For instance, a master's programme in public administration may accept applicants based on a
combination of professional experience, prior coursework, and a portfolio of relevant projects, rather
than solely relying on an undergraduate qualification. Such policies typically involve a comprehensive
review process where the applicant’s achievements and potential are assessed holistically. This may
include interviews, personal statements, and recommendations in addition to the assessment of prior
learning outcomes. By adopting flexible admission policies, higher education institutions can attract a
diverse student body, tapping into a wider talent pool and promoting inclusivity. These policies also
support non-traditional learners in accessing advanced education, enabling them to enhance their
careers and contribute to their fields with a solid academic foundation.
2.1.11. RPL for Qualifications Leading to a Regulated Occupations

RPL is meant to be an approach suitable for all sectors – whether VET or HE – and all sort of contexts.
However, many countries have decided to exclude qualifications leading to a regulated occupations,
typically in the health sector. The issues are many:
Stringent Qualification Requirements

Regulated occupations often require individuals to meet specific qualification and licensing standards
to ensure they possess the necessary knowledge and skills to perform their duties safely and
effectively. These standards are typically high and non-negotiable, given the potential impact on public
health, safety, and welfare. This rigidity can make it challenging to validate and recognise prior
learning outcomes that may not align perfectly with formal qualifications standards, thus complicating
the RPL process.
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Standardisation and Consistency

Consistency in RPL assessments is crucial to maintain trust and credibility in the qualification process.
This applies even more to regulated occupations. Achieving standardisation across different
institutions and regions can be difficult in this case. Variations in qualification standards, assessment
criteria, methods, and assessor judgments can lead to inconsistencies that undermine the fairness and
reliability of RPL, making it a contentious issue for regulatory bodies that demand uniformity to uphold
occupational standards.
Complexity of Competence Mapping

Mapping prior learning outcomes to the specific knowledge and skills required in a regulated
occupation involves a detailed and often complex process. This task requires a thorough
understanding of both the formal qualification requirements and the individual's prior experiences.
Assessors must be able to translate diverse and non-formal learning experiences into criteria listed in
qualification standards, which can be particularly challenging when those experiences vary widely in
scope and relevance.
Evidence of Learning Outcomes

Proving the existence of learning outcomes in relation to regulated occupations often necessitates
practical, hands-on experience in addition to theoretical knowledge. Collecting, verifying, and
assessing evidence of prior practical experience and the corresponding learning outcomes can be
challenging. The nature of the evidence required may vary, including work samples, references,
performance appraisals, and more, which puts the consistence of the assessment process at risk.
Regulatory Body Acceptance

Even when educational institutions recognise prior learning outcomes through RPL, regulatory bodies
governing the occupations may have additional or different requirements. These bodies may be
sceptical of RPL assessments or may not accept them as equivalent to formal qualifications 1
altogether, therefore creating a barrier for individuals seeking a qualification or a license to practice
through RPL.
Time and Cost

The RPL process can be both time-consuming and costly in the context of regulated occupations.
Applicants may need to gather extensive documentation and undergo multiple assessments, while
assessing bodies must invest in highly trained personnel and robust assessment systems. In regulated
occupations, where the stakes are high, the thoroughness may mean that the cost are a strong
deterrent to establishing an RPL system.
Stakeholder Buy-in
Gaining the support and trust of all stakeholders – including employers, professional associations, and
potential RPL applicants – can be challenging. Some stakeholders may have reservations about the
validity and reliability of RPL, fearing it could dilute occupational standards. Others may lack
awareness or understanding of the process, leading to reluctance or resistance in its adoption and
implementation.
1There is nothing more formal than a qualification, and the adjective formal is therefore redundant. Nevertheless, it is kept throughout this
document when there is a need to stress the formal character of the qualification.
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Continuous Professional Development

Many regulated occupations require practitioners to engage in continuous professional development
to maintain their qualification. RPL processes need to not only recognise prior learning outcomes but
also integrate ongoing learning requirements. This dynamic aspect adds another layer of complexity,
as the RPL framework must be adaptable and capable of assessing both initial knowledge and skills
and ongoing professional development activities.
Policy and Legal Barriers

Existing laws and regulations governing many regulated occupations may not be designed to
accommodate RPL processes. Legislative and policy frameworks often need to be updated to
recognise and support RPL, which can be a slow and challenging process. Without supportive policies,
RPL initiatives may face significant legal and bureaucratic hurdles, limiting their effectiveness and
reach.
Quality Assurance
Ensuring high quality assurance standards in RPL assessments is essential, particularly in regulated
occupations where public trust and safety are paramount. Any compromise in the quality of RPL
assessments can lead to questions about the actual learning outcomes of individuals that have been
awarded a qualification after an RPL process. Thus, stringent quality assurance mechanisms must be
in place to monitor and evaluate the RPL process continually, ensuring it meets the rigorous standards
expected by regulatory bodies and the public, which may be a strong deterrent for regulated
occupations.
2.2. Quality Assurance in Recognition of Prior Learning

For the purpose of this Handbook, quality assurance is a method and a process, the reality of which
can be verified, which allows the assessment of the learning outcomes of RPL applicants with a
reasonable percentage of correspondence between the qualification/assessment standards used and
the reality of their achievements. The quality-assured RPL process must meet a set of clearly identified
conditions so that the outcomes of the RPL process – typically, the awarding or not of a qualification
after the RPL assessment – are consistent with the learning outcomes actually owned by the applicant.
Lack of quality assurance will not prevent the RPL process from occurring and being completed, but
no one can guarantee that successful applicants (i.e., RPL graduates) have all the learning outcomes
corresponding to the qualification – qualifications standards to be precise – they have just been
awarded, and that failed applicants do not.
Quality assurance is not only a matter of quality, so that African countries and their population can
benefit the most from their RPL system, but also a matter of equity, so that all applicants are assessed
in the same way throughout each African country.
It takes years to build trust in an RPL system. It takes only a few months before the lack of quality
destroys this trust. It is therefore of paramount importance that RPL practitioners understand the
issues at stake regarding quality assurance.
2.2.1. RPL – A Specific Area for Quality Assurance

RPL is a special case in the world of qualifications, and therefore in the work of quality assurance,
because the process of acquiring learning outcomes – i.e., how learning outcomes were achieved, the
input process as it were – is unknown. Almost by definition of RPL – which is first and foremost an
assessment of learning outcomes – the process of acquiring learning outcomes is not necessarily
something assessors should know about. Of course, assessors oftentimes ask applicants where and
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how they acquired such and such learning outcomes or a particular skill, but it is the learning outcomes
possessed at the time of assessment that matter, not the input process.
In practice, this means that it is not possible to apply quality assurance to the input process, which is
by far the longest process compared to assessment, and which would have offered a lot of
opportunities to apply quality assurance rules. In the field of RPL, it is not possible to apply quality
assurance, for example, to teacher training, to the required qualification level of the teachers, to
education and training institutions (e.g., equipment, tools), to the elaboration process of the curricula,
and/or to the teaching materials used to acquire the learning outcomes being assessed; all being
related to the input process, i.e., how RPL applicants have acquired their learning outcomes.
Simply put, the only real opportunity to establish a quality assurance procedure is at the time of the
assessment of the RPL applicants, which is the core of the approach. This is both the main occasion
during which the RPL practitioners and the applicant meet and the important moment to establish the
decision to validate and recognise the learning outcomes of the applicant. Of course, the time of the
assessment may be taken quite widely and include information and guidance as well as the
qualification process. It is called assessment time to distinguish it from the learning process that takes
place beforehand and is out of the reach of the RPL professionals.
In general, it is very important to understand that it is not possible to assess applicants in the RPL
system in the same way as pupils at schools, students at university, learners in the TVET centre, or
learners in the formal education and training system in general are assessed. Assessment methods are
siblings, and they must refer to the exact same qualification/assessment standards, but they are
different. For example, written tests are not effective nor efficient in the RPL approach, especially for
RPL applicant with literacy issues in the language of the assessment. It is therefore equally illusory to
want to establish a quality assurance system identical to the one existing in the formal education and
training system.
This proximity between the yet different education/training and RPL systems is interesting to amplify
for practitioners to grasp the essence of RPL. The formal education and training system and the RPL
system are siblings because there is no difference in essence between assessing pupils’ and students'
learning outcomes in the formal education and training system and the learning outcomes of
applicants in the RPL system. In both cases, it is about verifying that the learning outcomes of the
applicants for the qualification match the corresponding qualification/assessment standards. The
procedure can be random in both the RPL system and in the formal education and training system. In
other words, it is not necessary to assess all expected learning outcomes in either case. It is agreeable
to assess a selection of learning outcomes and to infer about this sort of random sample that the
applicant possesses the learning outcomes described in the qualifications standard. In practice
learners aiming for a qualification are never thoroughly assessed for all possible learning outcomes
(with few exceptions such as airplane pilots or health related occupations, because many lives are at
stake in both cases, and the learning outcomes must be sound and complete).
The assessment, in either case, always aims at verifying that the applicant has a potential to rapidly
be a good professional accepting that professionalism comes with experience. This is true in the formal
education and training system, and this is also true in the RPL system. Just by way of example,
individuals that have just been awarded a driving license cannot be good drivers. It is only after years
of experience that driving skills become solid.
Overall, the key message is that only the assessment changes with RPL, the qualification/assessment
standards must be the same. Using the same standards than the formal education and training is the
only way to convince stakeholders potentially not knowledgeable regarding what RPL is about that
successful RPL applicants should be kept in equal esteem as formal education and training graduates.
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2.2.2. Important Special Cases and Solutions

Two specific cases – highly likely to appear in a near future – need to be brought to the attention of
RPL practitioners.
Firstly, if qualifications/assessment standards do not exist in the formal education and training system
and if those are qualifications that a country decides or believes should be available to individual
through RPL, then qualification/assessment standards can be elaborated on purpose, only for
qualifications awarded in the RPL system. This situation arises for instance when qualifications that do
not exist in the formal education and training system yet are potentially demanded in the labour
market and correspond to a high level of employability (e.g., call centres operators are highly sought
professionals, but few countries have a provision for awarding such qualifications in the formal
education and training system; the same holds for many green occupations connected to recycling
activities).
It is even possible for the RPL to feed back into the formal education and training system so that those
qualifications are also prepared in the formal education and training system. This would mean that,
after the qualification standards, curricula would be elaborated, based on the lessons learnt in the RPL
approach. This would put the RPL professionals at the core of the reform of the formal education and
training system, the TVET system typically, but not only it.
The second special case is a sub case of the first one. It may happen indeed that a particular position
in the labour market requests that applicants for this position possess specific knowledge and skills
and the corresponding certificate, even if this certificate does not exist because it is not a full-fledged
qualification (e.g., Reception and Cloakroom Officer). This happens more and more often also when
employers do not need all the knowledge and skills that are attached to a qualification (e.g., car
mechanic is an occupation than can be broken down in diesel operator, gas engine operator, steering
component operator and a few more sub-occupations as it were). In other words, it may well happen
that a high level of employability is associated with only some elements of a qualification, and that
finding a job does not require a full qualification but some elements of it, as long as they are certified
by a competent body.
In this particular case, micro-credentials offer a credible solution to the extent that:
• They allow assessment, validation, recognition and awarding of a certificate with high
level of quality assurance.
• They can easily be registered in the National Qualifications Framework, so they become
part of the National Qualifications System as fraction of qualifications.
This approach would provide opportunities for individuals to build a full qualification by accumulating
micro-credentials over several years, up to a decade. This would correspond to the true meaning of
lifelong learning.
In the context of RPL, this is an extremely promising approach because that would remove the
pressure on the shoulders of potential RPL applicants that oftentimes drop out during the RPL
assessment process because of the heavy investment that preparing the RPL assessment for a full
qualification means. Potential applicants could very well organise their RPL over several sessions and
still be employable in between each session since they would be awarded micro-credential after each
assessment session.
This approach requires that two conditions are met:
• Employers accept micro-credentials as proofs of knowledge and skills and accept to hire
micro-credentials holders even if they do not have a full qualification.
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• Qualifications in the formal education and training and/or in the RPL system are broken
down in micro-credentials, i.e., block of competences that are organised in a relevant way
and that have standards – “micro-credentials standards” as it were – in order to make the
assessment possible.
2.2.3. RPL – The Encounter of a System and an Individual...

As suggested above, RPL is the encounter of an individual (the demand) and a system (the supply). In
order for the individual to be informed that RPL exists, and then eventually applies, there must be a
supply, or offer, or provision. There needs to be a system that is operational with, for example, a
communication strategy, a system for assessing learning outcomes and a system for validating and
certifying these learning outcomes; and therefore recognise that there truly are prior learning
outcomes.
Quality assurance focuses only on supply; that is, again, about what the country implements – the RPL
body, on behalf of the Ministry of Education or of the Ministry of Labour, or both – so that individuals
can obtain recognition of all their learning outcomes, regardless of the context in which they were
acquired, and the corresponding qualification (or partial qualification, or micro-credential).
2.2.4. ... with an Intermediate Level: The Network of RPL Centres

In fact, beyond RPL body/ministry in charge and the individual applicants, the landscape has a third
level: the RPL centres or, oftentimes, the future RPL centres that are to be established. The RPL body
is indeed in a position to regulate, and it should only do so. In other words, it is highly recommended
that it delegates other operationalisation of the RPL. This is not always easy to do when a country is
in the elaboration or even pilot phase, but it will become evident when it is generalised to the whole
country – the scale up process is inevitable for equity and efficiency reasons – and to all educational
sectors and all industries. Ensuring that RPL is organised under the best quality conditions throughout
the country for the entire population requires the delegation of the RPL operations, whether to
dedicated centres (only RPL) or hybrid centres (TEVT and RPL). This work of identifying and accrediting
centres remains to be done in many African countries, and it is essential to do so with quality assurance
as a permanent specific objective.
In addition, it is part of the quality assurance criteria that the operator and the regulator are not the
same to avoid conflicts of interest, to prevent the RPL body from being judge and party when making
key decisions that involve the entire RPL system, and all its stakeholders, for the coming years. Again,
it is important to keep in mind that it takes years to build trust in RPL, and it is only a few months
before the lack of quality destroys it.
The establishment of RPL centres throughout a country makes it necessary for RPL practitioners to be
prepared in a homogeneous way so that decisions regarding RPL assessment are consistent across the
county, and therefore fair.
2.2.5. Risk Associated with Quality Assurance in the Context of RPL
A Difficult Choice Between Certainty and Complexity – A Necessary Pragmatism

The establishment of a quality assurance system in RPL is good governance. The issue for any RPL body
is to decide the level of assurance to be established. If the level of assurance is too high, i.e., if the
guidelines impose too many strict conditions, then the quality assurance system is counterproductive.
Indeed if the quality assurance system imposes too many restrictions, the system is overburdened,
and the risk is high that the rules are bent by the operators and practitioners.
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There is a trade-off to be made, and a compromise to reach, between strong rules and light rules. The
strong rules, described in particular in the forthcoming guidelines, will be almost certainly and
immediately bypassed. The light rules may not be enough to ensure the desired level of quality. The
decision about the desired level of quality and the rules to set in motion rests with the RPL body in the
country, and this Report aims at providing guidance – i.e., possible options – for doing so. The point is
that too strict rules will be more systematically circumvented.
It may be believed that strict rules would guarantee better quality, but strict rules come with several
drawbacks:
• Fewer organisations – i.e., RPL providers – will be licensed or/and accredited because fewer
will apply as some will self-select themselves out, or/and because fewer organisations will
meet the criteria listed under strict rules.
• Strict rules inevitably lead to higher risks of bypassing the rules and, in the end, delivering less
quality. This is because it is worth the effort to invest energy in finding ways to bypass the
rules when the rules are so strict that the potential gain – in administrative burden for instance
and therefore cost – is high. Conversely, when the rules are light, investing energy in trying to
bypass them is not worth the effort.
All in all, strict rules may well lead to lower quality than light rules because the light rules are fully
implemented whereas stricter rules are more likely to be partly bypassed. Another advantage of light
rules is that they are less difficult to enforce because selected RPL operators are more inclined to
follow them in full. Strict rules are costly because enforcement costs are higher, and enforcement is
more necessary. As a consequence, the cost of controlling whether the rules are adequately applied
is the case of lower rather than stricter rules.
A specific objective of the proposed quality assurance system that RPL practitioners are first and
foremost in charge to implement is therefore to strike a balance between establishing a good level of
quality assurance without undue restrictions on RPL stakeholders, including RPL system managers,
individual applicants, and assessors. For example, if all RPL assessors are required to have a PhD in a
RPL related topic, and thirty years of experience in the field of assessment in the relevant industry,
there is little chance that assessors are available any time soon. Another example is drawn from
reality: some countries require that, in order to apply for a given qualification through RPL, the
applicant must already possess a qualification at the level immediately below1, which prevents access
to many potential applicants who may well have the master’s level without possessing a bachelor’s
degree, and this is a loss of talent for the country. It is also contrary to the mere idea of RPL that says
that whoever has the learning outcomes corresponding to a given qualification should be awarded
this qualification after a proper assessment, no matter what.
2.2.6. Quality Assurance is not only about Monitoring and Evaluation

Contrary to customary belief, quality assurance on the one hand and monitoring and evaluation on
the other hand are different concepts. Monitoring and evaluation make it possible to collect data
(monitoring) and deduce elements in terms of the implementation of the action (generally in terms of
relevance, efficiency, effectiveness, coherence, sustainability, and impact; OECD-DAC 2 , 1991 and
2019). This is evaluation, and evaluation needs data. In other words, monitoring and evaluation are
used to control quality, but they are different concepts. They do not create quality, for instance, if the
lessons learnt from monitoring and evaluation are not used to feed back into the RPL system.
1 E.g., in order to apply for a master’s degree through RPL, applicants must already possess a bachelor’s degree.
2 Development Assistance Committee (DAC) of the Organisation for Economic Co-operation and Development (OECD).
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Quality assurance indeed refers to what needs to be implemented to ensure that RPL applicants'
learning outcomes are identified, validated and recognised at the level of accuracy that the country
sets for itself.
For example, assessors in the RPL at such and such level need to have such and such experience and
such and such qualifications. Still for example, there should be a professional of the field, a
teacher/trainer in the field, and a RPL expert in the panel of assessors; or the guidance officer cannot
be among the assessors. All these conditions for quality assurance are usually tested during the pilot
phase, and they have to be spelled or in the preparation of it.
Monitoring and evaluation are therefore necessary to confirm that the RPL system and its process are
in place to ensure that the RPL system meets the expected quality norms.
2.2.7. Quality Assurance is not only about Developing Guidelines

Another confusion is the difference between guidelines and quality assurance. Developing guidelines
is part of the procedures to achieve a high level of quality, but it is not enough. There must be
procedures on the ground to ensure this quality, i.e., procedures to ensure that what the guidelines
say is applied on the ground, in reality.
The guidelines allow RPL stakeholders – and operators in the first place – to understand what RPL is,
and how to do it at the expected level of quality, but just developing guidelines will not achieve a high
level of quality. It is essential also for RPL practitioners.
For example, guidelines usually explain how assessors should be hired and/or trained. They give
criteria (for example, qualification level of the assessors, knowledge of the subject, experience). If
these criteria are not met, quality cannot be guaranteed. Similarly, guidelines usually specify how
applicants will be assessed (e.g., procedures, qualification standards). Again, the objective is that that
the assessment method is actually implemented, and used identically throughout the country, for
example, and/or by all assessors.
2.2.8. General Aim and Specific Objectives of Quality Assurance in RPL

At this stage of the document, it is useful to take stock of the above statements, comments and suggestions
and to check where they lead the African countries in practical terms regarding what is to be done for
organising the quality assurance system in RPL and developing capacity building activities for RPL
practitioners.
General Aim of Quality Assurance in RPL

The general aim is to equip the country with an RPL system that deliver a high level of quality. Quality
assurance in the context of RPL is to ensure that:
• The successful RPL applicants (“RPL graduates” for short) do possess the learning outcomes
they claim they possess, however and wherever acquired.
• The failed RPL applicants do not possess the learning outcome corresponding to the
qualification they were aiming for.
The first part of the aim is accepted everywhere in the context of RPL. The second is systematically
forgotten, and it is important for any country, aiming at being convincing about its RPL system, to
ensure that both aspects of this general aim are true.
This general aim can be broken down in several specific objectives.
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Specific Objectives of Quality Assurance in RPL

The specific objectives are:
✓ Elaborating rules of selection, and monitoring, of the RPL operators.
✓ Deciding on the right level of rules, midway between strict and light rules.
✓ Building a digital platform for applying, for the guidance process and perhaps, if appropriate, for
some elements of the assessment (especially in the case of collective assessment).
✓ Organising the decision-making process for the RPL Body to make key decisions, especially
regarding the sequential process from licensing (input based) to accreditation (outcome based
with some elements of the licensing process regarding the RPL process), and regarding the role
of the digital platform.
✓ Elaborating guidelines for RPL operators (detailed rules, and explanations), and disseminating
those rules among RPL practitioners.
✓ Identifying and selecting potential RPL operators.
✓ Enforcing the rules.
✓ Hiring RPL practitioners and building capacity.
Digital Platform – A Suitable Option

Establishing a digital platform lies between the general aim and the specific objectives. It cannot be
the general aim for quality assurance in RPL, but it is more than a specific objective. Digitalising the
RPL system, or part of it, offers several opportunities:
✓ It will speed up the process, at least when it comes to initial information, to registration and to
some other stages of the RPL process (e.g., information about the next assessment session).
✓ It will help centralising the process and collect the same data for all potential and actual RPL
applicants, for managing the assessment and also for research purposes.
✓ It will help applicants to create, verify and modify their profile.
✓ It will help potential applicants in remote area to benefit from an access to the same information.
✓ It will allow to organise some pre-assessment, for instance for eligibility (the right to become an
RPL applicant).
✓ It could allow collecting the fees for enrolling in the RPL process and deliver all the official proof
of payment.
✓ It will allow to keep a record of the entire process and its outcomes (awarding of a qualification,
or not; and appeal procedure).
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✓ It will bring neutrality and therefore fairness to the RPL assessment for an objective assessment.
✓ It will bring transparency, comparability and trust which enhances the reputation of the RPL
system.
✓ Promoting transparency, Comparability and trust in qualifications offered
✓ It will connect/ integrate all the digital platforms of all institution that operate in the field of RPL
under the auspices of the RPL Body. It will help consolidate the data and therefore help improving
the governance of the RPL system.
✓ In the long term, the digital platform will allow to organise the written assessments, if any (e.g., if
higher education establishes an RPL system), and adapt them to each of the applicants (e.g., level,
sectors, qualification aimed).
✓ In the long term, the digital platform will allow to organise the written assessments, if any (e.g., if
higher education establishes an RPL system), and adapt them to each of the applicants (e.g., level,
sectors, qualification aimed).
✓ Still in the long-term, the digital platform may help in distributing subsidies to RPL applicants that
qualify for subsidies. Options are provided by lifelong learning subsidies, or individual learning
accounts.
✓ A digital platform may be the place to buy top-training for those RPL applicants that failed the first
time, but that failed so short of meeting all the criteria in the qualification standards that a few
modules would help them succeed the second time.
✓ A digital platform may also be the place for employers to be informed about the content of a
specific qualification achieved through RPL. Qualifications could be issued with a QR-code that
would directly link to the qualifications database associated with the digital platform.
However, a digital platform should never be the only option for RPL applicants, as some of them may
be digitally illiterate, or even illiterate in the language of the assessment.
Quality Assurance in Practice – Options for Issuing Rules and Prefiguring the Guidelines for
RPL Operators
In order to ensure the credibility, consistency and reliability of the RPL system, it is important to have
adequate quality assurance at all stages of the RPL process; again accepting that RPL is assessment,
and therefore that this includes all the stages identified, including guidance typically. The quality
assurance aspects of each stage of the RPL process should be integrated into the RPL guidelines. These
aspects relate to communication, guidance, advice, facilitation and support, strictly speaking
assessment (modalities), capacity building and recruitment of RPL practitioners (e.g., guidance officers
and assessors), as well as monitoring and evaluation professionals.
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2.2.9. Licensing or Accreditation
Licensing
The quality assurance set in motion by a country could be input-based or outcome-based. If the
country opts for an input-based system, an institution can qualify as an RPL centre if it meets the
following broad criteria, with no particular order:
✓ The premises of the institution must be modern and adapted to the reception of RPL
applicants.
✓ If the institution has several buildings/addresses, the application must clearly state where
exactly the RPL applicants will be received and then assessed in practice.
✓ The institution must have an appropriate staff in terms of quantity and quality; and experience
may replace qualification.
✓ The institution appoints one of its staff to be the RPL referent in the institution, and in
particular the contact point for the RPL Body to obtain information regarding RPL in the
institution.
✓ All staff involved in the RPL system must follow and receive appropriate training and ongoing
professional development for the functions they perform, with regular update.
✓ The institution must have a proven track history in assessing learning outcomes against
predefined standards. Experience in delivering education and/or training may complement a
too light experience in assessment, but it cannot not replace it.
✓ The institution must have a proven track history in providing guidance to individual learners.
✓ The institution commits to only providing guidance without forcing any potential applicant in
any RPL process. The final decision to apply rests with the individual, after a phase of
information, guidance and advice of good quality. All this is transparent and made public.
✓ The institution must clearly designate a physical place – an office, a booth – for potential
applicants to seek initial information.
✓ The website of the institution must clearly inform about RPL, the opportunities it provides,
and the way to apply in a clear and accessible way (e.g., plain language, no jargon).
✓ The institution must name a referent in the field of psychology with reference or a
qualification in career guidance (i.e., school, and occupational guidance). The referent does
not need to be a member of the staff but must be available on short notice (less than a week
under normal circumstances, outside of festive seasons for example).
✓ The institution is able to spell out – in clear, concise and meaningful terms – how it will carry
out the different stages of the RPL process, especially regarding guidance, preparation for
assessment and actual assessment. In particular, it must be able to explain the tools it will use
and provide to its assessors (e.g., manual, a checklist that includes a clear set of criteria for
assessment, a handbook about work ethics).
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✓ In particular, the institution must be able to demonstrate that it will organise the assessment
process so that: it assesses learning outcomes, and not just the duration of the experience; it
proposes a transparent, valid, reliable, fair, and authentic assessment; it recognises learning
outcomes acquired in non-formal and informal settings as of equal value to learning outcomes
acquired in formal settings; is always explain the decisions of the assessors; it involves a formal
assessment of summative complaints (appeal); it proposes alternatives to failed applicants,
such as additional learning, so that they meet the qualification standards the next time they
apply for a qualification through RPL.
✓ The institution should clearly communicate about the schedules for assessment. It must be
transparent about whether assessment is organised all year around or during assessment
sessions a couple of times per year. In the latter case, dates must be published well ahead of
time (6 months).
✓ Assessment processes should be monitored, revised, evaluated, and reviewed regularly as

necessary to reflect changes in the needs being met, the purposes being met, and the state
of the art of assessment.
✓ The institution must be familiar with learning outcomes-based curriculum (as opposed to
input-based curriculum), so that the RPL is germane to their overall approach to teaching and
learning.
✓ The institution must be familiar with the concept of micro-credentials, so that they are ready
to award them if the country decides to follow this track.
✓ The institution must be in a position to deliver top-up training at reasonable cost, directly or
through the partnership they may have with other institutions, for failed RPL applicants who
are close to meeting the qualification standard and deserve a second chance in the short-
term; without the failed applicant having to enrol for a full programme.
✓ The institution must commit to the fact that RPL assessment will be based on the qualification
standards for the aimed qualification (already existing or developed for the RPL system).
✓ The institution must commit that it will not organise RPL processes for other qualifications
than the qualifications for which it has obtained the right to operate RPL from the RPL Body
(the regulator).
✓ The institution is aware of self-evaluation and is able to organise it on a regular basis to learn
from its practice and improve its RPL process. The institution may name an independent
external evaluator to assist this process.
✓ The institution must be able to demonstrate in written that it is applicant-centred, fair,

respectful of the privacy of individual applicants, able to take into account equality and
diversity issues, accessible (for applicants with disabilities), flexible.
✓ The institution has a relevant network of enterprises, especially in the industry sectors for
which it has received delegation from the RPL Body to operate RPL.
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✓ The institution has always complied with any statutory legislation.
✓ The institution must make a clear case about its intention to apply the guidelines that will be
provided to it. It must commit to regularly request and obtain the revised guidelines (schedule
to be provided); and apply the new guidelines whenever a new version is issued.
✓ The institution must clarify its intention to merge the quality assurance processes for RPL into
the quality assurance processes of the institution (after scaling up).
✓ An internal process sometimes referred to as "moderation" or "verification" (in essence, a

second verification of decisions made) must ensure that any assessment is fair and consistent
and that what has been awarded is fair and comparable to what has been granted in similar
situations. This process can be random – e.g., one in ten, or more – to minimise expenses and
administrative burden.
✓ The guidance officers cannot be assessors, and assessors cannot be guidance officers, because
the assessment must be completely neutral. If the applicant and assessor know each other,
the assessment process cannot be neutral.
✓ Maintain a database on anonymous RPL applications and final decisions in terms of

qualification granted to RPL applicants in order to compare similar applications to ensure
consistency. This database must use a format provided by the RPL Body so that the
consistency of RPL decisions can be checked across the country and over time.
✓ The institution commits to immediately report to the RPL Body in case of fraud, or any other
misbehaviour.
✓ The policies, procedures, and criteria applied to the RPL assessment, including the disposition
for appeal, should be fully disclosed and prominently available to all parties involved in the
assessment process, especially on the institution website.
This is a non-comprehensive list based on extensive fieldwork in many countries. It is intended to guide
the RPL Body in its decision-making process. This list should be seen as a menu from which to select
what is suitable in the country context.
Accreditation
If the country opts for an outcome-based (accreditation) system, the criteria for the applicant
institutions could be:
• The institution collects socioeconomic data regarding the RPL applicants while they are in the
RPL process.
• The institution collects data regarding the position of the RPL former applicants in the labour
market from the end of the RPL process until 18 months after it.
• The exact criteria will be provided in the guidelines and will be most probably different
according to the industry, the education sector, the region and the level of qualification but
what will matter will the differential between the treatment group (RPL graduates) and the
control group (unsuccessful RPL applicants). The key decision regarding these should be made
by the RPL Body (the regulator) according to contextual pieces of information.
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2.2.10. Recommendations – Licensing and then Accreditation

The following recommendations may help the country to organise its decision-making process:
• There should be some flexibility in the way applicant institutions organise the full assessment
process from initial information to the ceremony. What matters again is the qualification
standards that are used and should be provided to the operators by the RPL Body, but the
assessment process itself should be flexible because it has to vary with the level of
qualification, the industry and the education sector.
• The input-based (licensing) approach is recommended for first-time applicants.
• A hybrid approach is recommended from first renewal on. It would consist of the outcomes-
based approach, based on the performance of RPL applicants in relation to the qualification
they have achieved, complemented by some elements of the licensing process.
• These elements, from the licensing initial process, should be selected in coordination with the
RPL Body and the Ministry in charge. Nevertheless, the recommendation is that key elements
of the process, such as the way the guidance is delivered, is kept.
2.2.11. Further recommendations

Selected operators should be strongly advised to become acquainted with quality assurance. They
should be invited to explain in their application to explain how they plan to implement a quality
assurance whereby the following questions are addressed:
• Do we do what we have to do? This is, for example, what the law or national policy imposes
on all institutions operating RPL.
• Are we doing what we plan to do? Has the strategy been implemented?
• Do we make it work well? This refers to quality standards.
• What is planned to verify that it works well (e.g., indicators)? In case not, is there a possible
remediation?
• What is planned for continuous improvement?
• If the RPL operator organises self-evaluation, it will have evidence about what works and what
does not work. In addition, it is always possible to organise external evaluation, and this would
provide an opportunity to confront the evaluation of an outsider with the view of the
institution.
The quality assurance system allows to make explicit the expectations of the institution, here the RPL
operator. It is also a tool for self-evaluation in relation to these expectations. In other words, a strong
recommendation would be to incentivise RPL practitioners to open up to a quality assurance culture.
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3. Education and Learning Theories Behind RPL

This section provides a comprehensive understanding of the educational theories behind RPL and
their practical implications and applications, equipping practitioners with the knowledge behind
recognition of prior learning:
Lifelong Learning: This section emphasises the principles of lifelong learning, highlighting the
importance of continuous education and skills development throughout an individual's life. This
section explains how RPL supports lifelong learning by validating and recognising all learning
outcomes, including non-formal and informal learning ones.
Constructivist Learning Theory: It describes constructivist learning theory, which posits that
learners construct knowledge through their experiences.
Experiential Learning Theory: It explains experiential learning theory, which also emphasises
learning through experience.
Situated Learning Theory: It discusses situated learning theory, which asserts that learning occurs
within a specific context and is often a social process.
Adult Learning Theory (Andragogy): It focuses on adult learning principles, also known as
andragogy. This section highlights the unique characteristics of adult learners and how RPL can be
tailored to meet their needs, recognising the knowledge and skills they have gained through life
and work experiences.
Transformative Learning Theory: It explores transformative learning theory, which involves a deep,
structural shift in the basic premises of thought, feelings, and actions.
Equity and Social Justice: It addresses issues of equity and social justice in learning. This section
emphasises the role of RPL in promoting inclusivity and fairness, ensuring that all learners,
regardless of their background, have access to formal recognition of their knowledge and skills.
Human Capital Theory: It discusses human capital theory, which views education and training as
investments that enhance an individual's economic value. The section connects this theory to RPL
by explaining how recognising prior learning outcomes can increase individuals' employability and
economic opportunities.
Practical Implications for RPL: It links the theoretical foundations to practical applications in RPL.
This section provides concrete examples of how the theories can be applied in assessing and
recognising prior learning outcomes, offering guidance for RPL practitioners on implementing these
concepts.
This whole Handbook proposes a basis for conducting the thinking process in the countries interested
in building the capacities of their RPL practitioners. It is about RPL in practice, and it is also about
learning about RPL. It is therefore rather general in nature and rather broad in scope so that countries
may decide of their main topics of interest and implement the propositions they see relevant for their
country.
To that extent, it contains practical as well as theoretical elements. Now that the previous section has
clearly established the nature of RPL, this section proposes a reflection on the conceptual
underpinnings of RPL. In particular, this section proposes the possible connections between the
education and learning theories and RPL.
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3.1. Theoretical Foundations and Links to RPL

The theoretical underpinnings of RPL may be tracked in several educational and
learning theories. These theories identify the different ways in which individuals
acquire knowledge and skills. They allow to easily connect with RPL to the extent that
they propose that learning occurs in all kinds of contexts, not only in formal
(exemplified by school, universities, or VET centres), but also non-formal and informal
(exemplified by the workplace, the private sphere or volunteering activities) ones. They clearly state
that experiences gained at the workplace, in the community, in family and in personal life in general
has the potential to lead to learning outcomes. The beauty of RPL comes, among others, from the fact
that it recognises that individuals learn everywhere and all the time, and that the corresponding
learning outcomes should be given currency, in the labour market and in life in general. This Handbook
is about giving currency to these learning outcomes in general, and therefore on how to make them
visible and to assess and recognise them.
The rest of this Section in particular is an attempt at identifying the most useful concepts for
introducing RPL, and their links to existing education and learning theories. There are several schools
of thought that clearly point to RPL one way or another. RPL is the natural offspring of these pioneering
concepts and theories.
3.1.1. Lifelong Learning

Lifelong learning is at the heart of modern approaches to analysing and promoting
individual investment into acquiring knowledge and skills. It is a concept that
emphasises the continuous character of learning throughout life (Candy, 1991). Faure
et al. Unesco report (1972) already contains most of the ideas that will later be
gathered and developed under the term ‘lifelong learning’. In particular, the
introduction of the concept of life-wide learning and the recognition that learning may take place in
informal contexts pave the way for RPL. Indeed Faure (1972) promotes integration whereby learning
should be integrated into all aspects of life and not confined to formal learning contexts.
It is difficult to trace back the origin of lifelong learning with certainty. Nevertheless, Yeaxlee (1929)
represents an interesting early and rather comprehensive approach to the concept of lifelong learning,
and its implication for education. He emphasised the need for continuous education throughout life
and the importance of integrating education – learning – into all aspects of life.
Another significant early contribution is Lindeman's (1926). It is viewed as a foundational work in the
field of adult education, emphasising the importance of experiential learning and the role of adult
education in personal and social development. Lindeman (1926) argues for the value of adult
education and lifelong learning, stressing that education should be a lifelong process and should be
more connected to the real-life experiences of adults.
These early works paved the way for later developments in the field, including the Faure Report of
1972, which further advanced the idea of lifelong learning as a fundamental principle of education
policy and practice, later developed by Unesco again (Delors, 1996) or by the OECD (1996). Lifelong
learning recognises that education is not confined to childhood or the classroom but extends across
all stages of life and in various contexts, whether formal or not; not formal being non-formal or
informal.
Therefore, RPL is inherently linked to the principles of lifelong learning. Indeed, by providing a
mechanism for assessing, validating and recognising learning outcomes that occur outside of formal
learning contexts, RPL supports the idea that learning is a continuous process. It validates the
continuous acquisition of knowledge and skills, regardless of when, where, or how it occurs (Candy,
1991).
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One of the key aspects of lifelong learning, which is relevant to RPL as a policy tool, is its flexibility
because, as seen above, learning can take place in different contexts. In theory – some countries have
restricted approaches – RPL reflects this flexibility by validating and recognising learning outcomes
from a wide range of experiences.
Lifelong learning also connects to RPL in the sense that it emphasises the importance of personal and
professional growth. RPL supports this by providing individuals with the opportunity to gain formal
recognition for all their learning outcomes through a qualification or, among others, credits toward a
qualification, exemptions for access to formal education and training, shortening of a curriculum. In
turn, the outcome of RPL for successful applicants – typically a qualification – can enhance their career
prospects and personal development. In addition, by validating prior learning outcomes, RPL can
reduce the time and cost required to obtain qualifications, making it easier for individuals to engage
in actual lifelong learning.
Finally, lifelong learning promotes the idea that learning should be relevant and applicable to
individual’s life and goals. Given the way RPL processes are organised and implemented, RPL aligns
with this principle by recognising learning outcomes that have relevance to an individual’s project,
personal or more often occupation project. It is also consistent with the fact that RPL is known as
increasing the motivation and level of engagement in further learning, whether formal or not, and/or
in the labour market, as individuals see more clearly the benefits they reap from knowledge and skills.
Lifelong learning and RPL have common foundations because they are comprehensive and inclusive
in essence and recognise the value of learning everywhere and all the time throughout life. They both
promote the permanent acquisition of knowledge and skills. They both validate the diverse ways in
which individuals learn throughout their lives, promoting personal and professional growth and
fostering a culture of continuous learning.
3.1.2. Constructivist Theory
Constructivist theory, advanced by educational theorists such as Piaget (1952) and

Vygotsky (1978), advance that learners construct their own understanding and
knowledge of the world through experiences and reflections on those experiences.
It emphasises that learning is an active, contextualised process of constructing
knowledge rather than acquiring it.
This is relevant to RPL because constructivist principles are central to recognising that individuals build
knowledge and skills through diverse experiences. Unlike traditional education, which often focuses
on the transmission of fixed bodies of knowledge from teacher to student, RPL acknowledges that
learning can occur in varied settings and through different modalities. This approach validates that
each individual has a unique learning pathway. RPL is based on grounds relevant to the constructivist
hypothesis that knowledge is constructed through personal and social contexts.
Piaget’s focus on developmental stages and Vygotsky’s emphasis on social interaction and the Zone
of Proximal Development 1 highlight the importance of context and social engagement in learning
(Piaget, 1952; Vygotsky, 1978). In the RPL process, this translates into recognising learning that occurs
in social and cultural contexts, such as workplace learning, community service, or family
responsibilities. These experiences provide rich, contextualised learning that is highly relevant to an
individual’s life and work. All RPL processes involve active engagement from applicants, requiring
them to reflect on their experiences and articulate their learning outcomes in a structured format.
This aligns with the constructivist view that learners actively construct knowledge. For instance,
1 The Zone of Proximal Development is the zone between what learners can do without assistance and what they can do with guidan ce or
in collaboration with more capable peers.
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compiling documents1 for substantiating learning outcomes – a.k.a. portfolio of competences – for
the RPL assessors is a constructivist activity, as it involves identifying relevant experiences, reflecting
on what was learned, and demonstrating how this learning meets specific criteria or outcomes.
Relevant portfolios of competences are those that go beyond a simple passive collection of pieces of
evidence such as labour contract or attendance certificates. Finally, the social aspect of constructivist
theory is reflected in RPL’s recognition of collaborative learning. Learning that occurs through
interaction with peers, mentors, and colleagues is valued and validated in the RPL approach, mostly
because it boosts the quality of the learning outcomes and helps creating transversal and transferable
skills (e.g., teamwork). This recognition supports the idea that knowledge is co-constructed through
social processes and interactions.
RPL relies on some constructivist principles because it provides a flexible and inclusive approach to
recognising learning outcomes. It validates the diverse and individualised ways in which people
acquire knowledge and skills, supporting lifelong learning and personal and professional development.
3.1.3. Experiential Learning Theory
Among the different approaches to constructivism, Experiential Learning Theory is

particularly relevant for providing theoretical underpin to RPL. Experiential Learning
Theory hypotheses that learning is a dynamic process where knowledge and skills are
created through the transformation of experience (Kolb, 1984). The model is a sort of
cycle that includes four distinct stages:
• Concrete experience,
• Reflective observation,
• Abstract conceptualisation, and
• Active experimentation.
This cyclical process stresses the importance of reflecting on experiences. They allow to from ideas
and theories, which can be tested in new context, therefore continually refining one’s understanding
and skills.
In the context of RPL, Experiential Learning Theory is therefore particularly relevant because it
acknowledges that significant learning occurs outside formal learning contexts. Individuals acquire
valuable knowledge and skills through experiences, which most often are taking place at the
workplace, in the community, and/or the in the private sphere (Kolb, 1984). Experiential Learning
Theory and RPL coincidence to recognise the value of these experiences for the former, and the value
of the corresponding learning outcomes for the latter. RPL is a natural extension of the Experiential
Learning Theory since RPL the many different RPL processes are meant to validate this learning by
recognising the learning outcomes coming from this practical knowledge and skills gained through
experience.
The first stage of the Experiential Learning Theory, the concrete experience, involves engaging in a
specific activity or event. For example, a professional may develop project management skills through
years of managing projects at work. In the RPL process, this stage is recognised by documenting these
practical experiences as evidence of learning.
The second stage, reflective observation, involves looking retrospectively at these experiences and
analysing them. This is a crucial step in the RPL process, as individuals are often required to reflect on
their past experiences, identifying the knowledge and skills they have gained and how they have
1 Actual documents and also “sounds”, “video”, “pictures”.
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applied them in various contexts. Relevant portfolios of competences do stress this reflexive process
as RPL applicants have to demonstrate that they have identified their learning outcomes and why they
are critical to succeeding in the RPL process. Consequently, purely descriptive portfolios of
competences are not suitable in the RPL process.
The third stage, abstract conceptualisation, involves building a general understanding of the matter
at stake. This also a crucial step in the RPL process because it consists of identifying knowledge and
skills gained from practical experience and their potential to correspond to formal learning outcomes,
as described in qualifications or assessment standards typically. A fair fraction of the work of RPL
applicants, during the RPL process, is to articulate all their learning outcomes – whether acquired in
formal contexts or no – with the criteria required for formal qualifications, or similar outcomes (e.g.,
credits toward a qualification, exemptions for access, shortening of a curriculum).
The fourth and last stage of Experiential Learning Theory, active experimentation, involves applying
these new knowledge and skills in new situations. Here again, this is consistent with the RPL approach
that proceed with final assessment by asking RPL applicants to prove their knowledge and skills during
a final assessment – oftentimes practical – such as observations at the workplace, simulations of a
workplace, tests, interviews, case studies, or a mix of all these.
The Experiential Learning Theory is a natural applicant theory for providing a strong theoretical
underpinning to the RPL approach because it proposes to consider any kind of learning activities,
whether they are taking place in a formal context or not. It is not recommended to use the term
“experiential learning” in this context because it may introduce some confusion. Indeed, it is not a
characteristic of the learning approach that leads to RPL: several learning systems that are highly
formal do contain a huge fraction of experiential learning, for example the dual apprenticeship system.
Nevertheless, the Experiential Learning Theory heavily and naturally reminds of RPL because they have
in common the focus on all kinds of learning contexts, and on the importance of reflecting on and on
documenting all learning outcomes. It provides a framework for understanding how learning
outcomes acquired in all contexts, formal or not, may be formally assessed, validated and recognised,
supporting individuals in achieving a qualification, or similar outcomes.
3.1.4. Situated Learning Theory
Situated learning was developed by Lave and Wenger (1991). It is another

important theory relevant to RPL. The theory emphasises that learning takes place
in the same context in which it is applied. It also emphasises that it is deeply
embedded in social and cultural activities, and it is clear by now that this is rather
consensual.
Lave and Wenger posit that learning is inherently tied to the context and culture in which it occurs.
Rather than viewing learning as the mere acquisition of abstract knowledge, situated learning
emphasises participation in social practices and the community of practice. This theory underscores
the importance of authentic contexts in learning processes, asserting that learning is a social process
that occurs through participation in activities within specific communities. It is based on several key
concepts:
• Legitimate Peripheral Participation: Lave and Wenger describe how newcomers to a
community begin by participating in simple, low-risk tasks (peripheral participation) and
gradually take on more complex and central tasks as they become more competent
(legitimate participation). This process facilitates learning through increasing involvement in
the community's practices.
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• Communities of Practice: Groups of people who share a concern, set of problems, or passion
about a topic, and who deepen their knowledge and expertise by interacting on an ongoing
basis. These groups of individuals engage in a process of collective learning in a shared
domain. Members of a community of practice share resources, experiences, stories, and tools,
enhancing their knowledge and skills through mutual engagement.
• Social Interaction: Learning is a social process that occurs through participation in social and
cultural activities, rather than through the passive reception of abstract knowledge.
The connection to RPL is actual on different levels. It appears in relation to the fact that learning is
contextualised. The Situated Learning Theory highlights the significance of context in the learning
process. Learning is most effective when it takes place within the same context where it will be
applied, hence the stress on work-based learning in many formal learning systems. RPL aligns with this
by acknowledging the learning that occurs in real-world contexts, such as workplaces, community
activities, and personal life experiences; and validating and recognising the corresponding learning
outcomes. This recognition supports the idea that significant learning happens within authentic
contexts rather than solely in formal education settings.
The connection to RPL is also clear in relation to social and cultural relevance. Lave and Wenger's
emphasis on social interaction and cultural context in learning aligns well with the principles of RPL.
RPL takes into account the various social and cultural dimensions of learning, recognising that learning
experiences are shaped by the environments and communities in which they occur. By validating
informal and non-formal learning that happens within different communities of practice, RPL respects
and values diverse learning pathways.
Finally, RPL aligns with the Situated Learning Theory in relation to legitimate peripheral participation.
This concept directly supports the RPL process since individuals often begin their learning journeys in
peripheral roles, gradually moving to more central and responsible positions as they gain expertise.
RPL recognises this progression by validating the learning outcomes acquired through various stages
of involvement in professional or community practices, and at the end of this learning process. This
gradual acquisition of knowledge and skills may be seen as a fundamental aspect of both situated
learning and RPL.
In practice the Situated Learning Theory and RPL align with each other quite well when a portfolio of
competences is used during the RPL assessment process since situated learning principles include
portfolios and reflective narratives, i.e., collecting evidence of learning experiences and reflecting on
how these experiences contribute to overall competence. There is also an interesting alignment
between Situated Learning and RPL since peers and mentors are oftentimes involved in the RPL
assessment process, and peers and mentors are found in what is described as the community of
practice in the Situated Learning Theory. This is critical to the RPL assessment process as this is a way
to guarantee contextually relevant assessment of the RPL applicant’s learning outcomes.
Situated learning theory enriches the understanding of RPL by emphasising the importance of context,
social interaction, and participation in communities of practice. It underscores that learning is a
dynamic and social process, deeply rooted in practical experiences and cultural contexts. By validating
and recognising these situated learning experiences, RPL fosters a more inclusive and comprehensive
approach to acknowledging diverse learning pathways. By integrating these theoretical insights, RPL
can be more effectively designed and implemented to support the diverse and dynamic nature of
learning in real-world contexts.
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3.1.5. Adult Learning Theory (Andragogy)
Knowles (1973) deals with what is a component, and a component only, of lifelong
learning: adult learning, or andragogy. The term “andragogy” was actually coined by
the German educator Alexander Kapp in 1833., who needed to describe the educational
theory of the teaching of adults, contrasting it with pedagogy, which focuses on the
education of children. The concept was later popularised and expanded by Malcolm
Knowles (1973) who developed a theory of adult learning based on andragogical principles. His theory
of adult learning emphasises that adults are self-directed learners with a wealth of experiences that
they bring to the learning process. It is based on several key principles:
• Adults need to know why they need to learn,
• They are motivated to learn things that are immediately relevant to their occupational or
personal lives,
• They bring a rich reservoir of experiences that serve as a resource for learning, and
• They are self-directed in their learning.
RPL aligns closely with these principles to the extent that it provides a framework for assessing,
validating and recognising all learning outcomes, even those coming from experience in contexts that
are not formal (non-formal and informal). The core principle of adult learning theory is that adults
need to understand the relevance of what they are learning. And precisely, RPL processes help
applicants to articulate and validate the relevance of their prior learning outcomes by mapping it to
formal qualifications and clearly identified knowledge and skills. This relevance is demonstrated during
the final assessment of the RPL process which has to be authentic. RPL assessors have to assess
applicants in relation to the meaning of their learning outcomes and of their projects, whether
occupational or personal.
The concept of self-directed learning is central to both the adult learning theory and RPL. In RPL,
individuals take responsibility for identifying, documenting, and reflecting on their prior learning
outcomes. This process requires a high degree of self-direction and motivation, as learners must
compile evidence, reflect on their experiences, and articulate how their learning outcomes meets
specific criteria, oftentimes listed in qualification standards. This aligns with Knowles’ view that adult
learners are self-directed and capable of managing their own learning processes (Knowles, 1973).
The adult learning theory also emphasises the importance of drawing on the rich experiences of adult
learners. RPL explicitly values these experiences, recognising that learning occurs in a variety of
contexts beyond formal education and training. All individual’s occupational experience, volunteer
work, or personal projects can all be considered valid sources of learning. By validating the potential
learning outcomes coming from these experiences, RPL acknowledges the value of the knowledge and
skills adults have acquired throughout their lives. Finally, adult learning highlights that adults are
motivated to learn in order to acquire knowledge and skills that have immediate relevance to their
lives and work. RPL supports this by providing formal recognition of knowledge and skills that are
directly applicable to an individual’s career or personal goals. This immediate relevance can enhance
motivation and engagement, as individuals see the tangible benefits of having their learning validated
and recognised.
By aligning with the principles of adult learning theory (andragogy), RPL provides a framework for
validating and recognising the diverse and rich learning experiences of adult learners. It supports self-
directed learning, values experiential knowledge, and enhances the relevance and applicability of
learning in real-life contexts.
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3.1.6. Transformative Learning Theory
Transformative Learning Theory, developed by Mezirow (1991), posits that

transformative learning involves experiencing a deep, structural shift in the
basic premises of thought, feelings, and actions. This type of learning often
starts with a disorienting dilemma—an experience that challenges existing
perspectives and prompts critical reflection.
RPL is closely aligned with the principles of transformative learning. One of the key aspects of
transformative learning is indeed the critical reflection on assumptions and beliefs; and RPL processes
often require individuals to engage in reflective practice, examining their past experiences and
articulating what they have learned. This reflection is a critical component of RPL, as it helps
individuals identify and articulate the knowledge and skills they have gained from their experiences.
Transformative learning involves a shift in perspective, leading to a more inclusive, discriminating, and
integrative understanding of one’s experiences. RPL supports this shift by validating and recognising
significant learning that results from transformative experiences. For example, an individual who has
undergone a major career change or who has developed new skills through challenging personal
experiences can potentially have the corresponding learning outcomes formally recognised through
RPL.
The concept of disorienting dilemmas in transformative learning aligns with RPL’s recognition of
experiential learning. Many individuals seeking RPL have had experiences that challenge their existing
knowledge and skills, prompting them to learn and adapt. Any RPL process validates the corresponding
learning outcomes by acknowledging the depth and impact of transformative experiences, providing
formal recognition for the newly acquired knowledge and skills.
Transformative learning also emphasises the importance of dialogue and discourse in the learning
process. RPL often involves discussions with guidance officers and, first and foremost, RPL assessors
to validate and reflect on learning experiences. This dialogue helps applicants articulate their learning
outcomes and understand their relevance and applicability, supporting the transformative learning
process.
3.1.7. Equity and Social Justice
Equity and social justice are foundational concepts that emphasise the importance
of ensuring equal access to educational and occupational opportunities and
recognising the diverse forms of learning and cultural backgrounds individuals bring
(Fraser, 1997). These principles are central to creating inclusive and fair societies
where everyone has the opportunity to succeed.
RPL promotes equity and social justice by providing a mechanism for validating and recognising
learning outcomes acquired outside traditional learning contexts. This recognition is particularly
important for individuals from marginalised or underrepresented groups who may not have had
access to formal education, or not long enough. By acknowledging the value of diverse learning
experiences and giving currency to all learning outcomes, RPL helps providing equal opportunities to
all individuals in order to gain credentials and improve their socioeconomic status.
One of the core principles of equity is the recognition of diversity. RPL supports this principle by valuing
the unique experiences and learning pathways of individuals. For example, someone who has
developed leadership skills through community involvement or family responsibilities can have these
skills formally recognised through RPL. This validation acknowledges the rich and diverse forms of
learning that occur in different cultural and social contexts.
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Inclusion is another key aspect of equity and social justice. RPL promotes inclusive practices by
recognising the learning outcomes of individuals who may have been excluded from traditional
educational pathways. This includes recognising the knowledge and skills of workers in informal or
non-traditional employment sectors, validating the learning outcomes of immigrants and refugees,
and acknowledging the learning of individuals with disabilities.
By providing formal recognition to all experiential learning outcomes, RPL enhances the visibility and
value of diverse forms of knowledge and skills. This recognition supports social justice by validating
the contributions of all individuals, regardless of their background or circumstances. It empowers
individuals by enhancing their self-esteem and confidence, providing them with the credentials
needed to access further education, training, and employment opportunities.
RPL is the most inclusive approach that can be found in the field of lifelong learning. Its alignment with
equity and social justice principles helps to create a more inclusive and fair society. It recognises and
values the diverse learning experiences of individuals, promoting equal access to educational and
occupational opportunities and supporting social mobility and individual agency.
3.1.8. Human Capital Theory

Human Capital Theory (Becker, 1993), which views education and training as
investments in human capital that enhance an individual’s productivity and economic
value, provides a useful framework for understanding the economic implications of
RPL. It is not the most convincing theory to talk about education and training in
general, but it has some normative value for thinking about RPL from an economic
point of view. According to Becker (1993), knowledge and skills increase an individual’s value in the
labour market, contributing to economic growth and productivity.
RPL supports Human Capital Theory by providing formal recognition for knowledge and skills acquired
through experience whatever the context, formal or not. This recognition enhances individuals’
employability and economic potential, as they can gain qualifications that validate all their learning
outcomes.
The concept of investment in education is central to Human Capital Theory. It can be extended without
loss of generality to investment in learning. By validating and recognising all prior learning outcomes,
RPL encourages individuals to invest in their own knowledge and skills. This investment can take any
from, including self-learning and all kinds of non-formal and informal learning. By reducing the time
and cost required to obtain qualifications or similar outcomes, RPL makes it easier for individuals to
continue investing in their personal and professional development by bridging non-formal and
informal learning and formal education and training.
Workforce development is another key aspect of Human Capital Theory. RPL supports the
development of a skilled workforce by validating and recognising all learning outcomes of individuals.
This recognition can help employers identify and utilise the knowledge and skills of their employees
more effectively, enhancing productivity and innovation. Employer may an RPL approach to assess the
knowledge and skills of their employees and identify areas for further training and development,
and/or organise better job matching.
Finally, the Human Capital Theory identifies generic and specific human capital. The former can be
acquired in many learning contexts – including formal, in the education and training system typically
– and is valued by all enterprises. It is transferable and enterprises are unlikely to pay for the
acquisition of such human capital by their employees. On the contrary, specific human capital is useful
only to a small number of enterprise and it is likely that it can be acquired only at the workplace,
through non-formal and informal learning. RPL has the potential to put a name of the corresponding
knowledge and skills and to make them visible. The distinction between generic and specific human
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capital is not so relevant nowadays, but it provides an interesting theoretical underpinning to think
about RPL as a process for making the labour market more fluid.
Overall, RPL enhances the economic value of knowledge and skills, and therefore contributes to the
economic growth and productivity. It supports individuals in gaining the credentials needed to access
better job opportunities, contributing to their economic well-being and reducing skills gaps in the
labour market. The possible interpretation of RPL in relation to the Human Capital Theory highlights
its economic benefits and its role in supporting workforce development.
3.2. Practical Implications and Applications for RPL of its Theoretical Underpinnings
The idea of RPL is connected to various concepts and theories that emphasise the value
of experiential, contextual, and lifelong learning. Understanding these theoretical
underpinnings help building stronger rationales so that RPL can be more effectively
implemented to validate diverse learning experiences, promote equity, support
lifelong learning, and enhance economic opportunities. These theories provide a
comprehensive framework for understanding how RPL supports personal and professional growth,
fosters inclusive and equitable education, and contributes to economic development.
In addition, these theoretical underpinnings have practical implications and applications. By
incorporating this theoretical knowledge into practical applications, RPL can also be more effectively
implemented. Indeed implementing RPL involves translating theoretical insights into practical
processes that can be applied in educational and occupational settings. Each theoretical underpinning
has the potential to inform actual implementation.
3.2.1. RPL Promotes Lifelong Learning

RPL encourages resumption or continuation of learning by validating informal and non-formal learning
outcomes because:
• Individuals acquire self-esteem,
• Individuals acquire confidence,
• Individuals do not have to learn again what they already know,
• Individuals see the potential in additional learning,
• Individuals realise it is not true that additional learning and higher qualifications, including
learning in higher education institutions, is not for them,
• All other stakeholders realise the potential for individuals and contribute to implement
lifelong learning systems,
• Flexible learning pathways is conducive to RPL because multiple entry and exit points in
educational programmes allow to organise top-up learning activities.
RPL is a component of lifelong learning and also a strong promoter of lifelong learning.
3.2.2. Constructivist Theory

Collaborative learning should be promoted because:
• Group projects, peer reviews, and discussions validate social learning and knowledge
construction.
• Contextual assessments, i.e., assessments embedded in real-life scenarios, like observation
and simulations, allow learners to demonstrate practical knowledge and skills.
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3.2.3. Experiential Learning Theory

Experiential Learning Theory has implications for RPL because the following should be part of the RPL
process:
• Portfolios of competences: RPL applicants must be asked to document experiences,
reflections, and applied knowledge. This includes work samples, project reports, and reflective
journals.
• Reflective Practice: Structured reflective activities help RPL applicants critically analyse their
experiences and link them to knowledge and building additional skills.
3.2.4. Situated Learning Theory

Situated Learning Theory has implications for RPL because the following should be part of the RPL
process:
• Community of Practice: Involving peers and mentors in the RPL assessment process to validate
learning within authentic contexts.
• Contextual Learning Activities: Designing activities situated in learners' work or community
environments, such as on-the-job assessments.
3.2.5. Adult Learning Theory

Adult Learning Theory has implications for RPL because the following should be part of the RPL
process:
• Self-Assessment Tools: Using tools that enable RPL applicants to assess their own learning
outcomes and identify areas for growth.
• Relevance and Context: Customizing RPL processes to align with learners’ personal and
professional goals.
3.2.6. Transformative Learning Theory

Transformative Learning Theory has implications for RPL because the following should be part of the RPL
process:
• Critical Reflection: Activities that encourage learners to reflect on their experiences and transform
their perspectives.
• Dialogic Processes: Facilitating discussions and mentoring sessions to foster deeper
understanding.
3.2.7. Equity and Social Justice

Equity and social justice have implications for RPL because the following should be part of the RPL process:
• Inclusive Practices: Developing policies that recognise diverse learning experiences and ensure
equitable assessment criteria.
• Accessibility: Providing support services to ensure all learners, including marginalised groups, have
access to RPL.
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3.2.8. Human Capital Theory

Human Capital Theory has implications for RPL because the following should be part of the RPL
process:
• Alignment with Industry Standards: Ensuring RPL assessments match job requirements and
industry standards when RPL is truly labour market and employability oriented.
• Economic Incentives: Offering financial incentives and employer recognition programmes to
encourage participation in RPL.
3.3. Conclusion
The theoretical underpinnings mobilised show that RPL allows for more personalised and flexible
learning pathways because:
• There are no initial conditions, especially not in relation to socioeconomic status of the
parents/family, to enter the RPL process,
• RPL acknowledges the value of all backgrounds and experiences of learners,
• RPL is fully inclusive.
RPL is also a strong promoter of equity of access for all because RPL improves access to education and
qualifications for individuals who may not have had the opportunity to engage in formal education, or
not long enough.
Overall, this section meant to provide the potential theoretical underpinnings of RPL because
implementing RPL involves translating theoretical insights into practical processes.
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4. How to Do RPL
This Section highlights the comprehensive guidelines and best practices that RPL practitioners
should follow to ensure an effective, fair, and inclusive RPL process:
Rules for RPL Practitioners: This section outlines the principles and guidelines that RPL
practitioners must follow to ensure a fair, transparent, and effective RPL process. It emphasises the
importance of features described in the rest of the section such as: initial guidance, personalised
approaches, fairness, privacy, inclusivity, accessibility, and flexibility in the RPL process.
Guidance Should Be Provided to Individuals and Potential RPL Applicants: Practitioners should
offer clear and comprehensive guidance to individuals interested in RPL, ensuring they understand
the process, benefits, and requirements. This helps in making informed decisions and prepares
them for the assessment.
RPL Should Be Applicant-centred: The RPL process should be tailored to the needs and
circumstances of each applicant, recognising their unique learning experiences and providing
personalised support throughout the process.
RPL Assessment Should Be Fair: Fairness in assessment is crucial. Practitioners must ensure that
all assessments are conducted objectively and consistently, using valid and reliable methods to
evaluate the applicant’s learning outcomes.
Respect the Privacy of the Applicant: Protecting the privacy and confidentiality of applicants is
essential. Practitioners must handle all personal information and evidence provided by applicants
with the utmost care and security.
Take Into Account Equality, Inclusiveness, and Diversity Issues: RPL processes should promote
equality and inclusiveness, ensuring that all individuals, regardless of their background, have equal
opportunities to have their prior learning outcomes validated and recognised.
RPL Should Be Accessible and Flexible: The RPL process must be designed to be accessible and
flexible, accommodating the diverse needs and schedules of applicants. This includes offering
different modes of assessment and support.
Assess Learning Outcomes and Not Just the Duration of the Experience: The focus of RPL
assessment should be on the learning outcomes achieved rather than the time spent in acquiring
those outcomes. This ensures that the assessment accurately reflects the applicant’s learning
outcomes.
Propose a Transparent, Valid, Reliable, Fair, and Authentic Assessment: The assessment methods
and criteria should be transparent, ensuring that applicants understand what is being assessed and
how. The assessment should be valid, reliable, fair, and authentic, reflecting the true learning
outcomes of the applicants.
Examples of Good Practice in the Field of Quality Assurance: This section provides examples of
good practices in maintaining quality assurance within the RPL process. It offers insights into
successful strategies and methods used in various contexts to ensure that RPL assessments are fair,
reliable, and valid, enhancing the overall credibility and effectiveness of the RPL system.
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RPL should be linked to Occupational Standards and the NQFs to ensure quality and relevance of
the qualifications awarded.
Guidelines could be established on the basis of the approach to quality assurance described in
Section 2. This work should be done in consultation with RPL stakeholders. This is a necessary
condition for the relevance of the guidelines, and the only simple way to ensure that they are actually
implemented by the practitioners involved in the RPL system, rather than regarded as imposed from
outside. It is indeed necessary to create a sense of ownership among stakeholders.
4.1. Rules for RPL practitioners

Nevertheless, and that is the role of this Handbook, this Section suggests a possible list of rules that
are worth considering when organising the discussion among stakeholders for elaborating the
guidelines and designing an RPL system.
4.1.1. Guidance Should be Provided to Individuals and Potential RPL Applicants

Practitioners should provide clear and comprehensive information to applicants about the RPL
process, supporting individuals in understanding how their prior learning outcomes can be assessed,
validated and recognised. This guidance includes helping potential applicants identify and articulate
their relevant experiences and learning, ensuring they are aware of the potential outcomes and
benefits of RPL. It is important to assist individuals in gathering the necessary documentation and
evidence for their applications, offering advice on how to present their prior learning outcomes
effectively.
Practitioners need to help applicants understand the criteria against which their learning outcomes
will be assessed, providing support in preparing for any assessments or interviews. Encouraging
applicants to reflect on their learning and development needs, continuous support and feedback
should be available throughout the RPL process.
Guidance officers should never be involved in the final assessment.
4.1.2. RPL Should Be Individual/applicant-centred

RPL practitioners must prioritise the needs and circumstances of each individual applicant, adopting a
personalised approach to support each applicant's unique learning journey. They need to be flexible
and responsive to the diverse backgrounds of applicants, ensuring that the RPL process is inclusive
and accessible to all individuals.
Practitioners should actively listen to applicants' experiences and aspirations, respecting and valuing
the diverse ways in which individuals have gained their knowledge and skills. The assessment methods
should be adapted to suit the individual circumstances of each applicant, providing encouragement
and motivation tailored to each applicant.
Practitioners need to build a trusting and supportive relationship with applicants, ensuring that they
feel valued and respected throughout the process.
4.1.3. RPL Assessment Should Be fair

RPL practitioners must apply consistent and objective criteria to all assessments, ensuring
transparency in the assessment process to maintain fairness. They need to avoid any biases or
prejudices that could affect their judgment, treating all applicants with equality and impartiality.
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Practitioners should provide equal opportunities for all individuals to demonstrate their learning
outcomes, ensuring that the RPL process does not disadvantage any applicant. Fairness involves
providing clear and constructive feedback to all applicants, with practitioners being accountable for
their decisions and open to scrutiny. Ensuring that the appeals process, if any, is accessible and fair,
practitioners must continuously review and improve their practices to maintain fairness.
4.1.4. Respect the Privacy of the Individual/applicant

Practitioners must adhere to data protection laws and regulations regarding applicants' information,
ensuring that all personal data is stored securely and accessed only by authorised personnel. They
need to inform applicants about how their data will be used and protected, obtaining explicit consent
from applicants before sharing their information. Practitioners should ensure that applicants'
information is kept confidential at all times, handling all documentation and evidence with the utmost
care.
They need to respect applicants' right to privacy during interviews and assessments, ensuring that any
discussions about applicants' learning and experiences are conducted privately. Practitioners should
provide applicants with access to their own data upon request, ensuring transparency about privacy
policies and practices.
4.1.5. Take Into Account Equality, Inclusiveness and Diversity Issues

Practitioners should be aware of and sensitive to the diverse backgrounds of applicants, ensuring that
the RPL process is inclusive and accessible to all individuals. They need to actively promote equality
and diversity in their practices, recognising and valuing the different ways in which individuals acquire
learning outcomes.
Practitioners need to avoid any form of discrimination in the assessment process, ensuring that
assessment methods do not disadvantage any particular group. They should be trained in cultural
competence and inclusive practices, providing support and adjustments for applicants with
disabilities.
Practitioners should ensure that all applicants have equal opportunities to succeed, promoting a
culture of respect and inclusion in the RPL process.
4.1.6. RPL Should Be Accessible

RPL practitioners must ensure that their services are easily accessible to all potential applicants,
providing information in various formats to accommodate different needs. They need to offer support
services, such as translation or interpretation, if required, and make physical locations accessible to
individuals with mobility issues.
Practitioners should use clear and simple language in all communications, providing flexible
appointment times to accommodate applicants' schedules, even if it means organising assessment
sessions only once in a while during the year. They need to ensure that online services are user-friendly
and accessible, providing assistance with technology if applicants face digital literacy challenges.
Practitioners should ensure that applicants know how to access support services, continuously
improving accessibility practices.
4.1.7. RPL Should Be flexible

RPL practitioners should adapt their methods to meet the individual needs of applicants, being open
to using different types of evidence for assessment. They need to accommodate various learning styles
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and experiences, offering different assessment methods to suit applicants' strengths (e.g., no written
tests to applicants with a low level of literacy).
Practitioners should be willing to adjust timelines to fit applicants' circumstances, providing
alternative ways to submit evidence in the preparatory process, such as online or in-person. They need
to be flexible in scheduling assessments and meetings, responding promptly to any changes in
applicants' situations.
Practitioners should continuously seek feedback to improve flexibility, embracing a flexible approach
to enhance the RPL experience for applicants.
4.1.8. Assess Learning Outcomes and Not Just the Duration of the Experience
Practitioners should focus on the actual knowledge and skills applicants have gained, ensuring that
assessments are based on learning outcomes rather than time spent learning. They need to use
existing standards or develop clear criteria for assessing learning outcomes, using authentic
assessment methods that reflect real-life tasks.
Practitioners should avoid assumptions based on the duration of applicants' experiences, recognising
that valuable learning can occur in short, intense periods; and that this is a personal characteristic.
They should provide examples of how to demonstrate learning outcomes, offering guidance on
compiling evidence that shows learning achievements.
Practitioners should use a variety of assessment tools to capture all aspects of learning, ensuring that
assessments are fair and valid in evaluating learning outcomes.
4.1.9. Propose a Transparent Valid Reliable Fair and Authentic Assessment

Practitioners must ensure that the assessment process is clearly explained to RPL applicants, providing
detailed information about assessment criteria and methods. They need to ensure that all
assessments are conducted consistently, using reliable and valid assessment tools.
Practitioners should ensure that assessments are based on objective evidence, providing constructive
feedback to applicants on their performance. They need to maintain transparency throughout the
assessment process, continuously reviewing and improving their assessment practices. Ensuring the
authenticity of assessments is crucial for maintaining credibility, with practitioners ensuring that the
assessment process is fair to all applicants.
4.1.10. Recognised Learning Outcomes Acquired in Non-formal and Informal Contexts

are of Equal Value to Learning Outcomes Acquired in Formal Contexts
Practitioners should value all learning experiences, regardless of where they occurred, recognising the
diverse ways in which individuals acquire learning outcomes. They need to ensure that non-formal
and informal learning outcomes are assessed on the same basis as formal learning outcomes, using
inclusive assessment methods that capture all types of learning.
Practitioners should provide guidance on documenting non-formal and informal learning, ensuring
that assessments are fair and unbiased. They need to educate stakeholders about the value of non-
formal and informal learning, promoting the recognition of diverse learning pathways.
Practitioners should continuously update their knowledge of non-formal and informal learning,
ensuring that all learning outcomes are valued equally to promote lifelong learning.
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4.1.11. Always Explain the Decisions of the RPL Assessors

Practitioners must ensure that the rationale behind assessment decisions is clearly communicated to
applicants. They need to provide detailed feedback that helps applicants understand the strengths
and weaknesses of their submissions, regardless of whether there is a possibility for an appeal. This
transparency builds trust in the RPL process and helps applicants feel respected and valued. Explaining
decisions thoroughly also provides applicants with the opportunity to learn and improve; and
potentially try their luck again if they failed.
Practitioners should use clear and simple language in their explanations to ensure that all applicants
understand. They need to be prepared to answer any questions applicants may have about the
assessment outcomes. Providing detailed explanations can also help mitigate any feelings of
frustration or confusion.
Practitioners should document their decisions and the reasons behind them for future reference. This
practice of thorough explanation promotes fairness and accountability in the RPL process. Ensuring
that applicants receive comprehensive feedback supports their ongoing learning and development.
4.1.12. Involve a Formal Assessment of Complaints

Practitioners must have a clear and structured process for handling complaints about assessments.
This process should be communicated to all applicants at the beginning of the RPL process.
Practitioners need to ensure that the complaints procedure is fair, transparent, and easily accessible.
They should treat all complaints with seriousness and urgency, providing timely responses. An
impartial review of the complaint should be conducted to ensure fairness.
Practitioners should keep detailed records of all complaints and their resolutions. Applicants should
be informed of their right to appeal decisions, if the country allows, and the steps involved in doing
so. Providing clear guidelines on how to submit a complaint helps maintain the integrity of the RPL
process.
Practitioners should use feedback from complaints to improve their assessment practices. Ensuring a
robust complaints process reinforces trust in the RPL system and supports applicants' rights.
4.1.13. Propose Alternatives to Failed Applicants

Practitioners should provide constructive feedback and alternatives to applicants whose RPL
applications are rejected, or to those who failed the final assessment. They need to help applicants
understand the reasons for their rejection or failure and what steps they can take next. Offering
temporary qualifications or modules can help applicants gain the additional learning outcomes
needed to meet targeted standards.
Practitioners should provide guidance on relevant courses, training programmes, or other learning
opportunities. This support helps applicants stay motivated and continue their learning journey.
Practitioners should maintain a positive and encouraging attitude to help applicants overcome
setbacks. Providing a clear pathway for applicants to achieve their goals demonstrates commitment
to their success.
Practitioners should follow up with applicants to monitor their progress and offer further support if
needed. Ensuring that applicants have access to resources and support services is crucial. Helping
applicants find alternatives keeps them engaged in the learning process and enhances their chances
of success.
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4.1.14. There is Internal and External Monitoring and Evaluation

Practitioners should conduct both internal and external evaluations to ensure the quality and
effectiveness of the RPL process. Internal evaluations involve self-assessment and continuous
improvement based on feedback and outcomes.
Practitioners should regularly review their practices and make adjustments as necessary to maintain
high standards. External evaluations provide an objective perspective and can identify areas for
improvement that may be overlooked internally.
Practitioners should welcome external audits and evaluations as opportunities for growth and
enhancement. Combining internal and external evaluations helps create a comprehensive quality
assurance framework.
Practitioners should document the findings from both types of evaluations and develop action plans
to address any issues. Sharing best practices and learning from other institutions can help improve the
overall RPL process.
Practitioners should ensure that evaluation results are communicated to all stakeholders to maintain
transparency. Continuous evaluation and improvement are essential for maintaining the credibility
and effectiveness of the RPL system.
4.1.15. RPL Should Be in Line with Any Statutory Legislation

Practitioners must ensure that their practices comply with all relevant statutory legislation and
regulatory requirements. They should stay informed about any changes in laws or regulations that
impact the RPL process. Compliance with statutory legislation helps protect the rights of applicants
and maintain the integrity of the RPL system.
Practitioners should incorporate legal requirements into their policies and procedures. They need to
provide training and resources to ensure that all staff members understand and follow legal
guidelines.
Practitioners should conduct regular reviews to ensure ongoing compliance with statutory legislation.
They need to be prepared to make necessary adjustments to their practices in response to legal
changes.
Practitioners should seek legal advice when uncertain about compliance issues. Maintaining
compliance with statutory legislation fosters trust and confidence in the RPL process. Practitioners
should document all compliance efforts and be transparent about their commitment to legal
adherence.
This is a non-exhaustive list based on extensive fieldwork in many countries. It is intended to guide the
work of the group which will be responsible for drawing up the final guidelines – i.e., contextualised
to each African country – but it is merely indicative.
4.1.16. RPL Process should be Quality Assured

Incorporate quality assurance in the RPL process for efficiency, effectiveness and continual
improvement of RPL process, and trust and credibility of the RPL system.
4.1.17. Post-RPL support

Conduct post-RPL-Assessment follow up support and provide feedback to all the key actors who
participated in the RPL assessment for purposes of continuous improvement of the process. These
include Candidates to help them realise their full potential; RPL Practitioners, Institutions (RPL
Coordinators) to assure quality of the whole assessment process; and Employers (Managers) to
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effectively prepare for the RPL assessment and best leverage on the RPL outcomes as a talent
management strategy. Finally, carry out tracer studies to establish the impact of RPL.
4.2. Ensure that the Guidelines are Applied

Quality assurance allows one to ask the following questions:
• Do we do what we have to do? This is, for example, what the law or national policy imposes
on us.
• Are we doing what we plan to do? Has the strategy been implemented? It can be autonomous
from the Law, because the RPL system can have its orientations.
• Do we make it work well? This refers to quality standards.
• What is planned to verify that it works well (e.g., indicators)? What if there is a possible
remediation?
The quality assurance system makes expectations explicit. It is also a self-analysis tool for RPL centres
(when the RPL system is scaled up to all the regions of a given country), according to these
expectations.
In practice, an internal evaluation will make it possible to study what works or does not work. With an
external evaluation, this result is compared with the opinion of the RPL centre.
That is, after the validation of these documents, the following fieldwork must begin: the work to co-
construct the means to verify that the guidelines are applied.
4.3. Examples of Good Practice in the Field of Quality Assurance

Only for quality assurance, the following practices have proven convincing:
✓ Whenever possible, best practice would be to integrate quality assurance processes for RPL
in the standard quality assurance processes and procedures of the RPL centre (after scaling
up).
✓ An internal quality assurance process sometimes referred to as "moderation" or "verification"

(in essence, a second verification of decisions made) must ensure that any assessment is fair
and consistent (i.e., what has been awarded is fair and comparable to what has been awarded
in similar situations). This process can be random to minimise expenses.
✓ The guidance officers cannot be assessors, and the other way around, because the assessment
must be completely neutral. If the applicant and the assessor know each other, the
assessment process cannot be neutral.
✓ Maintain a database collecting data regarding RPL applications and final decisions in terms of
qualification granted to RPL applicants to compare similar applications to ensure consistency.
✓ Develop a checklist that includes a clear set of criteria that RPL assessors and moderators can
use when assessing new applications.
✓ Ask applicants to prepare a portfolio of competences, which is meaningful to RPL assessors

for use during the applicant's journey through assessment. The inclusion of any document
written by the applicant can help confirm the authenticity of the portfolio, as well as help
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identify applicant's learning outcomes and competence.
4.4. Individual Assessment Pathway – The Core of the Work of RPL Practitioners
At this stage, in order to provide concrete elements to all stakeholders of the RPL system in their
country, it is proposed that concrete elements for organising the pathway of each RPL applicant along
are suggested (Table 2). At this stage, it is obviously only a menu, from which interested countries may
select the relevant stages for them, and the next version of this Handbook will amplify every single
stage for RPL practitioners to have a comprehensive view of their role, responsibilities, and duties.
There are more complicated menus, but they have not proven to be more effective.
There are also less complex menus, but they oftentimes missed key steps such as guidance.
4.5. RPL institutional and Governance structures

Establish relevant governance structures for effective implementation of RPL, recruit and / or deploy
a qualified, competent and experienced management to implement the RPL process.
Table 2. Individual Assessment Pathway – A Menu

• Greeting learners (potential applicants)
Initial information and guidance • Information and guidance to the potential applicant
(comprehensive, with information about the benefits, the
process and its potential duration)
• Identification of the evidence to substantiate claim for
application (partly with RPL practitioners)
• Decision of the individual to apply
• Provision of the administrative form Administrative registration

• Guidance 1 (light)
• Handover of the administrative form by the applicant
• Waiting time (Decision to accept the application by the RPL
practitioners)
Application screening and • Guidance 2 (intermediate, including advice about evidence
eligibility gathering)
• Handover of the eligibility portfolio
• Eligibility interview
• Waiting time (Decision to send the applicant to the assessment
by RPL practitioners)
• Understanding what the final assessment is about Preparation of the final

• Elaborating a portfolio of competences, and/or documenting assessment
learning outcomes
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• Guidance 3 (comprehensive, especially concerning the

Final assessment (of learning preparation to the assessment)
outcomes) • Handover of the portfolio of [self-analysed] learning outcomes.
• Waiting time (Analysis of the portfolio of competences by
assessor(s))
• Waiting time (Convening notice send to applicants)
• Supplementary assessment (see Box 11)
• Interview with the panel of assessors
• Waiting time (Validation of the learning outcomes)
Certification (of learning
• Waiting time (Making and stamping of the qualification) – outcomes)
Recording of outcome
• Awarding of a qualification to successful applicants.
• Explaining the reasons for failure to unsuccessful applicants.
• Suggestions for further practice, or formal education and training
(top up learning).
4.6. RPL Step-by-step – Rationale, Stakeholders, Explanation and Examples

This section aims at providing all practitioners with a checklist of what could or should be done in
practice, with a rather high level of details in order to provide a practical tool for all practitioners. This
is not only a detailed description of the individual applicant’s pathway, which is provided in
Section 4.4. Given the rather broad definition of “practitioner” adopted for this Handbook, this is a
checklist for all practitioners, and therefore this checklist deals with both the supply and demand
aspects (Sections 2.1.3 and 2.1.4)
4.6.1. Initial Information and Guidance
Phase 1 in short: Inform, motivate, build trust towards RPL and provide initial guidance (Table 3)
Rationale – What is this phase about? What happens in this phase?
The initial information and guidance phase is critical in the RPL process because it sets
the foundation for the entire RPL journey. Phase 1 aims to provide potential applicants
with a clear understanding of what RPL entails, the benefits it offers, and how the
process works. It also addresses any concerns or misconceptions applicants may have,
thereby ensuring they are well-prepared and confident to proceed with the
subsequent phases.
Phase 1 is designed to build a solid foundation for the RPL process by ensuring applicants are well-
informed, motivated, and adequately prepared to embark on their RPL journey. This phase addresses
potential barriers and sets clear expectations, contributing to the overall success and effectiveness of
the RPL process.
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Who are the key actors and what are they expected to do?
In Phase 1 of the RPL process, the key actors are the RPL practitioners and the
applicants. RPL practitioners are expected to provide clear, comprehensive
information about the RPL process, including its benefits, stages, and
requirements. They play a crucial role in guiding applicants through the initial steps,
offering personalised advice and support. Practitioners must ensure that applicants
understand what RPL entails, how it can benefit their personal and professional
growth, and what is expected of them throughout the process. They are responsible for clarifying any
doubts, addressing common concerns, and dispelling myths about RPL. If practitioners create a
welcoming and informative environment, applicants feel confident and motivated to proceed with
their RPL journey. There is strong evidence that the quality of the greeting and of the information
provided at the first contact point is a strong predictor of enrolment.
Applicants, on the other hand, are expected to actively engage with the information and guidance
provided by the practitioners. They need to understand the RPL process, including the types of
evidence required and how to gather it. Applicants should take advantage of the resources and
support offered, such as workshops, self-assessment tools, and one-on-one sessions. It is essential for
applicants to be proactive in preparing for the RPL process, collecting initial relevant evidence, and
participating in guidance sessions. Applicants can more effectively navigate the initial phase, setting a
strong foundation for their RPL journey, if they stay committed.
What are the benefits of this phase: for the RPL system, for take-up, for the applicants?
Phase 1 of the RPL process offers significant benefits for the RPL system, the take-
up of the program, and the applicants themselves.
For the RPL system, Phase 1 ensures that the entire process starts on a solid
foundation. By providing comprehensive initial information and guidance, the
system can reduce misunderstandings and errors later on in the process, and
dropout rates. This phase helps streamline the process, making it more efficient
and reducing the administrative burden on practitioners. Clear communication and well-prepared
applicants mean fewer delays and smoother transitions between the subsequent phases of RPL,
enhancing the overall effectiveness and credibility of the RPL system.
Phase 1 is also crucial for take-up because RPL needs to attract and retain applicants. Clearly
articulating the benefits of RPL and demystifying the process create the conditions for more
individuals to likely consider and pursue RPL. Effective initial guidance reduces the apprehension and
confusion that potential applicants may have, thereby increasing participation rates. When applicants
see the process as accessible and supportive, they are more likely to commit to it, leading to higher
take-up and completion rates.
For the applicants, Phase 1 provides essential clarity and confidence. They gain a thorough
understanding of what RPL entails, including the benefits and requirements. This initial phase helps
them see the value in having their prior learning outcomes and experiences formally recognised. With
access to resources, self-assessment tools, and personalised guidance, applicants are better prepared
to succeed in the RPL process. They feel supported and motivated, knowing what to expect and how
to navigate the process effectively, which enhances their overall experience and likelihood of success.
The whole Phase 1 is about building trust.
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Main steps, tasks and tools
For clarity and simplicity of use, this section is presented in a table. It is a checklist
designed for all countries and all practitioners. Therefore, some items may not be
relevant in all contexts. It is meant to be a guidance tool for all practitioners not to
forget any key step rather than a prescribe list of actions.
In addition, not all the steps described in Phase 1 (Table 3) will actually be carried out
in Phase 1. Phase 1 is about explaining the entire process to potential applicants, hence the sense of
overload of steps.
Table 3. Phase 1 of the RPL Process: Initial Information and Guidance in Detail
S teps
of Al tern at i v e Hi nderi ng To o l s a nd
Desc ri pt i o n Key Po i nt Key Po i nt
Pha se Appro a c h Fa c to rs Tri c ks
1
1. 1. Explain RPL and RPL: "RPL allows Eligibility: Instead of Lack of Use clear,
I nt ro du eligibility. individuals to "RPL is individual awareness or simple
ction gain formal available to meetings, understanding language and
recognition for anyone who conduct group of RPL among real-life
to R PL
knowledge and has acquired workshops to potential examples to
skills they have, relevant explain RPL and applicants, explain RPL.
however they knowledge eligibility which may Create
have been and skills, criteria. This lead to low engaging
acquired, whether can save time participation. visual aids or
especially through work, and resources videos to
outside formal volunteering, while providing make the
learning or life applicants with concept more
contexts. experiences. peer support. accessible.
For example, if For instance, For example,
you've managed a chef with avoid the
projects in your years of term
job or in a not- experience “learning
for-profit but no formal outcomes” or
organisation, qualification any other
RPL can can apply for jargon or
acknowledge RPL to earn a scary words
those project certificate in during the
management culinary arts." first
skills towards a discussion
qualification." (e.g.,
assessment,
examination,
classroom)
1. 2. Discuss Personal and Career Provide an Applicants Provide

Benef i t personal and Professional Advancement online platform may feel testimonials
s of professional Growth: "RPL : "With RPL, where overwhelmed from
growth, career helps you you can applicants can by the process successful RPL
R PL
advancement, validate your qualify for interact with or doubtful applicants to
and cost and skills, giving you higher RPL about their inspire
time efficiency. a sense of positions or practitioners own confidence.
achievement decent salary. and peers, knowledge Organise
and boosting share success and skills, motivational
your stories, and leading to sessions with
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confidence. For example, seek advice. hesitation in these

Imagine an This could applying for applicants to
receiving a experienced include forums, RPL. share their
diploma construction webinars, and experiences.
recognising worker could video
Be positive
your expertise use RPL to testimonials.
about
in ICT qualify as a
potential
management site
applicants’
after years of supervisor."
knowledge
working in the
Cost and Time and skills.
field, or at
Efficiency:
home, without Insist RPL is
"RPL can save
a formal about what
you time and
qualification." people have,
money by
not their
reducing the
drawbacks.
need to
repeat
learning. For
instance, a
healthcare
worker can
skip certain
modules of a
nursing
course by
proving their
knowledge
and skills
through RPL
1. 3. Provide a step- Stages of RPL: Timeline: Create detailed Complexity of Break down
R PL by-step "The RPL "The RPL online guides the RPL the RPL
Pro c ess overview and process involves process and video process and process into
timeline. several stages” typically takes tutorials that lengthy smaller,
Ov er v i
and explain between 3 to walk applicants timelines can manageable
ew
them all in plain 6 months, through each discourage tasks and
words. depending on stage of the applicants milestones.
the RPL process. from starting Use project
For instance,
complexity of These or completing management
you start by
your resources can the process. tools to help
meeting with an
application be accessed at applicants
RPL advisor to
and the any time, track their
discuss your
amount of allowing for progress.
experiences,
evidence you self-paced
then gather Use tools on
provide. learning.
evidence like smartphone,
work samples or It is longer for quite
references, higher common
which are then education these days.
evaluated by an qualifications
assessor." (up to 18
months).
But note all
this is part
time.”
1. 4. Define Applicant's Practitioner’s Develop an Applicants Develop

Ro l es applicant's and Role: "As an Role: "Our online portal may not detailed role
a nd practitioner’s applicant, you'll role is to where clearly descriptions
roles. need to actively guide and applicants can understand and
Respo n
participate by support you track their their guidelines.
providing through the progress, responsibilitie Conduct
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si bi l i t i detailed RPL process, upload s or feel training

es evidence of helping you evidence, and unsupported, sessions for
your knowledge understand communicate causing applicants to
and skills. what with confusion and clearly outline
evidence is practitioners. delays. their
For instance,
needed and This portal can responsibilitie
you may need They may feel
how to also send s and the
to submit overwhelmed
present it. We reminders and practitioner’s
project reports, in the first
will also updates to support role.
sounds or place.
assess your keep applicants
videos, Use the
evidence engaged.
photographs of proper pace
against the
your work, or for each
required
testimonials applicant.
standards."
from
employers."
1. 5. Conduct a Knowledge and Self- Use digital self- Difficulty in Offer one-on-
I ni t i a l knowledge and Skills Audit: Assessment assessment self- one sessions
Assess skills audit and "We’ll start with Tools: "You tools that assessment to help
provide self- a knowledge can use our automatically due to lack of applicants
m ent ,
assessment and skills audit self- match confidence or with self-
fo r tools. to map out your assessment applicants’ inability to assessment.
el i gi bi l existing tool to knowledge and identify and Provide
i t y a nd knowledge and evaluate your skills to articulate examples of
i dent i f skills. For own potential their how to
yi ng example, if knowledge qualifications. knowledge document
t he you’re applying and skills. For This can and skills and knowledge
ta rget for RPL in early instance, you streamline the experiences. and skills and
qua l i f i c childhood may rate your initial experiences
education, we’ll proficiency in assessment effectively.
at i o n
review your various process and
experience in software if provide
childcare, you’re immediate
lesson planning, seeking RPL in feedback.
and child ICT support."
development."
1. 6. Explain types of Types of Evidence Provide Applicants Create

Ev i den evidence and Evidence: Collection: templates and may struggle checklists and
ce how to collect "Acceptable "When examples of to collect and templates for
them. evidence collecting high-quality present evidence
Requi r
includes work evidence, evidence appropriate collection.
em ent s samples, ensure it is submissions evidence, Offer
fo r t he certificates, job well- online. especially if workshops or
f i na l descriptions, organised and Encourage they lack online
a ssess and reflective clearly applicants to documentatio tutorials on
m ent essays. For presented. attend virtual n, have how to gather
example, a For instance, workshops on informal and present
graphic if you’re effective experience, or evidence.
designer may providing a evidence have issue
Accept any
submit a project collection and with written
kind of
portfolio of report, presentation. documents.
evidence, way
their work and include an
beyond
client introduction,
written
feedback." objectives,
documents.
your role,
outcomes,
and any
supporting
documents."
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1. 7. Inform about Support Resource Offer virtual Limited access Develop a

S uppo r support services Services: "We Materials: office hours to support resource hub
t a nd and provide offer workshops "Access our where services and with easily
resource and mentoring RPL guides, applicants can resources, accessible
Reso ur
materials. sessions to help templates, drop in and ask especially for support
c es you through the and questions. applicants in materials. Use
RPL process. For successful Additionally, remote areas multiple
example, you examples on create an FAQ or those with channels
can attend a our website. section on the limited (email, chat,
workshop on website internet video calls) to
For instance,
how to addressing access. provide
you can
document common ongoing
download
bricklaying or concerns and support.
examples of
write effective providing clear
photographs Maximise the
reflective answers.
or a template use of
essays."
for smartphone,
documenting and minimise
your work written
experience communicatio
and matching n and
it to the evidence
qualification
criteria."
1. 8. Address Common Myth-Busting: Create a myth- Prevalence of Use

Addres common Questions: "Some busting section myths and interactive
si ng questions and "Applicants believe RPL is on the website misconception Q&A sessions
dispel myths. often ask about an easier where common s about RPL to address
Co nc er
the option, but it misconceptions can deter common
ns confidentiality requires about RPL are applicants myths and
of their demonstratin addressed from pursuing concerns.
evidence, and g the same through this pathway Regularly
whether their level of articles, videos, or cause update a
employer will knowledge and unnecessary myth-busting
be aware. Rest and skills as infographics. anxiety. FAQ section
assured, all traditional Use real-life on the
Fight against
submitted learning. case studies to website.
“this is not for
materials are illustrate these
For instance, me”. Send
kept strictly points.
you need to reassuring or
confidential and
show in- reminder SMS
used solely for
depth on a regular
assessment
knowledge basis.
purposes."
and practical
skills, just like
in other
qualification
processes."
1. 9. Offer Personalised Action Plan: Develop an Applicants Schedule

I ni t i a l personalised Guidance: "In "We’ll online action may not have regular
Gui da n guidance and your initial develop an planning tool access to follow-up
develop an session, we’ll action plan that helps personalised sessions and
ce
action plan. discuss your outlining applicants set guidance or provide
S essi o n
background, steps you goals, track find it reminders.
career goals, need to take, progress, and challenging to Use digital
and the RPL support receive follow an tools to help
process tailored available, and automated action plan applicants set
to your needs. key reminders. This without and track
milestones. tool can be continuous their goals.
For example, if
For instance, integrated with support.
you’re a car
your action the evidence
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mechanic or a plan may submission They may not Allow for

hospitality include portal. have access to more
manager, we’ll attending a internet. traditional
identify specific portfolio approaches
qualifications to development for those not
target, and at workshop and connected.
which level, and submitting
relevant evidence
evidence you within two
need." months."
1. 10. Schedule Regular Check- Feedback: Implement a Lack of regular Implement a

Fo l l ow- regular check- Ins: "We’ll "We value feedback loop follow-up and feedback
Up ins and request schedule your feedback through online feedback can system to
feedback. regular check- on the initial surveys and lead to continuously
ins to monitor information virtual focus applicants improve the
your progress and guidance groups. Use feeling process. Use
and provide process to this feedback abandoned or positive
ongoing improve our to continuously losing reinforcement
support. For services. After improve the motivation to and celebrate
example, we’ll your RPL RPL process complete the small
review your assessment, and address RPL process. milestones to
evidence drafts we’ll ask you any issues keep
and give to complete a applicants may applicants
feedback to survey about face. motivated.
ensure they your
meet the experience."
assessment
criteria."
1. 11. Schedule an “During the “We will Offer virtual Applicants Provide a
I ni t i a l initial initial assess your consultations may feel checklist of
Co nsul t consultation to consultation, readiness for to uncertain items to
discuss the we will discuss RPL and accommodate about their prepare
at i o n
applicant's goals your career provide an applicants who readiness for before the
and readiness goals, previous overview of are unable to RPL, leading to consultation
for RPL. experiences, the process, attend in hesitation in to help
and how RPL including person. scheduling a applicants feel
can help you timelines and consultation. more
achieve your expectations.” confident and
objectives.” prepared.
1. 12. Assist applicants “We will guide “Your Offer online Applicants Provide
Po rt fo l in developing a you in creating portfolio portfolio may struggle templates and
io comprehensive a portfolio that should development with examples of
and reflexive includes work showcase workshops to organising and well-
Dev el o
portfolio of samples, your help applicants presenting organised
pm ent competences. certificates, and knowledge understand the their evidence portfolios.
reflective and skills, requirements effectively. Offer one-on-
essays.” providing and best one support
detailed practices. to address
evidence of specific
your challenges.
competence.”
Accept all sort
of evidence
(including
sounds, video,
image)
1. 13. Prepare “We will “Mock Create a series Applicants Conduct

Fi na l applicants for provide you assessments of instructional may feel practice
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Assess the final with detailed can help you videos that anxious about assessments
m ent assessment information on understand explain the the and provide
Prepa r process. the assessment the types of assessment assessment constructive
criteria and questions and process and process and feedback to
at i o n
what to expect tasks you will provide tips for uncertain build
during the be required success. about how to confidence
assessment.” to complete.” prepare. and
readiness.
Insist the final
assessment is
professionals
talking to a
professional,
not teachers
talking to a
pupil.
1. 14. Provide support “We will review “If additional Offer follow-up Applicants Offer positive
Po st- and guidance your evidence is consultations may feel reinforcement
Assess after the assessment needed, we via video call to discouraged and clear
assessment. results with you will guide you review by their guidance on
m ent
and discuss any on how to assessment assessment how to
S uppo r areas for collect and outcomes and results and address any
t improvement or present it.” next steps. uncertain gaps
further action.” about the next identified
steps. during the
assessment.
1. 15. Encourage “We will “Regular Create an Applicants Celebrate

Co nt i n ongoing provide you check-ins and online may lose milestones
uo us improvement with resources feedback community motivation and
and and sessions will where after the initial achievements
I m prov
professional recommendatio help you applicants can RPL process is , and provide
em ent
development. ns for further continue to share their completed. opportunities
learning and improve and progress, for further
development.” achieve your challenges, and engagement
career goals.” successes. and
development.
Self-assessment and reflexivity

In order to help practitioners, a short self-assessment is proposed for helping them to reflect on their
understanding of this phase. Beyond self-assessment, this list could also be used to engage with peers.
There is no good or bad responses, and most questions have multiple context-dependent responses:
✓ You have been drawn into a team of experts to offer advice to your government on the
impending development of policies and guidelines on the validation and recognition of
learning. Briefly discuss the key features or principles to be considered under the following:
Policy or recognition of learning outcomes vs. recognition of qualification.
This question aims to foster critical thinking and practical policy development skills among
practitioners.
✓ Define the modes used for the validation and recognition of learning in your own words.
This is to encourages practitioners to reflect on the different approaches to validating and
recognising prior learning outcomes, enhancing their understanding of the process.
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✓ How would you explain the concept of RPL to a potential applicant who is unfamiliar with it?
This question encourages practitioners to think about how to communicate the fundamental
concept of RPL in a clear and accessible manner.
✓ Which strategies would you use to highlight the benefits of RPL to applicants to motivate
them to engage in the process?
This question prompts practitioners to consider effective ways to convey the advantages of
RPL, such as career advancement and personal growth.
✓ How can you ensure that the information and guidance you provide are inclusive and
accessible to all potential applicants, regardless of their background or education level?
This question encourages reflection on inclusivity and accessibility in the initial guidance
phase.
✓ What are the most common misconceptions about RPL that you have encountered, or can
think about, and how do you address them?
This question helps practitioners identify and think about how to correct common
misunderstandings about RPL.
✓ How would you tailor the initial assessment tools to suit the diverse needs and backgrounds
of different applicants?
This question prompts consideration of customisation and personalisation in the assessment
process to accommodate various applicant profiles.
✓ What role does the initial guidance session play in setting the tone for the entire RPL process,
and how can you make this session most effective?
This question focuses on the importance of the first interaction with applicants and how to
make it impactful, and not too impressive.
✓ How can you ensure that applicants fully understand the types of evidence required and how
to effectively collect and present it?
This question encourages strategies for clear communication and support regarding evidence
collection.
✓ In what ways can follow-up sessions and continuous support improve the RPL process for
applicants?
This question prompts reflection on the importance of ongoing support and follow-up
throughout the RPL process.
✓ How can you leverage technology to enhance the initial information and guidance phase of
the RPL process?
This question encourages thinking about the integration of digital tools and resources to
improve the guidance provided, especially smartphones.
✓ Reflect on a time when you successfully guided a applicant through the initial phase of the
RPL process, if any. What were the key factors that contributed to this success?
This question allows practitioners to draw on their own experiences to identify best practices
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and successful strategies.
✓ Explain the role of the competent recognition authorities and education institutions involved
in the recognition of qualifications, with reference to your country.
This is to help practitioners to consider the specific responsibilities and contributions of
various entities in the RPL process.
✓ Learning achieved through non-formal and informal settings should not be of equal standing
to formal learning. Argue for or against this statement.
✓ This question encourages practitioners to critically evaluate the relative value of different
types of learning, promoting a deeper understanding of the principles behind RPL.
✓ Discuss the content of different phases described in this section, and the role of the
redundancies to ensure the main messages are understood. Start selecting the most
important for your country.
This question helps practitioners to visualise and comprehend the sequential phase and steps
involved in the RPL process, improving their ability to guide applicants effectively
4.6.2. Administrative Registration

Phase 2: Identify applicants, ensure fairness of the process (Table 4)

The Phase 2 is essential in formalising the applicant's participation in the RPL process. This phase
ensures that all necessary documentation and information would be available and verifiable, setting
a solid foundation for the subsequent stages. Meticulously handling administrative tasks such as
application submission, document verification, fee payment, and the creation of applicant records
helps the process to be more streamlined, reducing potential issues and delays later on in the process.
This systematic approach not only establishes the applicant's official entry into the RPL process but
also ensures that all required information is properly documented, thereby enhancing the efficiency
and reliability of the entire RPL system.
Moreover, this phase involves providing applicants with comprehensive information packs that
outline the RPL process, key dates, and contact information. This proactive communication ensures
that applicants are well-informed and prepared for the upcoming stages, and therefore it reduces
anxiety and increase engagement. The thorough administrative groundwork laid in this phase fosters
a clear, structured, and supportive environment for applicants, which is crucial for their confidence
and success in the RPL process.
This phase is not about content eligibility nor assessment, which are coming later, it is about
“administrative eligibility”.
In Phase 2, the key actors include again the RPL practitioners, especially those in charge of the
administration of the system, and the applicants themselves. RPL practitioners are responsible for
guiding applicants through the administrative requirements of the RPL process. They must ensure that
application forms are correctly completed, all necessary [administrative] documents are submitted
and verified, and fees are paid. Practitioners also create and maintain accurate records for each
applicant, provide comprehensive information packs, and schedule initial meetings to discuss the RPL
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process. Their role is pivotal in ensuring that the administrative aspects are handled efficiently, and
they must provide clear, ongoing communication to support applicants throughout this phase.
Applicants, on the other hand, are expected to actively engage with the administrative requirements
of the RPL process. This includes accurately completing and submitting application forms, providing
necessary documents, and paying required fees promptly, if any. They must also carefully review the
information packs provided, preparing themselves for the next stages of the RPL process. Active
participation and timely response from applicants are crucial, as these elements contribute to a
smooth and efficient administrative process, setting the stage for successful progression through the
RPL journey.
For the RPL system, Phase 2 ensures a structured and reliable administrative process, which is
essential for maintaining the integrity and efficiency of the entire RPL framework. Systematically
collecting and verifying applicant information helps the RPL system to operate smoothly, minimising
errors and delays. This organised approach enhances the credibility of the RPL system and facilitates
better management and tracking of applicant progress.
For take-up, a clear and well-managed administrative registration phase can significantly boost
participation. When applicants perceive the process as well-organised and supportive, they are more
likely to engage and proceed with their RPL applications. Transparent communication and efficient
handling of administrative tasks create a positive first impression, encouraging more individuals to
consider and pursue RPL opportunities.
For the applicants, Phase 2 provides clarity and support, making the RPL process accessible and
manageable. Applicants benefit from receiving detailed information and guidance, which helps them
understand what is required and how to navigate the process. This support reduces anxiety and builds
confidence, ensuring that applicants are well-prepared for the subsequent stages of the RPL journey.
Overall, an effective administrative registration phase enhances the applicant experience,
contributing to higher satisfaction and success rates in the RPL process.

For clarity and simplicity of use, this section is presented in a table. It is a checklist designed for all
countries and all practitioners. Therefore, some items may not be relevant in all contexts. It is meant
to be a guidance tool for all practitioners not to forget any key step rather than a prescribe list of
actions.
In addition, not all the steps described in Phase 2 (Table 4) will actually be effective in all countries.
For example, some countries have decided that RPL would be free for participants and therefore
Step 2.3 is void.
Table 4. Phase 2 of the RPL Process: Administrative Registration in Detail
S teps o f Desc ri pt i Al tern at i v e Hi nderi ng To o l s a nd

Key Po i nt Key Po i nt
Pha se 2 on Appro a c h Fa c to rs Tri c ks
2. 1. Guide Applicants Ensure the Offer an online Applicants Provide clear

Appl i c at i o n applicants need to application portal where may find the instructions
S ubm i ssi o n through the complete and form is applicants can application and a
submission of submit the submitted easily fill and form checklist of
their RPL RPL online or in- submit their complicated required
application application person to application or time- information.
form. form, the forms. consuming. Offer support
providing all through SMS,
required
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personal and designated email or

professional RPL office. helplines.
details.
2. 2. Verify the Review and Contact Use digital Delayed Maintain a

Veri f i c at io n authenticity verify the previous verification responses database of
of of submitted documents employers or tools to from third verified
documents submitted by educational streamline the parties can documents
Do c um ent s
and the applicant, institutions document slow down and
credentials. such as to confirm verification the institutions
certificates the process. verification to expedite
and work authenticity process. future
experience of the verifications.
letters. documents.
2. 3. Fee Collect the Inform the Applicants Offer multiple Applicants Provide
Paym ent required fees applicant of must pay the payment may face detailed
for the RPL the fee fees via bank options, difficulties payment
process, if structure and transfer, including with payment instructions
any. payment online instalment methods or and support
methods payment plans, to financial for
available for portal, or in- accommodate constraints. applicants
the RPL person at the different facing
process. RPL office. financial payment
situations. issues.
2. 4. Confirm the Send an SMS, Provide a Automate the Technical Ensure the
Co nf i rm at i o registration email or letter registration confirmation issues or registration
n of of the confirming number and process through delays in system is
applicant in the contact an online processing reliable and
Regi st rat i o
the RPL applicant’s information system that can cause provide
n programme. registration in for further sends instant confusion for immediate
the RPL assistance. confirmation applicants. support for
programme upon successful any issues.
after all registration.
documents
are verified
and fees are
paid.
2. 5. Create and Enter the Maintain a Use a secure Manual data Implement
Creat i o n o f maintain a applicant’s digital record cloud-based entry can lead regular
Appl i c a nt record for details into that can be system to store to errors or audits and
each RPL the RPL easily and manage loss of data backups
Rec o rd
applicant. database, updated and applicant information. to ensure the
including accessed by records. accuracy and
personal the RPL security of
information, team. records.
submitted
documents,
and payment
status.
2. 6. Provide an Provide an Include Provide access Applicants Highlight key

Prov i si o n o f information information guidelines on to a digital may overlook points and
I nfo rm at i o n pack to the pack how to information important deadlines in
applicant containing prepare for pack that information in the
Pa c k
outlining the details about the next applicants can the pack. information
RPL process. the RPL steps in the download from pack. Use
process, key RPL process. the RPL portal. videos sent
dates, and on
contact smartphone.
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information to Follow up
the registered with
applicants. reminders.
2. 7. Schedule Arrange a Provide Use an online Scheduling Offer flexible

S c hedul i ng initial meeting with options for scheduling tool conflicts or meeting
o f I ni t i al meetings the applicant in-person or to allow lack of times and
with to discuss virtual applicants to availability multiple
Meet i ngs
applicants to their RPL meetings to choose a can delay the communicati
discuss the journey, accommodat convenient time process. on channels
RPL process including the e different for their for
and next evidence preferences. meeting. scheduling.
steps. collection
process and
assessment
criteria.

There is no good or bad response, and most questions have multiple context-dependent responses:
✓ Explain the role of the competent administrative authorities, recognition authorities and
education institutions involved in the RPL system, with reference to your country.
This question helps practitioners to consider the specific responsibilities and contributions
of various entities in registration process.
✓ What are the key elements to include in an effective RPL application form to ensure all
necessary administrative information is collected from the applicants?
This question prompts practitioners to think about the essential components of the
application form and how to design it for completeness.
✓ How can you streamline the verification of documents to ensure a quick and efficient
registration process without compromising accuracy?
This question encourages reflection on balancing efficiency and accuracy in the document
verification process.
✓ What are the potential challenges applicants may face during the fee payment process, and
how can these be mitigated?
This question helps practitioners consider financial barriers and how to address them to
facilitate smoother administrative registration.
✓ How do you ensure clear and timely communication with applicants throughout the
administrative registration phase?
This question focuses on the importance of effective communication and strategies to
maintain it throughout the registration process.
✓ What are the best practices for maintaining and updating applicant records to ensure data
accuracy and confidentiality?
This question prompts practitioners to think about data management practices that
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safeguard applicant information while keeping it up-to-date.
✓ How can the provision of an information pack be improved to better prepare applicants for
the subsequent phases of the RPL process?
This question encourages consideration of the content and delivery of the information pack
to maximise its usefulness to applicants.
✓ What strategies can you implement to ensure the initial meetings with applicants are
productive and address their individual needs and concerns?
This question focuses on personalising the initial interactions to make them more effective
for each applicant.
✓ Reflect on a time when you successfully managed the administrative registration phase for
a applicant, if any. What were the key factors that contributed to this success?
This question allows practitioners to draw on their own experiences to identify best
practices and successful strategies in managing registration.
✓ How can technology be leveraged to enhance the administrative registration phase of the
RPL process?
This question encourages thinking about the integration of digital tools and resources to
improve the registration process.
✓ What measures can you take to ensure equity and accessibility in the administrative
registration process for all applicants, regardless of their background?
This question prompts reflection on inclusivity and accessibility to ensure that all applicants
can navigate the registration process smoothly.
4.6.3. Application Screening and Eligibility

Phase 3 in short: Right to apply; screen out illegitimate applicants, remain economically viable (Table 5)

Phase 3 is critical in ensuring that only legitimate applicants proceed through the RPL process. This
phase involves a thorough review of each applicant’s application to verify the authenticity and
relevance of their submitted evidence. By conducting a detailed assessment of the applicants'
qualifications, work experience, and supporting documents, practitioners ensure that the standards
and criteria of the RPL process are met. This rigorous screening process helps maintain the integrity
and credibility of the RPL system, ensuring that only those who meet the necessary requirements are
allowed to advance.
In addition, Phase 3 is essential for providing applicants with clear feedback on their eligibility status,
in relation to the content of their experiences and corresponding learning outcomes. This phase not
only assesses the applicants' submitted materials but also identifies any gaps or additional
requirements needed for eligibility. This feedback is crucial for applicants as it guides them on the
necessary steps to meet the criteria if they are not initially eligible. Clearly communicating the results
of the screening process and offering guidance on how to address any deficiencies, create the
conditions for this phase to support applicants in preparing thoroughly for the subsequent stages of
the RPL process.
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In Phase 3, the key actors include RPL practitioners, especially pre-assessors, and the applicants
themselves. RPL practitioners are responsible for conducting a thorough review of the applications,
verifying the authenticity of the submitted evidence, and ensuring that all documentation meets the
established standards. They must meticulously cross-check information, contact referees or previous
employers if necessary, and make informed decisions about the applicants' eligibility. Practitioners are
also responsible for communicating the results of the screening process to the applicants, providing
detailed feedback and guidance on any additional requirements needed.
Applicants, on the other hand, play an active role by submitting comprehensive and accurate
applications that include all necessary documentation and evidence of their prior learning outcomes
and experiences. They need to respond promptly to any requests for additional information or
clarification from the practitioners. If deemed ineligible, applicants must carefully review the feedback
provided and take the necessary steps to address any deficiencies. This proactive engagement ensures
that applicants are fully prepared and qualified for the next stages of the RPL process.
For the RPL system, Phase 3 ensures that the process maintains high standards and credibility by
rigorously checking applicants' evidence. This thorough screening process helps prevent illegitimate
applicants from advancing, which in turn upholds the integrity of the qualifications issued after the
RPL process. By maintaining these standards, the RPL system enhances its reputation and reliability,
encouraging trust from both applicants and industry stakeholders. It also help minimising the cost of
RPL system for a country as inviting too many illegitimate applicants will necessarily lead to extra costs.
For take-up, a clear and fair initial screening process can increase participation by providing
transparency and confidence in the RPL system. When applicants understand that the process is
rigorous but fair, they are more likely to apply, knowing that their experiences and corresponding
learning outcomes will be thoroughly and objectively assessed. This can attract a larger pool of
applicants who are serious about gaining formal recognition for their prior learning outcomes.
For the applicants, Phase 3 offers crucial insights into their eligibility status, helping them understand
where they stand in the RPL process. Detailed feedback and guidance provided during this phase can
help applicants identify areas that need improvement or additional documentation, making the
process more transparent and supportive. This guidance ensures that applicants are well-prepared
and eligible, ultimately increasing their chances of success in obtaining RPL qualification. The clarity
and direction provided in this phase empower applicants to take the necessary steps to meet the
required standards, enhancing their overall experience and outcomes in the RPL process.

actions.
It is of paramount importance to understand that passing the eligibility phase only provide RPL
applicants to have the right to apply. It is by no mean a predictor of success in the final assessment
process.
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Table 5. Phase 3 of the RPL Process: Application Screening and Eligibility in Detail
Al tern at i
S teps o f Desc ri pt i o Hi nderi ng To o l s a nd
Key Po i nt Key Po i nt ve
Pha se 3 n Fa c to rs Tri c ks
Appro a c h
3. 1. Perform a Ensure that Contact the Implement Incomplete Provide a

I ni t i a l preliminary all required applicant if any an applications checklist of
S c reeni ng check of the fields in the information or automated can delay the required
application for application documents are system that screening documents
completeness form are missing from the flags process. and
and filled out and application. incomplete information to
correctness. that all applications applicants
necessary for follow- before they
documents up. submit their
are attached. application.
3. 2. Conduct a Review the Cross-check the Use a digital Manual Develop a

Deta i l ed thorough applicant’s information platform to reviews can standardised
Rev i ew o f review of the work provided with the streamline be time- review
applicant’s experience, attached the review consuming template to
Appl i c at i
submission. existing evidence. process and and prone to ensure
on
qualifications allow for human error. consistency
, and other collaborative and
relevant review by completeness.
details in multiple
depth. practitioners.
3. 3. Verify that the Compare the Document any Create a Ambiguities Regularly
E l i gi bi l i t y applicant applicant’s areas where the clear in eligibility update and
Cri teri a meets the qualifications applicant does eligibility criteria can clarify
established and not meet the matrix that lead to eligibility
Chec k
eligibility experience criteria and simplifies the inconsistent criteria to
criteria for against the prepare comparison decisions. ensure they
RPL. RPL eligibility recommendation process. are
criteria. s. straightforwar
d and
unambiguous.
3. 4. Ensure that all Verify Contact referees Use digital Verification Build
Veri f i c at i submitted certificates, or previous verification can be relationships
on of evidence is work employers tools and delayed if with common
faithful and samples, and provided to third-party third parties third-party
Ev i denc e
relevant. other confirm the services to are verifiers to
evidence authenticity of validate unresponsive facilitate
provided by the evidence. documents. . quicker
the responses.
applicant.
3. 5. Conduct an Schedule an Use the interview Offer both Scheduling Provide

Appl i c a nt interview with interview to assess the in-person conflicts can flexible
I nter v i ew the applicant with the applicant’s and virtual delay the interview slots
to further applicant to communication interview interview and send
assess their discuss their skills and depth options to process. reminders to
eligibility. application of knowledge. accommodat ensure timely
and clarify e applicants’ participation.
any preferences.
In complex
uncertainties.
case, invite an
assessor to
pre-assess the
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potential
applicant.
3. 6. Make a final Review all Document the Use a Bias or lack Establish clear
Dec i si o n decision on gathered reasons for the decision- of consensus decision-
Ma ki ng the information decision and any making panel can affect making
applicant’s and make a conditions that to ensure decision guidelines and
eligibility for decision apply. impartiality quality. include
RPL. regarding the and fairness. multiple
applicant’s reviewers to
eligibility. mitigate bias.
3. 7. Provide the Inform the Offer suggestions Use Negative Frame

Feedba c k applicant with applicant of for improvement personalised feedback can feedback
to feedback on the decision or alternative feedback discourage positively and
their and provide pathways if the SMS, emails applicants. provide clear,
Appl i c a nt
application detailed application is or letters to actionable
and the feedback on unsuccessful. provide advice for
decision. their constructive improvement.
application. and
encouraging
feedback.
3. 8
Po st R PL
Assessm e
nt fo l l ow
up

✓ What criteria do you use to determine whether their administrative registration of applicants
for the RPL process is valid? How do you ensure these criteria are fair and inclusive?
This question encourages practitioners to reflect on the fairness and inclusivity of their
eligibility criteria.
✓ Describe a time when you had to screen an application for RPL, if any. What challenges did you
face, and how did you overcome them?
This question helps practitioners think about real-world application of their screening
processes and problem-solving approach.
✓ How do you verify the authenticity and accuracy of the evidence provided by applicants during
the application screening?
This question prompts practitioners to consider methods for ensuring the reliability of the
evidence submitted.
✓ What steps do you take to communicate the results of the administrative screening to
applicants, and how do you ensure this communication is clear and supportive?
This question focuses on the importance of effective communication with applicants regarding
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their administrative registration.
✓ How do you handle cases where applicants do not meet the administrative criteria? What
support or guidance do you offer them?
This question encourages practitioners to think about how they support applicants who are
not initially administratively eligible.
✓ In your opinion, what are the most common reasons for applicants being deemed
administratively ineligible for RPL, and how can these be addressed in the initial information
and guidance phase?
This question helps practitioners identify common barriers to eligibility and consider
preventive measures.
✓ Reflect on the role of administrative staff in the application screening process. How can their
knowledge and skills be enhanced to improve the efficiency and effectiveness of this phase?
This question focuses on the continuous improvement of administrative procedures and staff
training.
✓ How do you ensure that the application screening process is transparent and that applicants
understand the criteria and procedures involved?
This question encourages transparency and clear communication throughout the screening
process.
✓ What role does technology play in your application screening process, and how can it be
leveraged to improve efficiency and accuracy?
This question prompts consideration of the use of digital tools and systems to enhance the
screening process.
✓ Discuss the importance of feedback from applicants regarding the application screening
process. How do you collect and use this feedback to make improvements?
This question highlights the value of applicant feedback in refining and improving the screening
process.
✓ What strategies do you use to handle high volumes of applications while maintaining the
quality of the screening process?
This question focuses on managing workloads and ensuring the integrity of the screening
process under pressure.
✓ Reflect on a real or fake case where a applicant’s application was initially deemed ineligible but
was later accepted upon further review. What were the key factors that led to this change?
This question helps practitioners consider the importance of thorough review and
reconsideration processes.
✓ What steps do you take to support applicants in understanding and fulfilling the eligibility
requirements?
This question focuses on providing clear guidance and support to applicants throughout the
eligibility phase.
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✓ How do you communicate with applicants whose applications are incomplete or need further
information? What follow-up procedures do you have in place?
This question prompts reflection on communication strategies and follow-up procedures to
ensure completeness of applications.
✓ In what ways can the application screening process be improved to make it more efficient and
user-friendly for both applicants and practitioners?
This question encourages thinking about process improvements and user experience.
✓ What feedback mechanisms do you have in place to gather input from applicants about the
application screening process, and how do you use this feedback to make improvements?
This question highlights the importance of feedback loops and continuous improvement.
✓ How do you balance the need for thorough application screening with the need to process
applications in a timely manner?
This question focuses on finding the right balance between thoroughness and efficiency in the
screening process.
4.6.4. Preparation of the Final Assessment

Phase 4 in short: Putting all the chances on your side for a successful assessment (Table 6)
Phase 4 is crucial for ensuring that the assessment process is thorough, fair, and
aligned with the required standards, e.g., qualification standards, assessment
standards or occupational standards. This phase involves detailed planning and
preparation of assessment tools and methods to accurately evaluate applicants'
learning outcomes. By carefully selecting appropriate assessment methods,
developing assessment rubrics, and preparing assessment materials, practitioners
ensure that the assessment process is structured and objective. This meticulous preparation is
essential for maintaining the integrity and credibility of the RPL process, as it ensures that the final
assessments are comprehensive and reflective of the applicants' true abilities. It also ensure reliability
from an assessment centre to another.
In addition, this phase includes assessors to ensure they are well-equipped to conduct the
assessments consistently and fairly. Assessors must be familiar with the assessment criteria, tools, and
procedures to provide an accurate assessment of the applicants' learning outcomes. This must be
provided with all the assessment tools (e.g., rubrics) or previous partial assessment of the applicants
(e.g., portfolio of competences or written tests, if any). This phase also involves preparing the
applicants by providing them with clear information about the assessment process, what to expect,
and how to best prepare. Setting clear expectations and offering guidance, makes this phase more
able to reduce anxiety and improve applicants' performance during the assessment, leading to more
accurate and fair results.
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In Phase 4, the key actors include RPL practitioners, especially assessors, and the
applicants themselves. RPL practitioners are responsible for designing and
preparing the final assessment tools and methods. They must ensure that the
assessment criteria are clearly defined and that the tools are capable of accurately
measuring the applicants' learning outcomes. There should be training sessions for
assessors, ensuring they understand how to apply the assessment criteria
consistently and fairly. Additionally, practitioners provide applicants with detailed
information and resources to help them prepare for the final assessment.
Assessors play a critical role in this phase as they are responsible for conducting the final assessment
in the next phase. They must apply the assessment criteria objectively and consistently to evaluate
the applicants' performance accurately. Assessors need to be well-trained and familiar with the
assessment tools and methods to ensure the reliability of the results. Applicants, on the other hand,
are expected to actively engage in the preparation process. They should review the provided
materials, seek clarification if needed, and practice the knowledge and skills that will be assessed.
Their proactive involvement in this phase is crucial for their success in the final assessment.
For the RPL system, Phase 4 ensures that the assessment process is well-organised,
valid, fair, reliable and authentic. By thoroughly preparing the assessment tools
and training assessors, the RPL system can maintain high standards and ensure
that the final assessments accurately reflect the applicants' learning outcomes.
This phase also helps build credibility and trust in the RPL process, as stakeholders
can be confident in the integrity and accuracy of the assessments.
For take-up, a well-prepared and transparent assessment process can encourage more applicants to
participate in the RPL process. When applicants know that the assessments are fair, objective, and
well-structured, they are more likely to engage with the process. Clear communication and guidance
during this phase also help reduce anxiety and build confidence, making the RPL process more
accessible and appealing to potential applicants.
For the applicants, Phase 4 provides clear guidance and support to help them prepare effectively for
the final assessment. If they understand the assessment criteria and what to expect, applicants can
focus their preparation efforts and improve their chances of success. This phase also helps applicants
build confidence in their abilities and reduces anxiety, leading to better performance during the
assessment. Overall, the thorough preparation and support provided in this phase enhance the
applicant experience and increase the likelihood of successful outcomes. The quality of this phase is
essential to minimise the dropout rates often witnessed just before the final assessment.
For clarity and simplicity of use, this section is presented in a table. It is a checklist
designed for all countries and all practitioners. Therefore, some items may not be
relevant in all contexts. It is meant to be a guidance tool for all practitioners not to
forget any key step rather than a prescribed list of actions.
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Table 6. Phase 4 of the RPL Process: Preparation of the Final Assessment in Detail
Al tern at i
S teps o f Desc ri pt i o Key Hi nderi ng To o l s a nd
Key Po i nt ve
Pha se 4 n Po i nt Fa c to rs Tri c ks
Appro a c h
4. 1. Develop a Outline the Identify Use project Lack of a clear Create a

Assessm ent detailed plan objectives, key management plan, detailed
Pl a nni ng for the final criteria, and milestones software to especially assessment
assessment timeline for and plan and regarding plan
process. the final deadlines track calendar time, template
assessment. to ensure assessment can lead to that can be
the activities. confusion and customised
assessmen delays. for each
t process applicant.
runs
smoothly.
4. 2. S el ec t i o n Choose Select from Ensure the Use a Choosing Regularly

o f Assessm ent appropriate methods selected combination inappropriate review and
Met ho ds assessment such as methods of methods can update
methods practical align with assessment lead to assessment
based on the demonstratio the methods to inaccurate methods to
applicant’s ns, written learning get a assessment ensure they
learning tests, or outcomes comprehensi results. are relevant
outcomes and interviews. being ve view of and
evidence, and assessed. the effective.
the country applicant’s
Brief
practice. learning
assessors on
outcomes.
alternative
assessment
methods to
confirm
initial
assessment.
4. 3. Develop and Create Ensure all Utilise digital Poorly Pilot test
Prepa rat i o n prepare the assessment tools are tools and prepared tools assessment
o f Assessm ent tools and rubrics, validated platforms to can tools with a
materials questionnaire and tested streamline compromise small group
To o l s
needed for s, and for the the quality of of applicants
the checklists reliability. preparation the before full
assessment. tailored to and assessment. implementati
the administratio on.
applicant’s n of
field and assessments.
assessors
skills.
4. 4. Tra i ni ng Train Conduct Provide Offer online Inconsistent Standardise

o f Assesso rs assessors on training assessors training training can assessor
the sessions to with a modules that lead to training and
assessment ensure handbook assessors can variability in provide
process, tools, assessors outlining complete at assessment regular
and criteria. understand the their own quality. refresher
the assessmen pace. courses.
assessment t process
Do not
criteria and and their
overload
methods. responsibil
invited
ities.
assessors
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with written
material.
4. 5. Appl i c a nt Prepare Provide Offer Create online Applicants Provide clear,

Prepa rat i o n applicants for applicants workshops resources, may feel supportive
the final with detailed or one-on- such as anxious or communicati
assessment. information one videos and underprepared on and offer
on the sessions to guides, to for the practice
assessment help help assessment. assessments
process and applicants applicants to build
what to prepare prepare for confidence.
expect. their the
Fight against
evidence assessment.
last minute
and
dropout.
practice
assessmen
t activities.
4. 6. Arrange a Coordinate Ensure the Use online Scheduling Offer flexible

S c hedul i ng suitable date, with assessmen scheduling conflicts can scheduling
t he time, and applicants t tools to cause delays options and
location for and assessors environme streamline and provide
Assessm ent
the to schedule nt is the inconvenience. reminders to
assessment. the prepared coordination all parties
assessment and of involved.
at a equipped assessment
convenient with all appointment
time. necessary s.
materials.
4. 7. Pre - Conduct a Hold a Answer Use virtual Last-minute Prepare a

Assessm ent briefing briefing any last- meeting changes or checklist for
Bri ef i ng session to session to minute platforms to misunderstand the briefing
ensure review the questions conduct the ings can to ensure all
applicants and assessment and briefing if in- disrupt the important
assessors are plan, criteria, provide person assessment. points are
ready. and final meetings are covered.
procedures. instruction not possible.
s.

✓ How do you determine the most appropriate assessment methods for different types of prior
learning outcomes?
This question encourages practitioners to reflect on the selection of assessment methods based
on the nature of the learning outcomes being assessed.
✓ What steps do you take to ensure that the assessment criteria are clear and transparent to all
applicants?
This question focuses on the importance of clear communication and transparency in the
assessment process.
✓ How do you involve applicants in the preparation of the final assessment to ensure it is fair and
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relevant to their experiences?

This question prompts practitioners to consider ways to engage applicants in the assessment
preparation process.
✓ Reflect on a time when you had to adapt the assessment process to accommodate a applicant's
unique needs, if any. What challenges did you face, and how did you overcome them?
This question helps practitioners think about real-world application of their skills in adapting
assessments
✓ What strategies do you use to ensure that the final assessment is comprehensive and covers all
necessary learning outcomes?
This question encourages a thorough approach to designing assessments that are both
comprehensive and targeted.
✓ How do you provide feedback to applicants during the preparation phase to help them improve
and succeed in the final assessment?
This question focuses on the role of constructive feedback in preparing applicants for their
assessments.
✓ What measures do you take to ensure the validity and reliability of the final assessment results?
This question prompts reflection on quality assurance and the integrity of the assessment
process.
✓ In what ways can technology be used to enhance the preparation and administration of the
final assessment?
This question encourages thinking about the integration of digital tools to improve the
assessment process.
✓ How do you ensure that the assessment environment is supportive and conducive to applicants
performing their best?
This question focuses on creating an optimal environment for applicants during the assessment.
✓ Discuss the importance of continuous improvement in the assessment process. How do you
gather and use feedback to enhance future assessments?
This question highlights the importance of feedback loops and ongoing improvement in the
assessment process.
✓ How do you ensure alignment between the learning outcomes being assessed and the
standards or qualifications frameworks?
This question prompts reflection on ensuring that assessments are relevant and aligned with
external standards.
✓ What role do stakeholders, such as employers or industry experts, play in the preparation of
the final assessment? How do you incorporate their input?
This question encourages consideration of involving external stakeholders in the assessment
process, especially employers.
✓ How do you balance the need for rigorous assessment with the need to make the process
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accessible and manageable for applicants?

This question focuses on finding the right balance between thorough assessment and applicant
accessibility.
✓ What strategies do you use to ensure that the assessment process is free from bias and that all
applicants are assessed fairly?
This question prompts reflection on fairness and impartiality in the assessment process.
✓ How do you prepare applicants who may have anxiety or lack confidence about the assessment
process? What support mechanisms do you offer?
This question focuses on providing support to applicants who may be anxious or lack
confidence.
✓ How do you ensure that the assessment tools and methods are updated regularly to reflect
current best practices and technological advancements?
This question encourages ongoing review and updating of assessment tools and methods.
✓ What training and support do you provide to assessors to ensure they are fully prepared and
competent to conduct the final assessments?
This question focuses on the training and development of assessors.
✓ Reflect on the role of peer assessments in the RPL process. How do you integrate peer feedback
into the final assessment preparation?
This question prompts consideration of the value and integration of peer feedback in the
assessment process.
✓ How do you handle discrepancies or disputes that arise during the assessment process? What
procedures are in place to resolve these issues?
This question focuses on conflict resolution and the procedures for handling disputes in the
assessment process, perhaps on the needs of an appeal procedure.
✓ In what ways can the preparation phase be tailored to meet the needs of applicants from
diverse cultural and educational backgrounds?
This question encourages reflection on inclusivity and how to tailor the assessment preparation
to diverse applicants.
4.6.5. Final Assessment of Learning Outcomes

Phase 5 in short: Core of the process, final assessment (Table 7)

Phase 5 is the core of the RPL process. It is critical in determining whether applicants have
demonstrated the learning outcomes required for formal recognition. This phase involves conducting
comprehensive assessments to assess the applicants' learning outcomes against established criteria.
The final assessment serves as the definitive measure of whether applicants meet the standards
necessary for certification of their learning outcomes toward the targeted qualification (or any other
award). Ensuring that these assessments are thorough, objective, and aligned with selected standards
is essential for maintaining the integrity and credibility of the RPL process. Accurate and fair
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assessments validate the applicants' prior learning outcomes and ensure that only those who meet
the standards are awarded recognition.
Moreover, Phase 5 provides an opportunity for applicants to showcase their abilities in a structured
and supportive environment. This phase includes practical demonstrations, written tests, and/or
other assessment methods tailored to the applicants' fields and experiences (decided in the previous
phase). By offering a range of assessment methods, practitioners can obtain a holistic view of the
applicants' learning outcomes. This comprehensive assessment not only confirms the applicants'
readiness for certification of her/him learning outcomes but also highlights any areas where further
development may be needed. The final assessment phase is a crucial step in ensuring that the RPL
process is rigorous, fair, and reflective of true learning outcomes.
In Phase 5, the key actors also include RPL practitioners, and mainly assessors, and the applicants. RPL
practitioners are responsible for organising and overseeing the assessment process. They ensure that
the assessments are conducted according to established criteria and standards. Practitioners must
coordinate with applicants and invited assessors to schedule assessments, provide the necessary
materials and tools, and address any logistical issues. They also ensure that the assessment
environment is conducive to a fair and objective assessment of applicants' learning outcomes.
Assessors play a pivotal role in this phase as they are responsible for conducting the assessments and
evaluating the applicants' performance. They must apply the assessment criteria consistently and
objectively to ensure accurate and fair results. Assessors need to be well-trained and familiar with the
assessment tools and methods to provide reliable assessment. Applicants, on the other hand, are
expected to actively participate in the assessments, demonstrating their learning outcomes. They
must prepare thoroughly and engage with the assessment process to showcase their learning
outcomes effectively. Their performance in this phase is crucial in determining their eligibility for a
qualification.
For the RPL system, Phase 5 ensures that the assessment process is rigorous and objective,
maintaining high standards for qualification. By conducting thorough and fair assessments, the RPL
system can validate the learning outcomes of applicants accurately. This phase also helps maintain
the credibility and integrity of the RPL process, ensuring that only qualified applicants receive
recognition. A robust final assessment process also enhances the reputation of the RPL system,
building trust among stakeholders.
For take-up, a clear and fair final assessment process can encourage more applicants to engage with
the RPL system. When applicants see that the assessments are well-organised, objective, and aligned
with standards (e.g., industry standards), they are more likely to participate. Transparent
communication and support during this phase also help reduce anxiety and build confidence, making
the RPL process more accessible and appealing to potential applicants.
For the applicants, Phase 5 provides an opportunity to demonstrate their learning outcomes in a
structured environment. This phase offers clear criteria and expectations, helping applicants prepare
effectively and perform to the best of their abilities. Successful completion of the final assessment
leads to formal recognition of their prior learning outcomes, which can enhance their career prospects
and personal growth. The thorough and supportive assessment process also helps applicants identify
any areas for further development, contributing to their continuous improvement and professional
advancement.
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actions.
Table 7. Phase 5 of the RPL Process: Assessment of Learning Outcomes in Detail
Al tern at i v To o l s
S teps o f Desc ri pt i o Hi nderi ng
Key Po i nt Key Po i nt e a nd
Pha se 5 n Fa c to rs
Appro a c h Tri c ks
5. 1. Execute the Conduct Administer Use online Technical Ensure all

Co nduc t i ng planned practical written tests assessment issues or technical
t he assessment demonstratio to evaluate platforms for applicant equipment
activities. ns where theoretical remote anxiety can is tested
Assessm ent
applicants knowledge. applicants to affect beforehand
showcase participate in performance. and provide
their skills in the a calm
a real-world assessment. environment
scenario. to ease
applicant
nerves.
5. 2. Assess the Review work Cross-check Use a rubric Subjectivity Train

Eva l uat i ng submitted samples, evidence to can lead to assessors on
Ev i denc e evidence portfolios, with the standardise biased using rubrics
against the and other assessment the assessments. and provide
criteria (e.g., submitted criteria to assessment calibration
qualification documents to ensure all process and sessions to
standards). verify requirements ensure align
learning are met. consistency. assessment
outcomes. standards.
5. 3. S c o ri ng Assign scores Use a scoring Convert Implement a Inconsistenci Establish

a nd G ra di ng or grades system to scores into double- es in scoring clear grading
based on the assign points grades or marking can affect the guidelines
assessment for each levels of system where fairness of and conduct
results. learning achievement. two assessors the regular
outcome independentl assessment. assessor
demonstrate y score the meetings to
d by the assessments. discuss
applicant. scoring
standards.
Keep track
of the scores
to establish
a transcript.
5. 4. Provide Prepare Discuss the Use a Negative Frame

Assessm ent detailed written feedback feedback feedback may feedback
Feedba c k feedback to feedback with the form to discourage constructivel
applicants on highlighting applicant in a ensure all applicants. y,
their strengths and post- relevant emphasising
performance. areas for assessment points are positive
improvement meeting. covered aspects and
. systematically providing
. actionable
suggestions
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for
improvemen
t.
5. 5. Maintain Record Ensure all Use digital Poor Implement

Do c um entat i accurate scores, documentati record- documentati regular
o n a nd records of the feedback, and on is securely keeping on can lead audits and
assessment assessment stored and systems to to loss of backups to
Rec o rd
process and outcomes in a easily organise and important maintain the
Keepi ng outcomes. central accessible for store information. integrity of
database. future assessment assessment
reference. data. records.
5. 6. Dec i si o n Decide Explain where Explain the Delay the Unclear Establish a
whether there is room reason for discussion communicati rather
applicant for failure to about the on may formal
passes or fails improvement unsuccessful final decision create protocol to
after to successful applicants. to avoid tensions. inform
completion of applicants. unexpected applicants.
the final reactions.
assessment.
5. 7. Appea l Establish a Inform Review the Set up an Appeals can Streamline

Pro c ess process for applicants of appeal independent be time- the appeal
applicants to their right to request and appeals panel consuming process with
appeal appeal and conduct a re- to review and and resource- clear
assessment the steps assessment if decide on intensive. guidelines
decisions. involved. necessary. appeals. and
timelines to
ensure
efficient
handling.
Accept
appeal only
for technical
issues, not
in relation to
the final
decision.

✓ What methods do you use to ensure that the final assessment is comprehensive and accurately
reflects the applicants' learning outcomes?
This question encourages practitioners to think about how to create a thorough and accurate
assessment process.
✓ What methods do you use to ensure that the final assessment is transparent to applicants?
This question encourages practitioners to think about how to create the best possible
conditions for full transparency of the assessment process.
✓ How do you address any discrepancies or disputes that arise during the final assessment?
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This question focuses on conflict resolution and maintaining fairness during the assessment
process.
✓ What strategies do you use to provide constructive feedback to applicants after the final
assessment?
This question prompts practitioners to consider how to offer valuable feedback that can help
applicants understand their performance and areas for improvement.
✓ How do you ensure the consistency and reliability of the assessment results across different
assessors, applicants and regions?
This question encourages reflection on standardisation and reliability in the assessment
process.
✓ How do you ensure the fairness and authenticity of the assessment process?
This question encourages reflection on the foundations of the assessment process.
✓ What role do digital tools and technologies play in the final assessment process? How can they
be used to enhance the assessment? Are they realistic?
This question focuses on the integration of technology to improve the assessment process.
✓ How do you involve external stakeholders, such as industry experts or employers, in the final
assessment process?
This question prompts consideration of external validation and relevance of the assessment to
real-world standards.
✓ Reflect on a time when a applicant did not meet the expected outcomes in the final assessment.
How did you handle this situation, and what support did you provide to the applicant?
This question helps practitioners think about supporting applicants who struggle and ensuring
they have opportunities to improve.
✓ What measures do you take to ensure that the final assessment environment is conducive to
applicants performing their best?
This question focuses on creating an optimal assessment environment that supports applicant
success.
✓ How do you ensure transparency and clarity in the assessment criteria and process for
applicants?
This question encourages practitioners to think about clear communication and transparency
in the assessment process.
✓ What continuous improvement practices do you implement to enhance the final assessment
process over time?
This question prompts reflection on ongoing improvements and updates to the assessment
process to maintain its effectiveness and relevance.
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4.6.6. Certification (of Learning Outcomes)

Phase 6 in short: Decision and awarding of a qualification (or any other award) to successful applicants
(Table 8)

Phase 6 is the final one of the RPL process where applicants' learning outcomes are formally
recognised through qualification. This phase is crucial as it provides official validation of the applicants'
prior learning outcomes, which can significantly enhance their career and educational opportunities.
The qualification process ensures that applicants who have successfully demonstrated their learning
outcomes receive a formal acknowledgment that is widely recognised and respected. This official
recognition not only benefits the applicants but also upholds the credibility and integrity of the RPL
system, ensuring that the standards of qualification are consistently maintained.
Additionally, this phase involves not only issuing qualifications (or other awards such as credits toward
a qualification, exemptions, labour market certificates) but also ensuring that all records are
accurately maintained and securely stored. This meticulous documentation is essential for future
verification and for maintaining a robust system of record-keeping. Providing applicants with
qualifications (or other awards) and detailed feedback on their performance reinforces the
transparency and fairness of the RPL process. It also includes follow-up activities to support applicants
in their future endeavours and ensure they are aware of further learning or career development
opportunities. Therefore, Phase 6 represents both the conclusion of the current RPL process and the
beginning of new opportunities for certified applicants, in life in general and in the labour market in
particular.
In Phase 6, the key actors are RPL practitioners, qualification authorities, and the applicants
themselves. RPL practitioners are responsible for preparing and issuing the qualification documents,
ensuring that all relevant details such as learning outcomes possessed and levels of qualification are
accurately recorded. They must verify the assessment results to ensure that all standards have been
met before issuing qualifications. Practitioners also manage the notification and distribution process,
ensuring that applicants receive their certificates promptly and that all records are meticulously
maintained for future reference.
Qualification authorities play a vital role in overseeing the entire qualification process, ensuring that
it aligns with national standards. They may be involved in auditing the certification procedures to
guarantee compliance and integrity. Applicants, on the other hand, are the recipients of the
qualification. They are expected to review the feedback provided, understand their achievements, and
use the qualification to further their career or educational goals. Applicants may also provide feedback
on the qualification process, helping to improve future iterations of the RPL system.
For the RPL system, Phase 6 solidifies the legitimacy and credibility of the entire RPL process by
formally recognising applicants' learning outcomes. This phase ensures that all successful applicants
receive a widely acknowledged qualification, which enhances the trust and reliability of the RPL
system. Meticulous record-keeping and verification processes also ensure that the RPL system can
efficiently manage and authenticate qualifications, contributing to its overall robustness and
effectiveness.
For take-up, the qualification provided in Phase 6 is a strong motivator for potential applicants.
Knowing that their prior learning outcomes can be officially recognised and documented encourages
more individuals to participate in the RPL process. The promise of a formal, recognised qualification
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adds significant value to the RPL process, making it more attractive and credible to potential
applicants.
For the applicants, Phase 6 provides the ultimate reward for their efforts throughout the RPL process.
Receiving a qualification validates their knowledge and skills, opening doors to new career
opportunities and further education. This official recognition can significantly boost their confidence
and professional standing. Additionally, the detailed feedback and follow-up support provided during
this phase help applicants identify further development opportunities, ensuring continuous growth
and advancement in their chosen fields.

actions.
Table 8. Phase 6 of the RPL Process: Certification (of Learning Outcomes) in Detail
Al tern at i v
S teps o f Desc ri pt i o Hi nderi n To o l s a nd
Key Po i nt Key Po i nt e
Pha se 6 n g Fa c to rs Tri c ks
Appro a c h
6.1. Prepare the Compile a list Prepare Use a Errors in Double-check

P re p a ra ti o n necessary of applicants qualifications template to documents all details and
of documents for who have , including standardise can delay the use a checklist
Q u a l i f i c ati o certification successfully details of the the qualification to ensure
n (qualification completed the qualifications preparation of process. accuracy.
Documents or other RPL process. achieved qualification
award). (e.g., grades, documents.
level).
6.2. Verify that all Cross-check Verify the Use a digital Incomplete Maintain a
Ve r i f i c ati o n assessment assessment authenticity system to or inaccurate comprehensiv
of results meet results with of streamline the assessment e and up-to-
Assessment the required the assessment verification records can date
R e s u l ts standards. qualification results with process. hinder assessment
criteria to the verification. database.
ensure all assessors.
criteria of the
standard are
met.
6.3. Issue Print and sign Include Offer digital Manual Automate the
Issuance of qualifications certificates for specific certificates processes issuance
C e r ti f i c ate s (or other eligible details such that can be can be time- process to
awards) to applicants. as the easily shared consuming ensure
applicants who learning and verified and prone to efficiency and
have met the outcomes online. errors. accuracy.
qualification possessed
With QR code
requirements. and the level
linking to the
of
NQF.
qualification.
6.4. Notify Send an Provide Use an online Delayed Ensure timely

N o ti f i c ati o n applicants of official letter, details on portal where notifications notifications
to their SMS or email how and applicants can can cause with
A p p l i c a n ts successful to inform when they check their uncertainty automated
qualification. applicants of will receive
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their their qualification and email

successful qualification. status. frustration. systems.
qualification.
6.5. Distribute the Arrange a Send Provide Logistical Plan the

D i s tr i b u ti o n certificates to formal certificates options for challenges distribution
of the applicants. ceremony to by email or applicants to can delay the process well
C e r ti f i c ate s distribute by post to download and distribution in advance
certificates to those who print their of and provide
applicants. cannot certificates certificates. multiple
Public attend in from an online options for
Planning and
recognition of person. portal. receiving
organising an
achievements certificates.
Invite Hold a virtual award
is part of the
stakeholders, award ceremony Collaborate
communicatio
including ceremony for can be with
n strategy
employers applicants resource- stakeholders
and family who cannot intensive. to share the
members, to attend in cost and
the award person. responsibilitie
ceremony s of organising
the ceremony.
Fund raise.
6 . 6 . R e c o rd Maintain Record all Ensure that Use a secure Inadequate Regularly

Ke e p i n g accurate issued records digital system record- update and
records of certificates in include for record keeping can backup
issued a central details such keeping to lead to records to
qualifications database for as the prevent loss or difficulties in maintain their
(or other future applicant’s damage. verifying integrity.
awards). reference. name, qualifications
qualification, in the future.
and date of
issuance.
6 . 7 . Fo l l o w - Conduct Send a follow- Provide Create an Lack of Implement a

u p w i th follow-up up survey to information alumni follow-up systematic
A p p l i c a n ts activities with gather on further network to can lead to follow-up
certified feedback on learning and keep certified missed process to
applicants. the RPL development applicants opportunitie stay
process. opportunitie engaged and s for connected
s. informed. feedback and with certified
Carry out
improvemen applicants.
research, hire
t.
postdoctoral
scholars.

✓ What methods do you use to ensure that the awarded qualification accurately reflect
the learning outcomes and achievements of the applicants?
This question encourages practitioners to think about how to create thorough and
accurate qualification documents (qualification) or use existing ones.
✓ What are the pros and cons for rubber stamping the awarded qualification with the
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mention “RPL”, indicating that the qualification was achieved in the RPL system? What
would be ideal in your country?
This question focuses on the issue of equity among the owners of a qualification from
the formal education and training system or from the RPL system.
✓ How do you ensure that the qualifications awarded after an RPL process are sent to
successful applicants in a minimum of time?
This question encourages reflection on the speed of the qualification process.
✓ What role do digital tools and technologies play in the qualification process? How can
they be used to enhance the qualification?
This question focuses on the integration of technology to improve the qualification
process.
✓ What continuous improvement practices do you implement to enhance the qualification

process over time?
This question prompts reflection on ongoing improvements and updates to the
qualification process to maintain its effectiveness and relevance.
4.7. Quality Assurance for Pilots – A Checklist

As has already become clear, the development of guidelines for RPL is at the heart of the quality
assurance process. As has also become clear, it is a job that must be done by a working group made
up of stakeholders in the RPL system, a task force as it were.
However, in order for any African country to continue on the path of pilot testing, it may be useful to
propose some structuring elements of the quality assurance approach, even if the working group on
quality assurance on the subject of RPL may not have been appointed yet. The following are proven
elements:
✓ The qualification after an RPL assessment – or alternatives, such credits or partial qualification
– should be awarded only for learning outcomes and not for experience. The duration of the
experience is not always a good indicator of the quality of learning outcomes.
✓ RPL assessment should be based on qualification standards or assessment standards (existing

or developed specifically for the RPL system).
✓ It is the applicants who must decide on the qualification they aimed for, after a phase of
information, guidance and advice of good quality. All this is transparent and made public.
✓ The qualification awarded after the RPL process must be appropriate to the context in which it
is awarded and recognised.
✓ The policies, procedures, and criteria applied to the assessment, including the disposition for
appeal, should be fully disclosed and prominently available to all parties involved in the
assessment process.
✓ All RPL practitioners involved in the RPL assessment must follow and receive appropriate
training and ongoing professional development for the functions they perform and the
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responsibilities they have.
✓ Assessment approaches should be monitored, revised, evaluated, and reviewed regularly to

reflect changes in the needs being met, the purposes being met, and the state of the art of
assessment.
Obviously, many, if not all, of these recommendations could form part of the final guidelines as well.
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5. Case studies from African countries

This section provides cases and examples of RPL policies in African countries, their objectives, legal
base, phases and concrete application. The cases of this sample are: 1. Cabo Verde; 2. SADC countries:
Mauritius, Mozambique, Seychelles, South Africa, Zambia and Zimbabwe.
5.1. Cabo Verde

In Cabo Verde RPL is designated “RVCC” – Recognition Validation and Certification of Competences.
This is the term used in this section.
5.1.1. Link of RVCC with the NQF of Cabo Verde

The Decree-Law Nr 54/2014 of 22 September, on RVCC, enunciates the policy and conceptual
underpinnings of the promotion of validation of competences acquired in all contexts of learning.
Social and labour market inclusion, economic productivity, valorisation of all types of learning and
reinforcement of flexible lifelong learning paths of citizens are the benefits expected from effective
implementation of this policy.
“People acquire, with their life experience, namely in professional activities, knowledge, and
competences relevant for the exercise of many activities. Those competences can and shall be
formally certified, and, if necessary, complemented with training adjusted to individual needs,
thereby promoting access to higher levels of qualification.”
Source: Decree-Law Nr 54/2014
Recognition of competences acquired in different contexts of learning and life is one of the statutory
components of the SNQ and is organically linked with:
Through the application of the learning outcomes approach. The primacy of

NQF learning outcomes in designing and assessing qualifications enable the access
to qualifications by validation and certification of acquired competences.
Through the right to acquire any of the registered qualifications via processes
CNQ of recognition, validation, and certification of acquired competences, in
accordance with the legislative-regulatory framework.
Individual Registers individual acquired competences and qualifications and identifies

register of the competences missing to the completion of a certain qualification, thereby
qualifications contributes to build individual trajectories of adequate training. Currently in
and competences the process of legislative regulation.
5.1.2. Organisation and implementation of RVCC

Organisation
RVCC is defined in Article 3 of the Decree-Law Nr 54/2014, as the formal process enabling individuals
to obtain the recognition, validation, and certification of his/her competences, independently of the
ways and contexts in which these competences were developed.
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The UC-SNQ website provides brief information about the RVCC and its organisation.
Figure 1: Different paths to a common goal – certification of competences within the National
Qualifications System.
TWO PATHS / PROCESSES OF CERTIFICATION
Source: UC-SNQ: Presentation at ACQF webinar of 8 May 2020

Main features of RVCC as a system:
▪ RVCC focuses on professional certification (RVCC Pro) and currently applies only to
qualifications included in the CNQ. In higher education RVCC processes do not apply;
however, reflection has already begun which could lead to decision-making and measures to
support an RVCC approach adapted to higher education.
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▪ Target group: Individuals over 25 years of age with at least 5 years of professional/
employment experience.
▪ Governance of the system: UC-SNQ coordinates the organisation, functioning and
elaboration of referential for professional certification and assessment standards. UC-SNQ
supervises the certifying entities, monitors, and provides them with technical and
methodological support.
▪ Accreditation: Only accredited certifying entities can provide services of the RVCC system, in
accordance with the legal requirements. Substantive experience in professional training and
in the targeted professional families are among the key criteria of accreditation of certifying
entities. The accreditation can be revoked under circumstances of breach of the legal
requirements and obligations, low performance or at request of the entity.
RVCC is a process based on phases, which share similarities with the phases of Validation of Non-
Formal and Informal Learning defined by the EU Recommendation of 2012.
In Cabo Verde the phases of RVCC are defined and organised to allow candidates to grow in awareness
and preparedness to the assessment and certification. Candidates can develop requisite competences
through modular training, if needed to complete the full qualification.
Stages of the RVCC process in Cabo Verde (Article 8 of Decree-Law No. 54/2014):
Phase 2: Recognition of competences –

candidates identify the knowledge and
Phase 1: Information and guidance – first competences acquired throughout life, applying
orientation to the candidates on the RVCC a methodology of Bilan de competences (Skills
process and its instruments, and the candidate is Audit). Main outputs: Individual professional
advised on the feasibility in each case. This step portfolio, assessor’s report identifying the
starts directly at the certifying entity. candidates’ competences by units of
competence and the professional activities to be
validated from the provided evidence.
Phase 4: Certification of competences – the jury

certifies that the assessed and validated
Phase 3: Validation of competences – evaluation
competences have a formal value in relation to a
of the competences in correspondence with the
predefined referential. In case of partial
professional profiles of the CNQ. Based on
certification, the assessor and the evaluator
evaluation instruments adapted to the nature of
propose a personal qualification plan,
the competence, for example, technical
encompassing the units of competence, which
interview, practical examination. The jury
were not certified. With this personal plan, the
comprises an assessor, an evaluator, and a
candidate has access to an adequate modality of
representative of the enterprise sector
training or of self-training in the frame of the
(independent evaluator). Output: Deliberation
SNQ. At the conclusion of the training
of the jury on the validation process.
programme, the candidate resumes the RVCC
process.
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Documents provided by applicants

• Curriculum vitae to attest to the consistency of the candidate's professional experience in
the RVCC process.
• Statements by employers to confirm the exercise of professional activity for the minimum
time required.
• Declarations concerning the constitution of economic activity in the case of professionals
who conduct their professional activity on their own account.
• Other means of proof considered necessary by the entity responsible for the development of
the RVCC process.
Implementation
In Cabo Verde, the RVCC is in the initial phase of implementation. In 2022, pilot projects of RVCC were
started in qualifications of levels 3, 4 and 5 of three professional families.
In 2020-2021, UC-SNQ developed additional tools support of RVCC pilot implementation, e.g.: RVCC
standards and evaluation instruments were developed for qualifications of the pilot phase and were
included in the CNQ.
Example:
▪ Professional qualification "Reception in accommodation": https://snq.cv/wp-
content/uploads/2019/07/HRT006_4-RECEPCAO-EM-ALOJAMENTOS.pdf
▪ RVCC standard for this same professional qualification: https://snq.cv/wp-
content/uploads/2022/07/Referencial-RVCC-Pro_Rece%C3%A7%C3%A3o-em-
Alojamentos.pdf
▪ The RVCC standards published in the CNQ are (access: 27/02/2023):
HRT003/3: HRT006/4: IMA006/3: AGE002/4:
HRT003/4: HRT004/5:
Service of Reception in Plumbing and Administrative
Cooking Tourism
food and hotels / installation in Services and
Guide
drinks accommodations building Customer care
Overview of main achievements of the pilot implementation
• RVCC is governed by a specific manual that can be consulted.

• In 2022, the RVCC trial was launched in three professional qualifications: Plumbing and
Building Installation (level 3), Food Services (level 3), Administrative and customer service
services and users (level 4). Result: certified 48 candidates.
• The second pilot experience began in 2022, in the professional family of Hospitality
Restaurant and Tourism, with RVCC for the following professional qualifications: food and
beverage services (level 3), confectioner (level 3), kitchen (level 4), tour guide (level 5), hotel
receptionist (level 4) with a total of 118 enrolled in the process in early 2023. The target set
for 2023 is to to certify 400 candidates.
• About 50 RVCC specialists are trained, namely: advisors, and assessors for the
implementation of the RVCC process.
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• The process is being implemented in accredited centers such as the School of Hospitality,
CERMI and others.
• The cost of the RVCC process is $29,000 (Cabo Verde) per applicant (about €262). Currently it
is being co-funded by the candidates and government.
High demand for RVCC requires more resources
Statistical data from September to December 2022 published in the GAO report indicate that demand
for RVCC has exceeded the provision of RVCC services. Thus, by September of the total of 463
candidates, only 4% (18 people) reached the certification. These figures are not yet final, as there are
new processes of the 2nd pilot experience in progress (Table 7) and the final data until December 2022
to consider.
UC-SNQ and RVCC partner entities are aware of the need to streamline and allocate more resources
to the implementation of RVCC processes with registered candidates. It is expected that the
involvement of interested private companies, including entities in the hotel restaurant and tourism
sector can provide important technical and material support to practical evaluations, facilitate
processes, and encourage candidates to devote themselves to the activities and procedures of the
evaluation and certification process.
Table 9: Number of candidates for the RVCC, and of professional qualification certificates awarded.
By age and gender - January to September 2022
25-35 25-35 36+ 36+
M F Total
years F years M years F years M
Number of Candidates 181 174 56 52 237 226 463
Certificates of professional
0 5 1 12 17 1 18
qualifications
% of Certification 0% 3% 2% 23% 0% 8% 4%
Source: IEFP, EHTCV
Source: GAO Report. Page 12.
5.1.3. Higher education

RVCC options and measures do not yet exist in practice in higher education. But reflection on this
matter has begun. The legal framework is not yet in place. In the meantime, the credit system may be
the main tool to support RVCC in higher education, as foreseen by existing legislation:
▪ Recognition of prior learning: educational institutions recognise, through the credit system,
professional skills and post-secondary training of candidates and students enrolled, through
special access modalities, which must be defined in a specific legal text.
5.1.4. Legal, political, and technical basis of RVCC in Cabo Verde

Main legal Act:
✓ Decree-Law Nr 54/2014 of 22 September. Regulates the system of recognition, validation and
certification of professional competences acquired and developed throughout life, namely in
the context of work. At: https://kiosk.incv.cv/1.1.56.1903/
Other relevant legislation:
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✓ Decree-Law Nr 13/2018 of 7 December. Revises the Bases of the Education System. At:
https://minedu.gov.cv/media/orientacao/2020/10/06/Decreto-
legislativo_n%C2%BA_13_2018_LBSE.pdf
✓ Decree-Law Nr 4/2018 of 10 January, Establishes the new legal regime of the SNQ. At:
https://kiosk.incv.cv/V/2018/1/10/1.1.4.2461/
✓ Decree-Law Nr 7/2018 of 7 February, Regulates the organisation and functioning of the UC-
SNQ. At: http://iefp.cv/wp-content/uploads/2018/08/Regula-o-Funcionamento-UC-SNQ.pdf
✓ Joint Ordinance Nr 9/2020 of 17 February, Ministry of Finance and Ministry of Education,
Establishes the structure and organisation of the CNQ. At: http://iefp.cv/wp-
content/uploads/2020/02/bo_20-02-2020_20-CNQ-e-QNQ.pdf
✓ Joint Ordinance Nr 10/2020 of 17 February, Ministry of Finance and Ministry of Education,
Regulates the NQF. At: http://iefp.cv/wp-content/uploads/2020/02/bo_20-02-2020_20-CNQ-
e-QNQ.pdf
✓ UC-SNQ, SNQ, Procedures Guide – Methodology for Elaboration of Professional
Qualifications. Unpublished.
Methodological guidance
✓ UC-SNQ, Guide supporting the operationalisation of processes of professional RVCC, March
2016. At: http://docplayer.com.br/65626641-Operacionalizacao-de-processos-de-rvcc-
profissional.html
✓ UC-SNQ, Process of Recognition, Validation and Certification of Professional Competences,
March 2013. At: http://docplayer.com.br/49553365-Processo-de-reconhecimento-validacao-
e-certificacao-de-competencias-profissionais.html
5.2. RPL in the context of Southern African Development Community (SADC) Member
States
5.2.1. In the context of SADC

This section presents six SADC country cases of RPL implementation, illustrating similarities in
objectives, concepts, and principles; and diversity in certain aspects of implementation. These country
cases are: Mauritius, Mozambique, Seychelles, South Africa, Zambia and Zimbabwe.
5.2.2. At regional level

SADC adopted in 2016 Guidelines for RPL as recommendation for the member states.
These Guidelines propose a six-stage process, as follows:
1 Information and Guidance
2 Administrative registration
3 Eligibility
4 Assessment
5 Appeal
6 Certification
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5.2.3. At national level

In the SADC many countries have or are adopting RPL policies and guidelines and most importantly,
advancing with delivery of RPL services. RPL systems and experiences are at different stages of
development and consolidation, and a few examples can be mentioned:
• Malawi has adopted in 2018 a set of RPL documents to facilitate implementation, including
Guidelines, Procedure Manual, Assessors Guide, Candidate Guidelines and Application Form.
RPL is more active in the TVET sector.
• Mauritius (MQA) amended the RPL Guidelines in 2016 and RPL services for individuals are
accessible free of charge.
• Mozambique (ANEP) adopted the RPL (SRCA) legal act and the RPL Regulations in 2021 and
started implementation with pilot actions to train and certify RPL professionals, certify RPL
centres and deploy RPL processes for individuals. Information on the RPL legal texts, the
Methodology supporting implementation and the list of accredited RPL Centres is accessible
on ANEP’s website.
• Namibia is one the first SADC countries to adopt the RPL Policy, in 2010.
• Seychelles approved and implements the National Policy for the Recognition of Prior Learning
(2017), supported by National Guidelines for the Implementation of the Recognition of Prior
Learning (2017).
• South Africa has amended the Policy and Criteria for RPL and has substantial and long-standing
experience, technical expertise and data to be shared.
• Zambia has adopted the Policy and Criteria for RPL (ZAQA, 2016). In TVET implementation is
led by TEVETA for several sectors, such as in mining, tourism, agriculture and construction
sector. In higher education RPL is applied to provide exemptions for further studies.
• Zimbabwe adopted a set of RPL documents to facilitate implementation, including Guidelines,
Procedure Manual, Assessors Guide, Candidate Guidelines and Application Form from as early
as 1984 through the Manpower Planning and Development Act [28:02] amended in 2021. RPL
is more active in the TVET sector. University Education does have Mature Entry as a form of
RPL but the TVET Sector has a more fascinating skills assessment system.
5.2.4. Country cases in the SADC context

Given the importance of RPL in the socio-economic context of SADC, this brief overview is
complemented by the country cases, which illustrate common goals, contextualization, and the
remarkable effort at national level to develop, reinforce and implement such fundamental policies as
RPL.
The country cases presented in this section are: Mauritius, Mozambique, Seychelles, South Africa,
Zambia and Zimbabwe. Main used sources: information, legal acts, reports published on the websites
of the respective National Qualifications Authorities, TVET authorities, and technical notes drafted by
national experts.
ACQF-II expresses sincere gratitude to Mr Ramesh Ramdass and MQA team (Mauritius), Mr Aurélio
Leopoldo Santos and Mr Ida Alvarinho (Mozambique), Ms Fiona Ernesta and SQA team (Seychelles),
Ms Nadia Starr and SAQA Team (South Africa), Ms Mercy Ngoma and Mr Fidelis Cheelo and ZAQA team
(Zambia), and Mr. Wisdom Simon Mtisi (Zimbabwe) for the general information, insights and specific
details shared on RPL in the respective countries.
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Mauritius
The implementation of RPL rests with the Mauritius Qualifications Authority
(MQA) as per the provisions of the Mauritius Qualifications Act 2001 which is “to
recognise and validate competencies for purposes of certification obtained
outside the formal education and training systems”. For certification, RPL
considers both recognition of accredited learning and recognition of prior
experiential learning. RPL provides an alternative route for earning a valued
qualification. RPL is free of charge for candidates.
The NQF has been the main vehicle through which RPL has been promoted in Mauritius. The
Framework explicitly aims to recognise all learning achievements regardless of the specific context
where they were gained, including prior learning. It does so by establishing a single national point of
reference for RPL, learning outcomes, alternative pathways to qualifications and a more flexible and
integrated system of qualifications. The Authority’s role is to encourage the development of processes
for recognising prior learning and promoting its co-ordination and harmonisation.
The Recognition of Prior Learning Guidelines, amended in 2016, define the goals, scope and phases of
RPL.
The potential benefits of RPL are not limited to the applicants.
• Employers, for instance, may benefit from RPL for cost-efficiency reasons. It allows employers
to advance workers in which they have invested over the years and who possess the relevant
skills and experience for a job.
• Governments, on the other hand, can use RPL to improve the educational profile of their
workforce and help applicants expand their employment prospects. If RPL is integrated into
the overall education and training systems, it will positively impact the labour market, as well
as countries’ economies, and society.
RPL process in Mauritius - The National RPL Framework
Central to the present Mauritian RPL model, starting from its conception to its implementation, reside
the different phases namely the pre-application, pre-screening, facilitation, and assessment stages.
Table 10: RPL process in Mauritius - phases
Stage one Pre-application Candidate is provided information about the process of RPL
Stage two Pre-screening Candidate submits its application and identifies the qualification against
which RPL will be claimed
Stage Facilitation A facilitator guides the RPL candidate in the preparation of the portfolio
three
Stage four Assessment The candidate is assessed against the unit standards of the selected
qualifications
RPL is proposed against unit standard based qualifications. Different sets of RPL strategies are
proposed for levels 2-3, levels 4-5 and for levels 6. RPL, at this stage, is limited to NQF level 6.
These strategies are linked to a specific target group thus further increasing the reliability and validity
of the system and thereby enhancing trust. The guiding principle throughout the RPL process is fairness
to the candidate and continuous learning.
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Mozambique
In 2020 and especially in 2021 Mozambique made progress in the establishment

of the System of Recognition of Acquired Competences (SRCA), which
corresponds to RPL. The Decree and the Regulation supporting implementation
were approved in 2021 and a pilot project carried out - with 25 candidates
certified, RPL professionals trained and four RPL centre accredited. Information
on the RPL legal texts, the Methodology supporting implementation and the list
of accredited RPL Centres is accessible on ANEP’s website.
Among the four modalities of professional training, Law no.18/2018 on the
national education system acknowledges the modality of extra-institutional training, that is, learning
acquired outside of training institutions and schools. In complement, the Law on vocational education
no. 6/2016 (Articles 15 and 16) acknowledges the possibility of recognising and attributing value to
learning acquired outside of formal training settings (institutions), under the condition that such
learning is aligned with the competence standards of the national Framework of professional
qualifications (Quadro Nacional de Qualificaçöes Profissionais - QNQP).
The QNQP validates and certifies learning obtained outside of training institutions and enables the
access to regular courses offered by the formal training system. With the adoption and publication of
Decree no. 58/2021 of 17 August 2021, the new SRCA received legal status, and the supporting SRCA
Regulation has been adopted. The SRCA applies to vocational education and training, not to other sub-
systems of the national education system.
The objectives of the SRCA include:
✓ regulate and facilitate certification of skills and competences from lifelong learning;
✓ increase employability of the population, by making visible and formalising skills and
competences from lifelong learning;
✓ support further training for individuals who dropped out of education and training;
✓ social and formal recognition of skills and competences from lifelong learning;
✓ increase supply of qualified and certified professionals;
✓ support development of professional careers and progression within organisations and

service.
The SRCA’s principles and mechanisms apply to all processes of recognition of competences acquired
(RCA) through lifelong learning, in contexts of work, and non-formal and informal learning.
Main features of the SRCA:
✓ Eligible population: individuals aged 18 and above with at least 3 years of proven
professional experience in a domain related with the target qualification of the RCA
process.
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✓ The SRCA is closely linked with QNQP, through the mandatory use of the qualifications
standards registered in the National Catalogue of Professional Qualifications (CNQP).
✓ RCA processes are conducted only by RCA Centres, which must be accredited by the
regulatory body of vocational education and training. Such centres can be established
TVET institutions, public and private enterprises and institutions. Accreditation is valid for
a maximum of 5 years, and can be renewed upon request and verification of all
accreditation requisites.
✓ Quality assurance of evaluation and validation of candidates’ skills and competences, as
defined in the RCA Regulation.
✓ Phases of RCA: evaluation, validation, and certification of acquired skills and competences.
✓ The certificates obtained via RCA are identical to those obtained as outcome of formal
training.
✓ Candidates can obtain a full or a partial qualification (module), according to the results of
the RCA.
The Order approving the SRCA Regulation was published in the Bulletin of the Republic Nº 243 on
16/12/2021. The Regulation establishes the norms and procedures for implementation of SRCA, the
process of authorization and accreditation RCA Centres, registration and selection of candidates, the
principles and procedures of evaluation, verification, validation, and certification of acquired
competences. Validation is the quality control of the evaluation process and is performed by a jury,
which verifies and confirms the certification proposal and concludes the process. Candidates can be
certified for a full qualification or units thereof. Certificates are issued by the institution responsible
for the supervision of the sector of vocational education and training.
Operationalisation of the SRCA has started in 2021, with training and certification of SRCA
professionals, and further accreditation of RCA Centres in which these professionals operate. RCA pilot
implementation started with up to 45 candidates to a qualification in one of the three occupations:
electrician, plumber or welder.
Outputs of the first pilot RCA project in Mozambique:
• Elaboration of RCA standards in five qualifications

• Training of RCA professionals: 14 RCA trained trainers (8 were certified),
• Accreditation of 4 RCA Centres
• Implementation of RCA processes: 44 candidates to a qualification in one of the three
occupations: electrician, plumber or welder. A group of 25 candidates were certified: 11 in
plumbing, 7 in oxyacetylene welding, 7 in electricity.
Lessons learned from this phase will inform the next steps towards improvement and mainstreaming
of the SRCA.
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Seychelles
Seychelles Qualifications Authority (SQA) in 2017 adopted a revised

‘National Policy of RPL’, and ‘National Guidelines for the Implementation of
RPL’. The RPL Policy (2017) builds on the Manual and Policy Guidelines for
the Recognition of Prior Learning (2009) which consisted of policy and
procedural documents on the conceptualization, development and
implementation processes of RPL.
The new National Policy (2017) further clarifies RPL as a concept and enables implementation
processes. The RPL Guidelines document is to be read in conjunction with the Policy document, to be
used as a reference for all organisations and persons involved in the development of RPL models,
implementation and assessment practices, and learner support processes. The Guidelines document
is of importance to RPL practitioners, as well as for providers and learners, to enable understanding of
the value of RPL in terms of qualifications, its possibility of increasing access, and the benefits of
recognising all types of learning as suggested in the Seychelles National Qualifications Framework
Regulations.
Objectives
The objectives of RPL national policy for the further development and implementation of RPL are to
ensure the following:
A Facilitation of access to further study and lifelong learning opportunities, transfer and award
of credits leading to certification of qualifications within the National Qualifications
Framework (NQF), in essence, promoting equity of access and fair chances to all learners;
B Provision for further development, implementation and mainstreaming of RPL, including its
resourcing, effective delivery and quality assurance;
C Development of a shared understanding that RPL is real in the Seychelles; it is already

happening and can be used as needed to deal with human resource needs and scarce skills;
D Provision of a credible way of validating and certifying knowledge, skills and competencies;
E Provision of a basis for the SQA national RPL guidelines document to be developed;
F Creation of an enabling mechanism for potential candidates who may be lifelong learners, or
potential job seekers to obtain qualifications and/or have their knowledge, skills and
competencies validated as part of a qualification;
G Recognition of the roles and functions of the SQA, government departments, employers,
professional bodies, public and private providers, and RPL practitioners in the provision of RPL
across the education and training system.
Benefits
RPL has the potential to improve employability, mobility, lifelong learning, social inclusion and self-
esteem. The key drivers of and benefits for RPL are:
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A Recognizing and validating prior learning, experience, knowledge, skills and competencies
acquired in work or life experiences, previous non-formal training and workshop environments;
B Granting formal credit for learning regardless of where the learning was achieved;
C Allowing individuals who have gained significant experience in a particular field to be given the
opportunity to become formally qualified;
D Encouraging lifelong learning in order to create a competent and adaptable workforce that can
meet the challenges of a fast changing labour market and address skills shortages and gaps;
E Fostering employability and thus increasingly decent jobs;
F Improving efficiency and flexibility in education systems by allowing alternative learning

pathways – workplace, non-formal, and informal learning – and fast-tracking the acquisition of
qualifications;
G Establishing clear and credible quality assurance guidelines and mechanisms within education
and training providers, overseen by the SQA;
H Ensuring that resources to implement RPL are sufficient and sustainable;
I Addressing barriers to RPL implementation, whether these be relational (between institutions

and institutions and workplaces), resource-driven or legislative;
J Recognising that different kinds of RPL processes, different purposes for RPL and different RPL
assessment models exist.
RPL serves a number of purposes, namely for:
A personal development by gaining credits towards a qualification;
B progression into a learning programme;
C seeking acceptance into higher studies;
D promotion and salary enhancement;
E changing a career path;
F meeting requirements of present employment;
G meeting regulatory requirements of some sectors in terms of employing qualified persons.
National co-ordination of RPL implementation in the Seychelles is situated at the SQA.
The SQA coordinates the implementation if the RPL counts for more than 25% of the competences of
a qualification. For RPL of less than 25% of a qualification the SQA quality-assures the process
implemented by the provider.
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Table 11: RPL process in Seychelles
Source: National Guidelines for the Implementation of RPL, Seychelles (2017: 30)
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South Africa
Since its inception, South Africa’s NQF has made provision for the achievement
of qualifications and part-qualifications through RPL. The National Policy and
Criteria for the Implementation of Recognition of Prior Learning was amended
in March 2019.
• NQF Act 67 of 2008 (Also SAQA Act 58 of 1995)

• DHET’s (2016) RPL Coordination Policy
• SAQA National Policy and Criteria for the Implementation of RPL (amended in March 2019);
(Also 2002, 2013, 2016)
• Quality Councils’ policies for RPL in NQF Sub-Frameworks
• RPL as a flexible learning pathway (FLP) tool
Two primary forms of RPL are distinguished, one to provide alternative access routes into learning
programmes professional designations, employment and career progression and the other to provide
for the awarding of credits towards a qualification or part-qualification registered on the NQF. The
Ministerial RPL Coordination Policy provides for the coordination and funding of RPL and elaborates
and holds SAQA and the quality councils accountable to perform their roles in relation to RPL as stated
in the NQF Act.
Since 2014, when the submission of the data became mandatory, the South African Qualifications
Authority (SAQA) has made systematic efforts to make NQF stakeholders aware of this aspect and to
enable the RPL data loads into the National Learners’ Records Database (NLRD). While it is known that
there have been many more successful RPL cases than those recorded, the amount of RPL being
submitted is increasing over time. At the time of writing, the number of learners who had achieved
one or more part-qualifications via RPL was 87 915, with the records of achievements of part-
qualifications via RPL numbering 610 956. RPL in South Africa is undertaken and awarded in a holistic
way, which includes the principles and processes through which the prior knowledge and skills of a
person are made visible, mediated and assessed, and requires the involvement of the full range of NQF
stakeholders.
South Africa’s priorities for the future regarding RPL encompass a range of aspects and issues, in
particular:
✓ Mapping/ developing articulation pathways for more sectors
✓ Taking good practices to scale
✓ Enhancing communication and information-sharing
✓ Ring-fencing funding for RPL/ FLPs
✓ Expanding TVET, CET and NQF Level 5 qualifications (UPSET)
✓ Closing data gaps
✓ Enhancing:
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• articulation through curricula

• flexibility of administration systems
• student support in FLPs
• flexible modes of delivery
• sharing good practices
Table 11: Overview of national RPL initiatives in different sectors
Agricultural sector Food and Beverage (FoodBev) sector
Artisan RPL (APRL) Marine Industry Association SA (MIASA)

Banking sector National Artisan Moderating Body (NAMB)
Correctional Services Rand Water
Democratic Nursing Association of SA (DENOSA) Road Traffic Management Corporation (RTMC)
Department of Defence (DoD) South African Police Service (SAPS)
Department of Public Service Administration South African Sports Coaching Association
(DPSA) (SASCA/SASCOC)
Department of Social Development (DSD) State Information Technology Agency (SITA)
Department of Transport (DoT) Work-at-Height sector (IWH)
Education and Labour Relations Council (ELRC) Worker Education (Workers’ College)
E-TV
Source: SAQA’s presentation at ACQF Peer Learning Webinar, 24/03/2022.

Figure 1: Data on RPL in South Africa – RPL achievements
Source: SAQA’s presentation at ACQF Peer Learning Webinar, 24/03/2022.
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Figure 2: Data on RPL in South Africa – RPL achievements in the context of National Learners’ Records
Database (NLRD). Data as of 01/05/2024.
Source: SAQA. E-mail. 01/05/2024

The number of achievements via RPL was 50,551, out of a total of 20,599,135 recorded in the NLRD.
The Organisation of Economic Cooperation and Development study of RPL, involving over 20 countries,
positioned South Africa in a cluster of only 5 countries at ‘Stage 5 of 7’, which signified a country with
‘islands of good RPL practices’. More information: ACQF Mapping – country report South Africa (2020).
Zambia
The establishment of Zambia Qualifications Authority is underpinned by the

The Zambia Qualifications Authority Act No. 13 of 2011.
According to the ZAQA Act, the objectives of ZAQA include: create a single
integrated national framework for learning achievements; facilitate access
to, and mobility and progression within, education, training and career paths.
In respect to RPL, ZAQA
• develops and implements policy and criteria, in consultation with relevant awarding and
quality assurance bodies, for assessment, recognition of prior learning and credit
accumulation and transfer in order to achieve the objectives of the Zambia Qualifications
Framework.
• recognises and validate competences for purposes of certification obtained outside the
formal education and training systems;
• recognises and validates competences for purposes of certification obtained outside the
country.
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ZAQA published in 2016 the ‘Policy and Criteria for Recognition of Prior Learning in Zambia’, which sets
out the policy and criteria for recognizing prior learning under the Zambia Qualifications Framework.
Principles and Procedures for the recognition of prior learning are described and intended for use by
appropriate Authorities and the general public as defined under the ZAQA Act. This document shall be
read in conjunction with the Zambia Qualifications Framework Level Descriptors.
The aim for recognising prior learning in Zambia is to allow learners who have not been able to attend
formal education but have managed to gain significant experience in a particular field to be given an
opportunity to earn a qualification or to upgrade an existing qualification, which can be at any level of
education and training. This policy recognises equivalences rather than a precise match between
experience and academic learning. Assessment of learning from experience, consideration of relevant
competences and equivalences contained in the qualification requires a set of agreed criteria, policies
and procedures which this document specifies.
RPL practices of all awarding and quality assurance bodies should be guided by the following:
• policies and procedures should be explicit and fair; and applied consistently;
• policies and procedures adopted should help an institution to demonstrate that it properly
exercises its responsibility for the standards of all awards granted in its name;
• information available to learners and staff should be clear, explicit and accessible;
• roles and responsibilities of learners should be clearly defined;
• learners wishing to access recognition of prior learning should be competent to undertake
their responsibilities;
• appropriate support should be offered to learners;
• policies and procedures should be monitored and reviewed regularly.
The 12 Guiding Principles of RPL are distributed in five main clusters (headings):
• Policies and procedures
• Information
• Roles and responsibilities
• Support
• Monitoring and review
Zimbabwe
Since 1984 Zimbabwe’s Manpower Planning and Development (MPD) Act,
amended in July 2021, has given provision for the achievement of
qualifications and part-qualifications through RPL. The 2018 National
Qualifications Framework facilitated the inclusion of RPL competency
standard certifications to be formally recognised alongside TVET, General
Education and Higher Education qualifications. The ZNQF was further
backed by a legislation framework through amendment of the MPD Act of
1984 amended in July 2021.
Zimbabwe through the Higher Education Examinations Council (HEXCO)
has set “The process of systematically and clinically measuring skills, through the practical
performance of tasks and written expression of technical knowledge, using established competency
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standard skills proficiencies for the level of the test as given in the Statutory Instruments of the
respective Industries and Trades”.
What are the requirements?
✓ Application for RPL
• Preparation and Pre-Selection screening
✓ Submission of documentary evidence of relevant work experience in the trade; or
✓ documentary evidence of apprenticeship; or
✓ In the case of Institutional candidates, documentary evidence of training in all cases two
certified photographs (17x25)mm;
✓ if trained abroad, official translation of evidence of training and / or industrial experience in
foreign countries;
✓ in the case of re-testing a completed re-test application form together with a certified
Photocopy of the previous statement of results or certificate;
✓ a certified photocopy of the National Identity Document;
✓ a certified photocopy of the long Birth Certificate;
✓ Allocation of Mentor/ Human Skills Planning Officer to Prepare the candidate;
Who is eligible for a Trade Test/ RPL?

A candidate is allowed to sit for a trade test in a particular class in his/her trade if:
• He/she has the following verifiable period of practical experience in the trade:
• 2 years qualifies for Class 4
• 5 years or more Class 1
However, a candidate who has the requisite experience for a higher-class level has an option of
choosing a lower-class level. A candidate who opts to undertake a test at a lower-class level like any
other candidate who registers for a particular class level, can only progress to the next higher-class
level on successful completion of that class level; or
• He/she has undergone apprenticeship training; or
• He/she has undergone a formal training in his/her trade for the relevant class.
The Minimum Formal Training Periods are as follows:
Industry CLASS 4 CLASS 3 CLASS 2 CLASS 1
Hairdressing and Hotel & Catering N/A 1 year 2 years 3 years
Automotive, Mechanical, Construction, 1 years 2 years 3 years 4 years
Electrical, Printing
• Zimbabwe has designated 25 new industry trades in 2024 in line with emerging technologies
affecting ICT, Agricultural Engineering, Mining Engineering, Renewable Energy and Health
Sciences this is informed by labour market information indicators from employers. These are
outside the traditional fields cited in the figure above.
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Components of the trade test/RPL

✓ Candidates are tested in both theory and practical assessments against industry set
competency standards. The theoretical part, as determined by the relevant trade, is tested
in written form for classes one to four and orally up to class three for those candidates
deemed illiterate.
✓ The nature and duration of both the written and the practical trade test is determined by
the Higher Education Examinations Council National Trade Testing Committees.
RPL Management and supervision
✓ The Trade Testing Officer at the Regional Office is responsible for the preparation of RPL
facilities and consumables for both theory and practical trade test assessments;
✓ A practical test is conducted in a real-life production type of industrial environment or as
good a re-creation of it as to pass for one;
✓ The Trade Testing Panel ensures that the candidates complete their trade test tasks
without any technical assistance from any source;
✓ The candidate is deemed to have passed the trade test assessment if he/she has satisfied
the panel in all the practical test tasks with a minimum of 60% in all tasks.
✓ Practical Trade Test Assessments may last for a period ranging from a few hours to four
days depending on the nature of the trade and class.
✓ Three officials conduct the RPL exercise; a Trade Testing Officer, who presides over the
practical test assessment and two experienced Journeymen Class One independent
examiners from industry.
RPL Certification
The statement of results is issued by the Industrial Training and Trade Testing Regional Office whereas
a Skilled Worker Certificate bearing name, class trade photograph, signature, Skilled Worker
Registration Number, Serial Number of the Certificate is issued to successful candidates centrally by
the Higher Education Examinations Council. This is all done in compliance with HEXCO RPL Rules and
Regulations.
RPL Funding
RPL is funded by a 1% training levy collected through the Zimbabwe Manpower Development Fund
(ZIMDEF) as agreed with industry back in 1992.
The same ZIMDEF Training Levy funds TVET curriculum development, assessments and even stipends
for TVET learners (direct entries or apprentices) on attachment plus company rebates for participating
in TVET RPL activities.
RPL Quality Assurance
RPL in Zimbabwe is offered through 16 line Ministries that host Mandate related TVET Institutions (for
example Ministry of Mines and Mineral Development has Zimbabwe School of Mines; Ministry of
Energy has Zimbabwe Electricity Supply Authority Training Centre and Ministry of Agriculture has eight
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Agricultural Colleges ) but all these have their RPL centrally accredited and assessed by the Higher
education Examinations Council in line with the ZNQF of 2018 and the National TVET Policy of 2023.
Before employment both local and foreign private and public industry confirm the accreditation status
of the TVET RPL qualifications and their placement on the Zimbabwe National Qualification framework.
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6. Conclusions
This Handbook for RPL Practitioners builds on international and African experiences, knowledge and
practices. It combines a readable and pertinent conceptual and theoretical background, with practical
guidance on processes, steps, and technical components of RPL implementation. Moreover, the
Handbook gathered seven concrete examples of RPL in African countries, which are useful for any
institution and country on the continent interested in benchmarking and developing the national RPL
framework.
It provides a robust framework for the effective implementation of RPL within the context of lifelong
learning. It underscores the critical role that RPL plays in also validating and recognising the learning
outcomes acquired outside traditional educational contexts. By doing so, RPL promotes inclusivity,
equity, and social justice, ensuring that all forms of learning are valued and formally acknowledged.
Central to this Handbook is the concept of lifelong learning, which is vital in today’s rapidly evolving
world. The Handbook articulates the dual benefits of RPL: enhancing individual employability by
formally recognising all learning outcomes, including non-formal and informal ones, and supporting
continuous occupational and personal development. This dual approach not only benefits individuals
by improving their life and career prospects but also contributes to the broader societal goal of creating
a workforce with visible knowledge and skills.
The theoretical foundations of RPL, as detailed in here, are essential for understanding its application
and implications. Theories such as constructivist learning, experiential learning, situated learning,
adult learning (andragogy), and transformative learning provide solid underpinnings for RPL practices.
These theories emphasise the importance of experiential and contextual learning, recognising that
much valuable learning occurs outside formal educational environments. If these theoretical
perspectives are integrated, RPL practitioners can develop more effective and responsive assessment
strategies.
Quality assurance is highlighted as a pivotal component of the RPL process. The Handbook provides
comprehensive guidelines on ensuring that RPL assessments are reliable, valid, authentic and
equitable. Key aspects include standardised assessment criteria, rigorous training for assessors, and
robust monitoring and evaluation mechanisms. These measures are crucial for maintaining the
credibility and integrity of the RPL system. They ensure that all stakeholders, including applicants,
employers, educational institutions and practitioners themselves, have confidence in the RPL process
and its outcomes.
The practical guidelines offered for RPL practitioners cover the entire spectrum of the RPL process,
from initial information and guidance to final assessment and qualification. This Handbook stresses
the importance of providing clear, accessible information to potential applicants, ensuring that they
understand the RPL process and its benefits. It outlines the steps for administrative registration,
application screening, and eligibility verification, emphasising the need for a systematic and
transparent approach.
Preparation for the final assessment is a critical phase, requiring careful planning and alignment with
assessment criteria. The Handbook provides detailed strategies for developing and implementing fair
and comprehensive assessments. It also emphasises the importance of providing constructive
feedback to applicants, supporting their ongoing development and preparation for qualification. The
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final assessment phase is crucial in determining whether applicants meet the required standards, and
it must be conducted with the highest level of rigor and objectivity.
Certification (awarding of qualification), the culminating phase of the RPL process, formally recognises
applicants’ learning outcomes and achievements. This Handbook details the procedures for issuing
qualifications, ensuring that they are accurate and reflective of the applicants’ demonstrated abilities.
It also discusses the importance of maintaining detailed records and providing follow-up support to
certified individuals, guiding them towards further learning and career advancement opportunities.
In addition to these procedural guidelines, the Handbook includes examples of good practice and case
studies that illustrate successful RPL implementation. These examples provide valuable insights and
practical tips for practitioners, helping them to navigate challenges and optimise their RPL processes.
The inclusion of a quality assurance checklist for pilot programmes further enhances this Handbook’s
utility, offering a practical tool for ensuring excellence in RPL initiatives.
In conclusion, this Handbook for RPL Practitioners serves as an indispensable resource for those
involved in the RPL process. It equips practitioners with the theoretical knowledge and practical skills
needed to implement RPL effectively and ethically. Following the principles and guidelines outlined in
this Handbook will help RPL practitioners making a significant impact on the lives of individuals, helping
them to achieve formal recognition for their learning outcomes and enhancing their career prospects.
Moreover, the Handbook contributes to the broader goals of educational and social reform, promoting
a more inclusive and equitable society where all learning is valued and recognised.
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informal learning : final report, Publications Office, 2020, https://data.europa.eu/doi/10.2767/55823
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Delors, J., & UNESCO. (1996). Learning: The treasure within. Report to UNESCO of the International
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Fraser, N. (1997). Justice interruptus: Critical reflections on the “post socialist” condition. Routledge.
Jarvis, P. (2006). Towards a comprehensive theory of human learning. Routledge.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development.
Prentice-Hall.
Knowles, M. S. (1973). The adult learner: A neglected species. Gulf Publishing.
KNQA, 2024. Recognition of Prior Learning Policy Framework.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge
University Press.
Lindeman, E. C. (1926). The meaning of adult education. New Republic, Inc.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive
guide (3rd ed.). Jossey-Bass.
Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.
OECD. (1996). Lifelong learning for all. Meeting of the Education Committee at Ministerial Level, 16-
17 January 1996. OECD Publishing.
Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Tough, A. (1979). The adult’s learning projects: A fresh approach to theory and practice in adult
learning. Ontario Institute for Studies in Education.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard
University Press.
Yeaxlee, B. A. (1929). Lifelong Education. London: Cassell.
Yin, R. K. (2014). Case study research: Design and methods (5th ed.). SAGE Publications.
Sources from African countries

Decree-Law Nr 54/2014 of 22 September. Regulates the system of recognition, validation and
certification of professional competences acquired and developed throughout life, namely in the
context of work. At: https://kiosk.incv.cv/1.1.56.1903/
Decree-Law Nr 13/2018 of 7 December. Revises the Bases of the Education System. At:
https://minedu.gov.cv/media/orientacao/2020/10/06/Decreto-
legislativo_n%C2%BA_13_2018_LBSE.pdf
Decree-Law Nr 4/2018 of 10 January, Establishes the new legal regime of the SNQ. At:
https://kiosk.incv.cv/V/2018/1/10/1.1.4.2461/
Decree-Law Nr 7/2018 of 7 February, Regulates the organisation and functioning of the UC-SNQ. At:
http://iefp.cv/wp-content/uploads/2018/08/Regula-o-Funcionamento-UC-SNQ.pdf
118/123
Joint Ordinance Nr 9/2020 of 17 February, Ministry of Finance and Ministry of Education, Establishes
the structure and organisation of the CNQ. At: http://iefp.cv/wp-content/uploads/2020/02/bo_20-
02-2020_20-CNQ-e-QNQ.pdf
Joint Ordinance Nr 10/2020 of 17 February, Ministry of Finance and Ministry of Education, Regulates
the NQF. At: http://iefp.cv/wp-content/uploads/2020/02/bo_20-02-2020_20-CNQ-e-QNQ.pdf
UC-SNQ, SNQ, Procedures Guide – Methodology for Elaboration of Professional Qualifications.
Unpublished.
UC-SNQ, Guide supporting the operationalisation of processes of professional RVCC, March 2016. At:
http://docplayer.com.br/65626641-Operacionalizacao-de-processos-de-rvcc-profissional.html
UC-SNQ, Process of Recognition, Validation and Certification of Professional Competences, March
2013. At: http://docplayer.com.br/49553365-Processo-de-reconhecimento-validacao-e-certificacao-
de-competencias-profissionais.html
Mauritius Qualifications Authority, Recognition of Prior Learning Guidelines. 2016.
https://mqa.govmu.org/mqa/wp-content/uploads/2023/03/RPL-Guidelines_pdf-version.pdf
Mozambique. ANEP. All RPL resources and texts: http://www.anep.gov.mz/SRCA
NQF Act 67 of 2008 (Also SAQA Act 58 of 1995)
DHET’s (2016). RPL Coordination Policy (South Africa)
SADC Guidelines for RPL, 2017.
https://www.saqa.org.za/docs/webcontent/2017/SADC%20RPL%20Guidelines.pdf
Seychelles Qualifications Authority (SQA), 2017, National Policy for the Recognition of Prior Learning
(RPL). http://www.sqa.sc/Resources/RPL/NationalPolicyRPL.pdf
Seychelles Qualifications Authority (SQA) (2017), National Guidelines for the Implementation of the
Recognition of Prior Learning (RPL). http://www.sqa.sc/Resources/RPL/NationalGuidelinesRPL.pdf
South African Qualifications Authority, SAQA National Policy and Criteria for the Implementation of RPL
(amended in March 2019); (Also 2002, 2013, 2016)
Zambia. ZAQA. 2023. Recognition of Prior Learning Policy. Revised March 2’23
https://www.zaqa.gov.zm/learners/#priorlearning
119/123
Annexes
Glossary of Key Terms

Source: ACQF. 2021. Thematic Brief 1. Concepts and definitions. https://acqf.africa/capacity-
development-programme/thematic-briefs/acqf-thematic-brief-1-concepts-and-definitions
Accreditation
Is formal recognition of an entity as having met set standards to perform assessment and certification
of occupational competences.
Assessment
The process of determining if a candidate possesses the required competencies of an occupational
qualification as stated in the occupational standards leading to certification.
Assessment Centre
an establishment accredited for purposes of conducting assessment on certain specific
competencies or qualifications.
Assessor
An RPL professional accredited to conduct RPL assessment.

Certificate
An official document, issued by an awarding body, which records the achievements of an individual
following a standard assessment procedure.
Competence
Competence means the proven ability to use knowledge, skills and personal, social and/or
methodological abilities, in work or study situations and in professional and personal development.
Credential
Formal certification issued for successful achievement of a defined set of outcomes – for example,
successful completion of a course in recognition of having achieved particular awareness, knowledge,
skills or attitude competences; successful completion of an apprenticeship or traineeship.
Credit
‘Credit’ means confirmation that a part of a qualification, consisting of a coherent set of learning
outcomes has been assessed and validated by a competent authority, according to an agreed standard;
credit is awarded by competent authorities when the individual has achieved the defined learning
outcomes, evidenced by appropriate assessments and can be expressed in a quantitative value (e.g.
credits or credit points) demonstrating the estimated workload an individual typically needs for
achieving related learning outcomes.
‘Credit transfer’ means the process of allowing individuals who have accumulated credit in one context
to have it valued and recognised in another context.
Employability
The degree of adaptability an individual demonstrates in finding and keeping a job, and updating
occupational skills; relates to portable competences and qualifications that enhance an individual’s
capacity to make use of the education and training opportunities available in order to secure and retain
decent work.
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Evaluation
Evaluation is the systematic and objective assessment of an ongoing or completed policy, plan or
programme, including its design, implementation and results. It aims to assess the relevance and
fulfilment of objectives and strategies with the intention of informing decision-making. ‘Formative’
evaluation relates to ongoing activities and helps guide implementation. ‘Summative’ evaluation
assesses the results of a particular initiative, after completion.
Formal education and training
Education or training provided in educational institutions, such as schools, universities, colleges, or off-
the-job in a workplace, usually involving direction from a teacher or instructor.
Formative assessment
A range of formal, non-formal and informal ongoing assessment procedures used to focus teaching
and learning activities to improve student attainment, or which are required for the purpose of a year
mark.
Guidance and counselling
A range of activities designed to help individuals make educational, vocational or personal decisions
and carry them out before and after they enter the labour market.
Informal learning
Learning resulting from daily activities related to work, family or leisure. It is not organised or
structured (in terms of objectives, time or learning support). Informal learning in most cases is
unintentional from the learner’s perspective. It typically does not lead to certification.
Knowledge
Knowledge is central to any discussion of learning and may be understood as the way in which
individuals and societies apply meaning to experience. It can therefore be seen broadly as the
information, understanding, skills, values and attitudes acquired through learning. As such, knowledge
is linked inextricably to the cultural, social, environmental and institutional contexts in which it is
created and reproduced.
Learning outcomes
Statements of what a learner knows, understands and is able to do on completion of a learning
process, which are defined in terms of knowledge, skills and competence.
Micro-credential
A micro-credential is a proof the learning outcomes that a learner has acquired following a short
learning experience. These learning outcomes have been assessed against transparent standards.
Monitoring
Monitoring is the continuous and systematic collection of data on specific indicators in order to provide
the main actors of an ongoing development intervention with indications as to the extent of progress
and the achievement of objectives (in relation to allocated resources).
Non-formal learning
Planned learning activities, not explicitly designated as learning, towards the achievement of a
qualification or part qualification; often associated with learning that results in improved workplace
practice.
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Portfolio
means a guided collection of objects, pictures, videos, written testimonials and any other as per the
assessment guide, attained over a period and duly prepared by an RPL candidate as evidence in
support of his or her application for RPL assessment or issuance of a partial or full qualification.
Practitioner
Means individual accredited by relevant authorities to carry out RPL assessment process.
Prior learning
The knowledge, know-how and/or competences acquired through previously unrecognised training or
experience.
Qualification
Means a formal outcome of an assessment and validation process which is obtained when a competent
authority determines that an individual has achieved learning outcomes to given standards.
Qualifications framework
‘A policy and instrument for the development and classification of qualifications according to a set of
criteria for specified levels of learning achieved, which aims at integrating and coordinating national
qualifications subsystems and improve the transparency, access, progression and quality of
qualifications in relation to the labour market and civil society.
Qualifications system
This includes all aspects of a country’s activity that result in the recognition of learning. These systems
include the means of developing and operationalising national or regional policy on qualifications,
institutional arrangements, QA processes, assessment and awarding processes, skills recognition and
other mechanisms that link education and training to the labour market and civil society. Qualifications
systems may be more or less integrated and coherent. One feature of a qualifications system may be
an explicit framework of qualifications.
Recognition
‘Formal recognition of learning outcomes’ means the process of granting official status by a competent
authority to acquired learning outcomes for purposes of further studies or employment, through (i)
the award of qualifications (certificates, diploma or titles); (ii) the validation of non-formal and informal
learning; (iii) the grant of equivalence, credit or waivers.
Recognition of prior learning
The Recognition of Prior Learning (RPL) is a process through which formal, non-formal and informal
learning is measured, mediated for recognition across different contexts and certified against the
requirements for credit, access, inclusion or advancement in the formal education and training system
or workplace. (Source: National Policy for the Implementation of RPL: par 30).
The aim is to make it possible to obtain formal recognition for knowledge gained throughout life, such
as in workplaces and own reading or experiences. The RPL process also entails providing support to an
applicant to ensure that knowledge is discovered and displayed in terms of a relevant qualification
registered on the National Qualifications Framework (NQF).
Skills
A bundle of knowledge, attributes and capacities that can be learnt and that enable individuals to
successfully and consistently perform an activity or task and can be built upon and extended through
learning.
122/123
Validation of learning outcomes

Confirmation by a competent body that learning outcomes (knowledge, skills and/or competences)
acquired by an individual in a formal, non-formal or informal setting have been assessed against pre-
defined criteria and are compliant with the requirements of a validation standard. Validation typically
leads to certification.
Validation of non-formal and informal learning outcomes
‘Validation of non-formal and informal learning’ means the process of confirmation by a competent
authority that an individual has acquired learning outcomes acquired in non- formal and informal
learning settings measured against a relevant standard and consists of the following four distinct
phases: identification through dialogue of particular experiences of an individual, documentation to
make visible the individual’s experiences, a formal assessment of those experiences and certification
of the results of the assessment which may lead to a partial or full qualification.
123/123

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RECOGNITION OF PRIOR LEARNING (RPL)

HANDBOOK FOR RPL PRACTITIONERS

Lead author of this Handbook: Patrick Werquin

3.1.3. Experiential Learning Theory .......................................................................................................45

4.5. RPL institutional and Governance structures .......................................................................................61

1. Introduction and Context

1.1. Context – RPL at the Core of the ACQF II

1Recognition of Prior Learning

fully aware of the issues regarding order to provide RPL practitioners

2. What is RPL in Lifelong Learning

2.1. Quick Reminders

2.1.1. Conceptual Clarification

Recognition of prior learning – or validation/recognition of non-formal and informal learning quite

Recognition in the Context of Recognition of Prior Learning

Understanding the Two Meanings of Recognition: Why Does it Matter?

Competence vs. skill

2.1.2. What is RPL? – Definitions

Abridged Definition of RPL

Unabridged Definition of RPL

Definition or RPL – Setting the Scene

RPL May Have Many Different Names

✓ Reconhecimento de competências adquiridas, RCA (Mozambique)

✓ Recognition of current competences, RCC (Lesotho)

✓ Prior Learning Assessment and Recognition, PLAR (Canada)

✓ Accreditation of Prior Experiential Learning, APEL (England)

✓ Accreditation of Prior Learning or Experience (Ireland)

✓ Recognition of Acquired Skills, RAS (Flemish Belgium)

✓ Recognition of learning outcomes and competences, RAC (Quebec)

✓ Recognition of Non-formal and Informal Learning Outcomes, RNFIL (OECD, 2010)

✓ Recognition, Validation and Certification of Competences, RVCC (Portugal)

✓ Validation of experiential learning outcomes, VAE (France)

✓ Validation of experiential occupational outcomes, VAEP (Morocco)

✓ Validation of Non-formal and Informal Learning, VNFIL (Azerbaijan)

✓ Review/assessment of actual competences, realkompetansevurdering, Norway

The Necessary Glossary

✓ National qualifications framework,

✓ National qualifications system,

Develop guidelines for the implementation of RPL 4

Establish a quality assurance Framework for RPL 10

15 Develop an assessment and certification framework

Develop RPL assessment tools and methods 16

Execute mass implementation/ rollout 22

Carry out impact assessment 24

2.1.4. The Demand – i.e., the Applicant’s RPL Pathway

1 Initial information and guidance, and decision to apply,

2 Administrative registration of the individual applicant by the RPL authority

3 Pre-screening by the RPL authority (eligibility)

1 See Section 4 for details.

6 Reviewing of the assessment reports by the RPL Reviewer;

Validation and therefore certification of learning outcomes and

9 Appeal if not satisfied with the assessment outcome

Documenting the awarded qualification into the

11 Post-RPL-Assessment follow up.

2.1.5. What RPL is and is not – FAQ

Table 1. What RPL is… and is not

RPL is… RPL is not…

2.1.6. RPL – A Policy Tool

RPL Offers a Continuum of Options – Flexibility

✓ Be flexible regarding its outcomes (from a simple certificate to credits or to a full