28 The
European Council
Meeting in Lisbon 2000 was an important milestone in
promoting the concept of RPL
across European
countries and, other regions in the world.
Figure-6 Historical Development of RPL in Different Countries The connection between NQFs and RPL schemes in many countries has also accelerated the
implementation of RPL all over the world. Some noteworthy and well established RPL programs can be identified in different countries, such as UK, Scotland, Ireland, Australia, New Zealand, Canada and USA.
Similarly, other countries such as Hong Kong, South Africa, India and Indonesia are now keenly developing RPL agendas for a variety of reasons and objectives.
3.3.2 Different models uses of RPL
International reviews of RPL practices elucidate many ways in which RPL is implemented within national and transnational contexts, which reflect to considerable extent cultural, historical and socio-economic
conditions. For example, there are notable differences in the legislative contexts underpinning qualifications, in educational and training systems, and in the extent to which professional bodies are
involved in accreditation. Nevertheless, there exists clearly identifiable models of RPL and countries with a developed tradition of RPL utilize a mix of a number of models as the following illustrates.
RPL for access or non-standard admissions: RPL for access offers an alternative to the traditional admissions criteria for higher education institutions. In many cases prospective learners go through a
process of mediation and preparation towards assessment of their readiness to enter higher education programs of study. In Ireland to take an example from one of the first European countries to implement
a national qualifications framework and the 2015 Chair of the European Qualifications Framework Reference Group access to higher education is primarily attained on a competitive basis following
successful completion of Leaving Certificate examinations.
However, adultmature students are able to access higher education courses without completing a Leaving Certificate. A Higher Education Authority report [Carroll Patterson 2011] indicates that, on
average, mature students comprise 15 of the new full-time student population in Ireland. By way of comparison, only 5 of new full-time students in Germany are mature students. In the case of Ireland,
the appeal of flexible part-time learning, which helps adults to balance study and life commitments, is further reflected in the fact that 92 of new part-time students in Ireland are mature learners. While a
significant number of mature students do go onto complete Irish Qualifications Framework level 8 qualifications, a higher proportion are enrolled in IQF level 6 and level 7 qualifications attaining, for
example, Healthcare Certificates.
RPL for credit recognition: The credit recognition model of RPL facilitates the granting of credits by assessment or transfer towards granting part of a qualification or a full qualification. To do so, individual
competence is assessed according to prescribed outcomes and standards, which enable institutions to judge a learner’s eligibility for credit or study. Where qualifications are constituted by progressive stages
29 such as certificate, diploma and degree stages, a learner who has already completed a lower stage may
transfer these credits and upgrade to a higher stage by completing a short cycle of study. Nursing qualifications in several European countries for example, have evolved from a certificate
apprenticeship to a three-year national diploma to the current bachelor degree. Through credit recognition, those who qualified before the standard qualification was upgraded to degree level are able
to have recognized their existing nursing qualification and then fulfill the outstanding requirement of the degree qualification. For example, this RPL process was used extensively in Dublin City University to
upgrade nursing qualifications.
A system supporting the transfer of credit between institutions builds flexibility into the learning process as it allows learners to enter and leave education programs without penalty and to progress towards a
qualification over time. In Europe, the transfer or exchange of credits is governed by the European Credit Transfer and Accumulation System ECTS, which assigns a credit, in terms of volume of learning,
to each level of qualification.
As it assumes that candidates have sufficient cultural capacity to enter and complete higher education programs, the credit-recognition model is not necessarily viable for people who are economically
vulnerable or disengaged from formal learning [Cameron 2006]. However, it is potentially a powerful way of fostering alternative pathways for people upgrading or moving between qualifications.
RPL for skills assessment and occupational advancement: This model supports the recognition of skills,
knowledge and competencies for purposes of recruitment, promotion, and retraining. By incorporating RPL into the recruitment process, employers can identify applicants skills and competencies and match
these to the position for which they are applying. Audits of employee skill capabilities can further assist in the identification of appropriate training opportunities and thereby minimize the loss of resources
due to duplicated learning. RPL may also be used to address continuing professional development CPD needs without recourse to training [Collins 2011]. For employees, the recognition of skills can boost
confidence and identify avenues for further learning or career advancement. For example, it supports those who are already working in positions for which they have qualifications other than those currently
recognized for that position. In certain professional scenarios, these individuals may be required to acquire new certification in order to continue to practice. RPL preparation and assessment processes
may be used towards this certification.
RPL for personal development: This model entails the capacity of RPL to address the full potential of the
individual rather than their measurable value for assessment or credit exchange. RPL has the transformative potential to increase a learner’s self-confidence and motivation for further learning and
development because ’by giving people the chance to have their competences formally recognized, we provide them with evidence of their personal capital and promote self- knowledge and self-
esteem’[UNESCO 2013:12]. Within the developmental model, knowledge is conceived in personal and experiential terms. Through considered reflection, the learner is encouraged to explore hisher
experiences and values.
RPL is particularly significant for goals of social inclusion. In South Africa, for example, policy makers identify RPL as a means to widen educational access to indigenous populations and to acknowledge the
value of their indigenous knowledge systems [du Pre Pretorius 2001].
These models of RPL are associated with a number of related benefits for employability. Research in the United States indicates that RPL promotes persistence to complete a program of study as well as a
cognitive transformation in the learners ability to solve problems [Travers 2009 cited in Collins 2011:115]. RPL is further recognized as having the potential to empower workers to adjust to a changing
labor market and to make career transitions [PLA Centre 2008].
30
3.3.3 RPL and National Qualification Frameworks
