35 structure and approach of formal education in terms of access, design and assessment. More broadly,
RPL requires the intensive investment of resources such that ’the greatest threat to ambitious, well- intentioned policies is the execution of such policies without a clear-sighted and commensurately
resources capacity development plan’ [Moore Lewis 2005: 47].
Articulation of qualifications:
Defining outcomes, levels, and competencies
Diploma selection:
Based on candidate’s work experience and skills
Record of evidence:
Candidate’s evidence of learning
Submission for assessment:
Candidate’s documentation or portfolio
Assessment:
By qualified personnel
Table-11: Stages of RPL in practice
3.3.5.1 Resource constraints
Developing a sustainable funding mechanism is the key to establishing an RPL system. The financial resources required to put an RPL infrastructure in place span a continuum of low to high depending on
the nature of the recognition formal, informal or non-formal and the purpose access, credit, or occupational. In some cases, funding incentives are required to support the financial capacity of
educational institutions to implement RPL [Breier Burness 2003]. To ensure a sustainable foundation for funding, a cost-sharing mechanism that engages multi-stakeholder partnerships may be developed.
For example, in France and the Netherlands the costs incurred through additional training and education are offset by incorporating social partners to play a key role in recognizing the prior learning and
competencies of employees [UNESCO 2013].
Additional sources of RPL funding may be derived from targeted public funds or through training levies from enterprises. In Ireland, the Higher Education Authority’s Strategic Innovation Fund SIF has
engaged short-term targeted funding on a competitive bidding basis to develop pilot programs which can be scaled up.
Human resources, particularly in administrative areas, are perhaps the most intensive requirement for successful implementation of RPL. If real benefits are to be generated from RPL, it is vital that a tick box
approach to implementation is avoided. In particular, the process of identifying and assessing the candidates skills and capabilities requires robust engagement. To this end, successful RPL challenges
education and training providers as well as individual candidates and employers to engage with a detailed reflection on learning gained from prior experiences which goes ‘…well beyond an account of a
job history’ [Remery Merle 2014: 275]. The international experience also points to the need for significant public and private investment in the form of comprehensive support for candidates seeking
to make a transition through RPL. This entails flexible and responsive teaching practices and on-going support for learners as they adjust to and develop academic skills. The provision of return to study
courses, mentioned above in reference to RPL for credit recognition in Ireland, is indicative of such flexible and supportive practices.
3.3.5.2 Institutional constraints
