The mandate of ILO and the context in which RPL was discussed at the ILC (2000) defines particular characteristics of ILO’s work. The majority of the existing research has investigated the role of recognising prior learning as a bridge between non-formal and formal learning with a view to facilitating re-entry to the formal education and training system. However, few studies have examined the practice of RPL in the context of work. Given the mandate of ILO, it is important that its work incorporates this aspect of RPL. Little is documented about initiatives which have been attempted to validate employees’ prior learning; the effects of such initiatives in terms of employability and career prospects; and the critical conditions and actions for effective implementation. Sector-wide initiatives, in particular those which are co-managed by employers and unions, would be of great interest. How recognition of skills is linked with remuneration, or career prospects, is a key issue and a subject for social dialogue. The role of unions is crucial in ensuring fairness and transparency of RPL practice in the workplace, which is critical for validity and trust. Lessons learned so far and examples of good practice would be most useful for future design and implementation.
The recognition of an individual’s skills, in the ILO context, is primarily discussed in conjunction with the development of national qualification frameworks. The Conclusions concerning human resources development and training (ILO, 2000) stressed the importance of the development of a qualification framework, which consists of nationally-agreed competency standards and a credible system of certification of skills that are portable and recognized across enterprises, sectors, industries and educational institutions. The view here is that it is crucially important for RPL to be based on such a framework, or somehow benchmarked against a set of agreed standards if it is to be valid and credible. However, ILO is exploring the experience and effectiveness of other approaches, outside of the context of NQFs, which benchmark prior learning against other criteria (i.e. criteria for formal education qualifications, industry-specific competency standards).
Notwithstanding technical difficulties, we still need to know about the possible effects of RPL in promoting lifelong learning, labour mobility (within/across enterprises) and employability. Drawing causal relations quantitatively between recognition of non-formal learning and these possible effects may be problematic. However, examples or case studies can be useful for illustrating possible effects. Despite the strong interest, implementing RPL can be particularly challenging to developing countries, both technically and financially. In this regard, although many challenges also remain in the developed countries, policy and implementation guidelines for future design and implementation of RPL, based on the international experiences to date, would be useful.
In summary, the work intends to investigate the following:
- progress and current state of RPL practice (in relation to formal education and workplace);
- implementation structure and procedure (including any changes/modifications over time, describing background for those changes);
- critical conditions for effective implementation and potential sources of problems that may undermine the implementation (e.g. partnership and trust building, quality assurance mechanisms, training of assessors, facilitating funding mechanisms);
- possible effects of RPL on promoting lifelong learning, labour mobility and employability;
- policy recommendation (and/or implementation guidelines) for future design and implementation of RPL.
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