Dr May Lim works as an Associate Professor at the Singapore Institute of Technology, serving as an Assistant Provost for Applied Learning. She is also an occupational therapist by profession.
As a visiting researcher at the UNESCO Institute for Lifelong Learning (UIL) earlier this year, I had the privilege of delving into the intricate world of recognition of prior learning (RPL), also known as recognition, validation, and accreditation (RVA) of non-formal and informal learning.
Understanding RPL
In the context of higher education, RPL acknowledges and gives credit for the skills and knowledge individuals acquire through diverse learning experiences, such as work and training programmes. By bridging the gap between informal learning and formal education, RPL saves time and money, boosts self-efficacy and motivation, and promotes skills-based hiring for better job prospects and career advancement.
Learning from UIL: RVA of non-formal and informal learning
My experience at UIL was eye-opening, offering the opportunity to learn from its extensive work on RVA. This work is particularly relevant for migrants and refugees, who often face significant barriers to accessing formal education and employment.
RVA processes at UIL emphasize the importance of connecting personal learning experiences to qualification and occupational standards. This approach ensures that individuals’ skills are not only recognized but also aligned with industry requirements, making them more competitive in the job market. As Dr Rudd Duvekot, UNESCO Research Fellow, emphasized, it is important to integrate the learner’s voice into both the worlds of learning and work.
Insights from the Icelandic Network for RPL
One of the most enlightening aspects of my journey was learning from the Icelandic network for RPL. Their collaborative approach across universities, guided by the European Guidelines for Validating Non-formal and Informal Learning, was particularly inspiring. The network is dedicated to ensuring that the value of the assessment process lies not only in the outcome but also in the learning that occurs throughout.
The Icelandic network emphasizes three key aspects of learning in the RPL process:
- Learning what one knows: Developing awareness of prior learning through reflecting on past experiences and recognizing the skills and knowledge acquired.
- Learning what is required in the validation process: Understanding the requirements and standards of the validation process, enabling effective preparation for assessment.
- Learning how to present one’s knowledge and skills: Developing the ability to articulate and present competencies, thereby building confidence and skills to showcase one’s abilities.
Tapping into UIL’s network: Learning cites
During my visit to Cork, Ireland, a UNESCO Learning City, I had the privilege of learning from Dr Ciara Staunton, Project Director of the National Recognition of Prior Learning in Higher Education Project. She shared valuable insights into Ireland’s national RPL network and its innovative, coordinated approach to professional development.
I was particularly impressed by their free six-week online course tailored for tertiary education staff. This course not only builds practical understanding of RPL but also awards a ‘digital badge’ upon completion – promoting accessible, validated learning and fostering cross-sector engagement.
In Lausanne, Switzerland, also a UNESCO Learning City, I learned about the robust validation of acquired experience (VAE) system. This enables adults to obtain professional qualifications by compiling a comprehensive portfolio documenting their skills in alignment with the targeted profession’s qualification profile. The portfolio is then rigorously evaluated by a panel of experts. The process – currently available for about 10 professions – offers a structured and supportive pathway for adults to have their prior learning formally recognized and certified. By facilitating formal recognition of workplace skills, the VAE system not only opens up new employment opportunities but also creates clear pathways for career advancement and lifelong learning.
The win-win impact of RVA
The impact of RVA on individuals and families is profound. For migrants and refugees, having their skills recognized can be life-changing. It opens opportunities for education and employment, leading to improved economic stability and quality of life. This, in turn, has a positive ripple effect on families and communities.
From an economic perspective, RVA also benefits industries and countries. By recognizing and utilizing the skills of migrants and refugees, industries can address skills shortages and enhance productivity. This contributes to economic growth and development, creating a win-win situation for both individuals and society.
Reflections on the value of assessment
I realized that the real empowerment in RVA lies not just in validating skills but in the learning process itself. This process encourages individuals to reflect on their competencies, enhancing self-awareness and confidence. By focusing on continuous learning and self-efficacy, RVA fosters a growth mindset, motivating learners to articulate their skills effectively and aiding in career advancement and personal development.
The unfulfilled potential of technology and AI in RPL
The potential of technology and AI in RPL is vast yet largely untapped. At the Singapore Institute of Technology (SIT), we have been piloting AI tools designed to make the RPL process more efficient and scalable:
- AI tools that help individuals identify their competencies, understand their sources and determine acceptable evidence through reflective questions.
- Tools that enable individuals to practise articulating their knowledge with a natural-looking avatar, supporting those who are not fluent or confident speakers.
- AI tools that help evaluators identify key points in portfolios or determine common learning outcomes for mapping to industry training.
While technology can enhance confidence and preparedness for the RPL process, human guidance remains indispensable for making accurate assessment.
Conclusion
My time at UIL was truly enriching, offering valuable insights. I learned that RVA not only transforms lives but also fosters economic and social development. Advocacy for effective processes is crucial for recognizing the skills of marginalized communities. Ultimately, building a more inclusive and equitable education system empowers individuals and drives meaningful societal progress.