What is the Recognition of Prior Learning?

Recognition of Prior Learning (RPL) is the process of identifying, assessing and certifying knowledge, skills and attitudes regardless of how, when or where learning occurred. The Knowledge, skills and attitudes under consideration in RPL are those that are acquired/learnt either non-formally or informally in the formal and informal sectors. Assessment and certification is done against learning outcomes or prescribed standards (occupational/qualification standards) for part or full qualification. The RPL process enables persons to acquire formal qualifications that matches their knowledge and skills and thereby, contributing to improving their employability, mobility, lifelong learning, social inclusion and self-esteem. Different countries have different names for RPL including; PLAR (Prior Learning Assessment and Recognition); RCC (Recognition of Current Competencies); RNFIL (Recognition of non-formal and informal learning); APL (Assessment of Prior Learning); APEL (Assessment of Prior Experiential Learning) etc. The process has the following distinct features; Identifying non-formal and informal learning; Collection and presentation of evidence of learning; Assessment and validation of evidence and issuing a recognised certification if the claims are valid. The persons targeted by the RPL process include:

1. A craftsperson such as a mason, plumber, polisher, carpenter, motor vehicle mechanic, cook, electrician, hairdresser etc. in the formal or informal sector who acquired competencies informally in the first place, or furthered skills on the job, but do not hold any qualification, or holds one that is not recognized by employers, or holds a formal qualification for a lower skill level than the one attained on the job.
2. An employed person working in any job where qualification requirements have changed over the years or where qualification requirements differ across countries or where technology has changed requiring fresh certification and the employee has already acquired the competencies on the job and wants to remain competitive on the labour market.
3. An unemployed person who possess requisite skills in each trade area and realizes that formal certification is required for them to find a job.

The RPL Intervention in Industrial Training

Section 3A of the Industrial Training Act provides NITA with the powers and functions to assess industrial training, testing occupational skills and awarding certificates including Government trade test certificates. Trade Testing is an assessment process for workers in the formal and informal sector to ascertain the level skills they possess in a given trade area without considering where, when and how they acquired the skills. The Trade Test qualification aims at providing evidence that a certified worker possesses the requisite employable skills and competencies to execute tasks in his/her trade area. The key regulatory tool for the trade test is the test assessment guidelines which are derived from industry developed Occupational Standards (OS) for each level. With the gazettment of the KNQF, Trade Test has been recognized as a National Qualification and NITA has expanded Trade Test qualification levels above Grade I to Master Craft Person III, II, I and Professional Master Craft Person as detailed in KNQF.  There has been a requirement that one has to progress sequentially from Grade III to higher levels. Evidence of passing assessment at a lower level is the prerequisites for one to be allowed to undertake assessment at a higher level. Arguably, only grade-III of trade test resembles the RPL approach where an open test is provided to a candidate who feels competent to be tested for whatever trade area without requiring them to provide evidence of where or how they acquired the skills. This has disadvantaged most of the experienced youth (including the self-proclaimed master craftsmen) who possess higher skills causing some of them to shy away from the trade test assessment process. The National RPL Policy has alleviated this gap as it will now be possible to assess candidates at their appropriate skill level.

A key structural challenge that has faced Trade Testing System has been the restriction to only three (3) levels i.e., Artisan Grades III, II and I (Grade III being the lowest and Grade-I the highest). Moreover, currently only Grade III of Trade Test could be categorized as RPL where an open test is provided to a candidate who feels competent without requiring them to provide evidence of where, when or how they acquired the skills. The establishment of the KNQF and the launch of RPL provides the Authority with an opportunity to offer qualifications at levels beyond Grade I at Master Craft Person III, II, I and Professional Master Craft Person. The RPL system will also enable assessment of candidates at their appropriate skill level without the requirement of sequential progression from Grade III.

Towards that end the Authority has developed Standards and Guidelines for Implementing Recognition of Prior Learning (RPL) for Industry.

RPL Roll-out in Kenya

In 2020, the Government through the Kenya National Qualifications Authority (KNQA), developed Recognition of Prior Learning Policy Framework in Kenya. In addition, the Authority (KNQA) developed Guidelines for Implementation of Recognition of Prior Learning in Kenya. To fast-track the process of roll-out of RPL in Kenya, the KNQA constituted an interagency National Technical Steering Committee (NSC) to guide the RPL implementation in Kenya. In addition, a National Advisory Committee (NAC) was constituted to oversee the implementation of RPL in the country. NITA as a QAI is represented in both committees.  Recently, the NSC with support from the International Labour Organization (ILO) developed the Tools and Guides for implementation of RPL. The Tools and Guides were validated during a National Stakeholders Forum on Friday 7th May 2021, with the RPL Policy undergoing validation on 20^th August 2021. Since then the National Technical Steering Committee have undertaken intensive deliberations on the successful roll-out of Recognition of Prior Learning in Kenya.

RPL in the country has attracted the attention of several state and non-state actors. The Ministry of Education is currently guiding the process and a number of agencies in the ministry including KNQA, TVETA, and TVET-CDACC are at the forefront in leading the process. However, NITA has taken a lead role in steering the process for the industry sector. The NITA Strategic Plan 2018-2022 includes implementation of the RPL Policy as a key strategy. The national launch of the RPL provides the Authority with an opportunity to solidify her place in steering RPL in the country. Consequently, the launch of RPL will open up an opportunity for NITA to expand her product offering and thus impact more for national relevance. There is therefore need for continued support to ensure realisation of the planned activities towards the RPL launch and thereafter. In addition, there is an urgent need for the Authority to put in place measures/strategies to ensure sustained roll-out of the RPL with focus on staff and stakeholder sensitizations on RPL, development of learning outcomes for all trades/levels and development of relevant structures to ensure continual roll-out of RPL.