TVETipedia Glossary

Recognition of prior learning (RPL)

Process of identifying, documenting, assessing and certifying a person’s competencies, acquired through formal, non-formal or informal learning, based on established qualification standards. It provides a cost-effective, alternative pathway to formal education and training and to facilitate multi entry–exit between the education system and the labour market. Due to a lack of appropriate qualifications, a large proportion of people around the world face severe disadvantage in getting decent jobs, migrating to other regions and accessing further education, even though they have the required competencies. The RPL process can therefore help an individual acquire a formal qualification that matches their competencies, thereby improving their employability, mobility, lifelong learning, social inclusion and self-esteem.

Source:
ILO 2015: Recognition of prior learning: Key success factors and the building blocks of an effective system

The acknowledgement of a person's skills and knowledge acquired through previous training, work or life experience, which may be used to grant status or credit in a subject or module. It can lead to a full qualification in the VET sector.

Source:
NCVER (Australia), VOCEDplus: Glossary of VET, (accessed 12/2022)
NCVER (Australia), VOCEDplus: Glossary of VET, (accessed 12/2022)
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This glossary is a compilation of Australian vocational education and training (VET) terms and acronyms. It includes both current and historical terms, concepts, acronyms and other abbreviations found in Australian VET research, policy and data.

An assessment process that assesses the individual’s non-formal and informal learning to determine the extent to which that individual has achieved the required learning or competency outcomes; May also be referred to as: ccreditation of prior learning; Validation of informal/non formal learning.

Source:
UNESCO-UNEVOC/NCVER, TVET glossary: some key terms, 2009
UNESCO-UNEVOC/NCVER, TVET glossary: some key terms, 2009
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This glossary has been published in the "International Handbook of Education for the Changing World of Work" (Vol. 1, chapter 5)
"The glossary aims to reflect the terminology found in the recent literature of technical and vocational education and training (TVET) research, policy and practice internationally. The most common and significant terms (including acronyms) are listed and, in some cases, national and regional variations have been included. To maintain an international perspective, other national and international glossaries and thesauri were consulted in conjunction with current TVET literature from around the world. Where definitions have been written by other organizations, the source of that definition is acknowledged. Unattributed definitions were created in-house at the National Centre for Vocational Education Research (NCVER). For some terms, where, for example, there are regional differences, more than one meaning has been provided."

Acknowledgement of the knowledge and skills that an individual has acquired in previous training and work or through experience.

Source:
ILO, Glossary of Key Terms on Learning and Training for Work, 2006
ILO, Glossary of Key Terms on Learning and Training for Work, 2006
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The "Glossary of key terms on learning and training for work" provides a comprehensive overview of terms and their definition used in the field of human resource development and training. Each tenn is followed by its definition and link to related terms. When a term has a broader general meaning, the definition given in the Glossary refers to its use in the training context. Both terms and definitions, as well as cross-references to synonyms and related terms are commonly used by the International Labour Office (ILO) and several other intematlonal organizations involved in human resources development and training.

The principles and processes through which the prior knowledge and skills of a person are made visible, mediated and assessed for the purposes of alternative access and admission, recognition and certification, or further learning and development.

Source:
SAQA (South Africa), TVET Standard Glossary of Terms, 2013
SAQA (South Africa), TVET Standard Glossary of Terms, 2013
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This standard glossary of terms defines and clarifies the core terminology relating to the development and implementation of the South African National Qualifications Framework (NQF).
As a direct result of the many changes in the education and training landscape between 1995 and 2013, a wide range of terminology and definitions have emerged, often causing confusion and leading to ambiguity in the system. This glossary has been developed to bring consistency to the use of terminology in the broader education and training context, including legislation, policy and everyday usage by the public.

The process of recognising previous learning (often experiential) towards gaining a qualification.

Source:
ILO, An Introductory Guide to National Qualifications Frameworks, 2007
ILO, An Introductory Guide to National Qualifications Frameworks, 2007
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(Glossary starting p. 63)
"There are surprisingly few documents which spell out, in a practical way, what an NQF can achieve realistically, what are the preconditions and potential pitfalls and how it can be developed. NQFs have been much discussed and with much enthusiasm, but it may be questioned whether their technical and institutional complexity are well understood.
This Guide attempts to respond to these concerns, and by doing so, to assist policy makers in making informed judgments as to whether and how they can pursue the development of an NQF in meeting the specific needs of their training systems."

Acknowledgment through evaluation of a person’s skills and knowledge acquired through previous training, work or life experience, which may be used to grant credits.

Source:
SADC, Glossary, 2011
SADC, Glossary, 2011
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(Glossary starting p. 26)
Concept Paper and Implementation Plan for the SADC Regional Qualifications Framework (Original document developed by the SADC Technical Committee on Certification and Accreditation in Maseru in 2005. This is an updated and amended version of the original document).

refers to the acknowledgement of a person’s skills and knowledge acquired through previous training, work or life experience, which may be used to grant status or credit. (IRR of RA No. 10968)
is a process of identifying, documenting, assessing and certifying formal, non-formal and informal learning outcomes against standards used in formal education and training. RPL provides an opportunity for people to acquire qualifications or credits towards a qualification or exemptions (from all or part of the curriculum, or even exemption from an academic prerequisite for entering a formal study program) without going through a formal education or training program. (International Labour Organization, 2018).
assessment that occurs at a point in time and is carried out to summarize achievement at that point in time. Often more structured than formative assessment, it provides teachers, students and parents with information on student progress and level of achievement; also called: Assessment of learning. (NCVER 2013, Australia)

Source:
TESDA, TVET glossary of terms (online), (accessed 12/2022)
TESDA, TVET glossary of terms (online), (accessed 12/2022)
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This glossary of terms intends to provide the TESDA key players, partners, and stakeholders an online and updated TVET information, concepts, to bring common understanding and clarification on the use of TESDA terminologies.