The challenges of expanding recognition of prior learning (RPL) in a collectively organised skill formation system: the case of Switzerland

The limits of reforming access to vocational qualifications: the slow expansion of recognition of prior learning (RPL) in Sweden and Switzerland

“…In line with earlier analyses (for instance of France and the Swiss canton of Geneva) (Pouget and Osborne 2004;Maurer 2019), the Swedish case indicates that, in state-centred skill formation systems, key actors are willing to heavily promote RPL in VET at the national level, as they see it as a means to promote social equity, which is a key goal of VET policy. In contrast, the Swiss case suggests that, whilst collective skill formation systems can also promote RPL at the national level, the usual crucial role played by employers' representatives in this regard is missing; rather, it is other actors who step up to promote RPL (in the Swiss case it is French-speaking cantons and parts of the federal administration).…”

“…The process of institutionalising RPL may, however, differs between different types of skill formation system. Research suggests that key actors in statist skill formation systems are more open to actively promoting RPL in view of overarching social policy goals, while those in collectivist skill formation systems -which are more geared towards economic objectives -are more reluctant to do so (Maurer 2019). The interpretation of the cases as they are presented here will suggest that the underlying dynamics are far more complex than this.…”

“…The analyses of both cases follow an identical structure: introductory sections provide an overview of the VET and adult education systems; the next sections describe the current RPL schemes and how they have evolved; the underlying reasons for the protracted implementation of RPL policies are then discussed; and finally, the last sections analyse why the implementation of RPL policies, in both countries, progressed more easily in one specific sector -health and social care. Given that the Swiss case has been discussed in greater detail elsewhere (Maurer 2019), the analysis of the Swedish case is given a bit more space here.…”

“…Despite its attractiveness, RPL has been seen to evolve much more slowly than many of its proponents would have hoped (Cooper, Ralphs, and Harris 2017), even though the uptake has been quicker in some vocational fields than in others. These findings seem to apply to different types of vocational education and training (VET) system; however, collectivist systems seem to face particular challenges, compared to more statist skill formation systems (Maurer 2019;Annen and Schreiber 2011). There has not been sufficient analysis of the reasons underlying the difficulties of expanding RPL in these different contexts.…”

“…Annen 2012;Harris 1999;Bohlinger 2017). As outlined elsewhere (Maurer 2019), RPL schemes lead to one or more of the following: (a) a record of competencies or qualifications, (b) education and training programmes, (c) final examinations, (d) non-formal qualifications (or parts of them), (e) formal qualifications (or parts of them), and (f) an attestation of equivalence in view of a formal qualification. In most accounts of the history of RPL, initiatives in the United States to reintegrate war veterans in the years of the Second World War, are considered to be the first schemes in this field (Bohlinger 2017, 590).…”