The Infographic report provides a broad overview on key questions on RPL development and implementation. The full report will be published in May 2024.

RPL means hope - for inclusion in decent jobs, productivity, lifelong learning and for self-esteem. Millions of workers and individuals have skills and competencies that can be assessed and certified.

The project African Continental Qualification Framework (ACQF-II), implemented in partnership with the European Training Foundation (ETF) and the African Union (AU) continues the regular mapping of qualifications frameworks and related policies across the continent. Below, we summarise the state-of-play and main features of current RPL systems, and countries’ needs related to RPL.

Stage of Development: The majority of responding countries are in various stages of RPL system development. Around 40% of respondents indicated that their RPL policies are established but not yet functioning. The majority of the countries are, however, either in a phase of development or consultations or development has not been started yet.

Preparatory Work: The majority of ountries embarking on RPL development have undertaken preparatory activities such as stakeholder consultations, best practice reviews, needs assessments, and pilot programs..

RPL Coverage of Education and Training Sectors: Technical and Vocational Education and Training (TVET) emerge as a priority sector for RPL across Africa, with all responding countries covering this area. Other sectors, such as second-chance courses, labour market initiatives and general education are also connected to RPL. Notably, countries like South Africa, Uganda, Kenya, and Zambia have comprehensive RPL policies in place.

Previous Experience: Respondents across all countries recognize various types of prior learning experiences during RPL assessments, including acquired occupational skills, non-formal learning experiences. To a somewhat lesser extent, prior work experience, portfolios or evidence of projects or work, formal education from other institutions are also accepted. However, acceptance of these learning outcomes varies among countries.

Outcomes of RPL Processes: The majority of countries offer diverse outcomes through RPL. Most allow for full qualification attainment and recognition of credits towards a qualification. Credit transfer entries to an education programme, partial qualifications and exemptions from modules or courses are also similarly popular solutions.

Main Priorities for RPL Policies: Enhancing employability emerges as the top priority for RPL policies (almost 80% of respondents having selected it), followed by other systemic benefits like improved access to formal education and strengthened qualifications systems. These priorities underscore the transformative potential of RPL in addressing diverse societal needs, with all of the survey’s listed aspects and priorities being frequently selected.

Main Beneficiaries: The survey has compared who the current main beneficiary groups are in the case of countries with a developed RPL vis-a-vis who the main beneficiaries should be, in the case of countries without an RPL.  The current main beneficiary groups are low-qualified people, workers in specific sectors or professions and adult learners. A second group, less likely to be beneficiaries, are early school leavers, young people and unemployed or economically inactive people. While low-qualified individuals are identified as the primary current beneficiaries of RPL, there is a larger emphasis on targeting migrants, refugees, and unemployed or economically inactive individuals in case of of places where RPL is not yet being implemented.

RPL Awareness: Stakeholder awareness of RPL remains low across various groups, highlighting the need for robust awareness-raising efforts. Education and training providers exhibit relatively higher levels of awareness, underscoring their role in promoting RPL initiatives. Policy officers, working on a relevant area, were evaluated as having similarly high levels of awareness as education and training providers do.

Challenges and Lessons Learned: Respondents identify several challenges hindering RPL implementation, including securing funding, stakeholder involvement, trust in certifications, accessibility, and inter-ministerial cooperation. Key lessons learned emphasize the importance of simplicity, quality assurance, subsidies for beneficiaries, and early stakeholder engagement in ensuring the success of RPL programmes.

Future Expectations and Monitoring: Despite challenges, respondents express optimism about the future of RPL, anticipating a significant increase in yearly applications. The overwhelming majority thinks that yearly applications will rise at least to a large extent, while only a small portion expect applications to rise to a small extent. No respondents said that applications will not rise.

Conclusion: The survey findings underscore the evolving landscape of RPL initiatives in Africa, highlighting both opportunities and challenges. By addressing key priorities, enhancing stakeholder awareness, and fostering collaboration, stakeholders can maximise the potential of RPL to empower individuals and contribute to socio-economic development across the continent.