RPL discussed in Peer Learning Webinars! From Invisible to Visible: all learning in life and work is valuable and can be recognised - 24/03/2022

The series of 3 Peer Learning Webinars in 2022 has been very dynamic and informative. Three Webinars to share comprehensive information on policies, practices and new developments allow ACQF stakeholders to learn and reflect on the benefits, challenges and potentialities of recognition and validation of learning!

Do you know how countries in Africa and Europe organise and implement their RPL policies? How RPL is linked with the NQF?

Eleven shared cases highlight commonalities between RPL systems, and the range of new possibilities RPL can explore and benefit from in the digital era.

  • National countries: Cape Verde, Zambia, Cameroon, France, South Africa, Zimbabwe, Senegal, Mozambique and Portugal
  • Regional cases: ACQF Guideline on Validation of Learning; European Union: Validation of Non-Formal and Informal Learning.

Learn from the cases shared at the Webinars of 18 February and 03 March.

Some features:

  • RPL / VAE / RVCC is a process allowing individuals to identify, document their learning outcomes acquired in all modalities of learning, especially in non-formal and informal contexts. Individuals may have access to assessment and certification of the documented competencies, and receive a qualification (partial or full).
  • The candidate to RPL is at the centre of the process.
  • RPL processes in general comprise:
    • information and guidance for the public and the individual candidates;
    • identification, documentation of the candidates' competencies and experiences;
    • assessment
    • certification
  • Qualifications awarded via RPL should be linked to NQF qualifications, and be of equal value
  • Quality assurance is paramount to ensure transparency and credibility of RPL processes and their outcomes
  • Capacity development, training and certification of RPL professionals (guidance, assessment) is fundamental to ensure wider access to target groups and credibility of qualifications
  • Digital tools supporting assessment of skills open new perspectives for modernisation of RPL and for wider access of different target groups
  • RPL needs to connect to the surge of micro-credentials in the panorama of national qualifications and lifelong learning systems
  • Learning in all settings, anytime, anywhere! Adaptation to the transformation of work and technologies, transition to new jobs and tasks with new skills require flexible and efficient modes of learning and certification. Therefore the toolkit of policy makers and the training community must consider and include RPL opportunities for all.


Time (GMT)

Session / Case



Introduction, agenda

AUC, ACQF Project


South Africa – RPL policy and implementation, achievements, new developments (e.g.: digitalization, refugees, micro-credentials).

Tola Akindolani (SAQA)

Zimbabwe – RPL policy and implementation, new developments, relation with NQF

Prof. Kuzvinetsa Dzimbo (ZIMCHE)


Questions and answers



Senegal: VAE (RPL) – policy and practice. Developments in Higher education and TVET

Abdou Lahate Cissé (ANAQ-Sup)


Mozambique: RPL (RCA) – new legal framework, training RPL professionals, certification, results of pilot project. Links with NQF.

Ida Alvarinho (ANEP)


Portugal – RPL (RVCC): policy, Qualifica network, links with NQF and Qualifications Catalogue, benefits

Maria Alves (ANQEP)


Discussion. Questions and answers



Poll. Conclusions. Closure