New RPL Guidelines to Bridge Education-Workforce Gap and Enhance Employability, Says UGC Chairman
Draft guidelines on Recognition of Prior Learning (RPL) aim to formalize informal skills, boost higher education access, and align with NEP 2020.
The University Grants Commission (UGC) has released draft guidelines for Recognition of Prior Learning (RPL), aimed at advancing equitable education and workforce development. Approved during the Commission's meeting on November 14, 2024, these guidelines seek to create pathways for individuals to gain formal recognition for skills acquired through informal, non-formal, or experiential learning.
M. Jagadesh Kumar, Chairman, UGC, highlighted the importance of RPL in aligning with the National Education Policy (NEP) 2020. He stated: "We must address the challenges faced by India's large informal workforce, which requires formal education and career progression opportunities. Recognition of Prior Learning (RPL) is integral to the vision of The National Education Policy (NEP) 2020. RPL allows individuals to gain formal recognition for skills and competencies acquired through informal, non-formal, or experiential learning. Through RPL, such individuals can access higher education, earn formal qualifications, and improve their employability.”
"The National Credit Framework (NCrF) supports RPL by facilitating the creditization of all learning forms—academic, vocational, and experiential. To enable individuals to convert their skills into qualifications, RPL helps bridge the gap between real-world experience and formal education and enhance career prospects. RPL contributes to economic growth, social inclusion, and a more skilled workforce. In its meeting on 14th November 2024, the commission approved the draft guidelines for implementing RPL by specifying several mechanisms. The guidelines also emphasize robust governance, quality assurance, and collaboration among policymakers, educational institutions, employers, and assessment bodies to ensure fairness, consistency, and inclusivity while implementing RPL. This UGC's initiative aligns with NEP 2020's goal of promoting a holistic and equitable education system," Prof Kumar added.
Bridging Formal and Informal Learning
RPL recognizes that education extends beyond traditional classrooms, acknowledging skills gained through diverse avenues such as on-the-job training, volunteer work, and life experiences. The draft guidelines aim to formalize these competencies through a structured assessment process, enabling individuals to earn academic credits and qualifications.
Globally, there has been a paradigm shift in hiring trends, with greater emphasis on practical skills over formal degrees. RPL aligns with this trend, offering a framework for individuals to validate and build upon their informal learning. For instance, an artist with years of independent practice can now leverage RPL to gain entry into formal art programs and fast-track their education.
Addressing the Needs of India’s Informal Workforce
The significance of RPL is underscored by India's demographic reality. Over 90% of the workforce operates in the informal sector, contributing substantially to the nation’s GDP but often without access to structured career pathways or formal education. Many workers in this sector face barriers to higher education due to a lack of formal qualifications.
The NEP 2020 emphasizes lifelong learning and inclusivity, identifying RPL as a tool to address these challenges. By offering pathways to formal education and skill validation, RPL enables individuals to enhance their employability and contribute to a more skilled workforce.
Framework for Implementation
The draft guidelines for RPL propose a robust governance structure to ensure quality and inclusivity. Collaboration among policymakers, academic institutions, employers, and assessment bodies is central to the framework, as is the integration with the National Credit Framework (NCrF).
The NCrF facilitates the "creditization" of all learning types—academic, vocational, and experiential. This allows individuals to accumulate credits for diverse learning experiences, which can then be used to pursue higher education or improve career prospects. The Academic Bank of Credits (ABC), a key recommendation of NEP 2020, further supports this ecosystem by enabling learners to store and retrieve their credits across institutions.
RPL as a Catalyst for Change
RPL represents a transformative approach to education, bridging gaps between traditional and experiential learning. For India, it has the potential to significantly improve the Gross Enrolment Ratio (GER) in higher education, thereby contributing to national economic and social development.
The UGC is now inviting feedback on the draft guidelines, signaling its commitment to an inclusive and participatory policy formulation process. This initiative marks a crucial step towards creating a more flexible, inclusive, and learner-centric education system in India.
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Abhay an alumnus of IIMC and Delhi University, has over a decade long experience of reporting on various beats of journalism. During his free time he prefers listening to music or play indoor and outdoor games.