Recently, the UGC has been releasing schemes with guidelines to serve as a framework for implementing the National Education Policy (NEP), seeking input from its stakeholders. This article focuses on offering an opinion on the Recognition of Prior Learning (RPL) as a scheme designed to develop a skilled workforce through skills validation.
RPL acts as a bridge between education and the workforce, ensuring a smooth transition for students into the job market and contributing to the country’s economy. This system acknowledges and validates an individual’s prior knowledge and skills, providing alternative pathways for access, admission, recognition, certification, or further learning. RPL is adaptable to various contexts, shaped by the geographical or industrial settings in which it is applied. It can be implemented using different teaching methods and assessment tools based on the required skill sets, goals, and specific contexts. While standardized practices may be used within certain sectors, a one-size-fits-all approach does not work across all disciplines or contexts.
RPL as a mobility programme
“Recognition of Prior Learning” (RPL) is an assessment process designed to evaluate an individual’s skills, knowledge, and experience gained through formal, non-formal, or informal learning. It helps facilitate the transition from vocational education to mainstream education. RPL offers an effective way to formally recognize skills and competencies acquired through work-integrated learning (WIL).
In any nation’s development, two key groups — ”Thinkers” and “Tinkerers”— play vital roles. Thinkers act as thought leaders, creating valuable ideas, while Tinkerers, as skilled workers, execute these ideas, turning them into tangible value. A balance between these two groups is crucial to sustaining the nation’s economy. However, automation and the lack of efforts to reskill the workforce in line with emerging technologies have resulted in a decline in the skilled labour force, as reflected in the Human Development Report.
The need for skill-, apprentice-based education
Reportedly, over three million first-degree holders graduate annually in India, but fewer than 20% are employable. This is due to the lack of both relevant skills and disciplinary depth among these graduates, leaving them unprepared to plan their careers. This is a significant issue.
In contrast, millennials have shown a preference for work-integrated learning (WIL), project-based learning (PBL), and apprenticeship-based education over traditional classroom methods. Many students today even opt to defer a semester to pursue internships, which are increasingly seen as valuable learning experiences for those aspiring to research or industrial careers.
Marilyn M. Lombardi of Duke University, in her article “Authentic Learning for the 21st Century,” notes that the current generation prefers “learning by doing” over passive listening in a lecture hall. Many universities abroad have reduced traditional instruction time, opting instead for guided inquiry, where students explore content through resources and discussions, fostering independent knowledge construction. In contrast, the Indian education system remains largely focused on lecture-based instruction and formulaic practical classes, continuing to shape students in the image of their teachers rather than encouraging self-directed learning.
In this context, the UGC recommends integrating higher education, vocational education, training, and internships into the UG and PG curriculum. This issue should be approached with an apolitical mindset and evidence-based solutions.
According to data from Nasscom’s IT-ITeS sector skill council, India faces a shortage of skilled tech professionals for 230,000 jobs in Big Data and Artificial Intelligence, a gap expected to grow to over 800,000 by 2022. Reports also predict that by 2023, over 70 million individuals between the ages of 15-59 will enter the Indian job market.
A comprehensive study by the Tamil Nadu Skill Development Corporation (TNSDC) titled “Skill Gap Assessment and Action Plan for Tamil Nadu” reveals that the state expects a 48% workforce shortage by 2025. The study also forecasts an increased demand for 799,000 skilled workers in priority sectors between 2022 and 2025. This shortage is not unique to Tamil Nadu but reflects a nationwide trend, varying by region and sector.
Given these challenges, higher education must focus not only on the creation of new knowledge but also on the development of skills and competencies. Integrating vocational education into mainstream education is key to creating the right balance of “thinkers” and “tinkerers” necessary for national development. In this context, implementing RPL is crucial, and its integration into mainstream education requires careful planning.
Designing Interventions for Mainstreaming RPL
To mainstream RPL, colleges and universities could offer value-added programs where students formalize their skills and prior knowledge through professional certifications. Additionally, the workforce from industry could engage in professional development through skills validation.
One major obstacle in implementation would be the resistance from traditional academia, which may not be ready or capable to adopt vocational standards of practice as outlined in the Quality Training Framework. Resistance to adoption of RPL will likely stem from the varying perspectives within academia. However, structured industry-academia engagement, supported by government intervention, can make this scheme successful. In addition, universities and colleges must connect with industries, employ “professors of practice” as per UGC guidelines, and assess skills based on the National Skill Qualification Framework, ensuring alignment with industry standards.
The next step involves co-creating a Standard Operating Procedure (SOP) with input from both academics and industry professionals. Initiated by the government, this SOP would serve as a reference document for universities and autonomous colleges, enabling them to grant credits for part-qualifications.
Further, to contextualise RPL, developing institutional policies for implementation is necessary. This process should include thorough discussions with stakeholders, including faculty and students, to align everyone with the RPL policy and SOP. Once these processes are in place, flexible admission policies with alternative access routes can be established to prevent corruption.
A model for resource development
Resourcing infrastructure and professionals is another critical factor for successful RPL implementation. Universities and colleges should be encouraged to establish “centers of excellence” supported by industry contributions, particularly through CSR initiatives. These centers would serve as skill development and assessment hubs, while also promoting workforce placements for the industries sourcing it from the academia. These centers could also drive innovation by addressing industry pain points through hackathons sponsored by companies. Such a model would help develop a dynamic curriculum for the academia as it would keep academia aligned with the ever-changing demands of the workforce. This model is sustainable as it keeps both industry and academia engaged with each other’s needs.
It is to be noted that CSR norms are undergoing amendments to facilitate industries contribute to translational research. This includes setting up innovation hubs as part of academia which could serve as skill development centres promoting RPL.
Conclusion
The landscape of tertiary education is evolving, with changes in curriculum and pedagogy shaping its future. The speed at which academia adopts these changes will determine its relevance and resilience. Education leaders must move beyond traditional views of academia, as millennials increasingly value higher education for its focus on skills, competencies, and the application of knowledge, rather than mere knowledge acquisition. RPL assessment centers, integrated within the educational ecosystem, would bridge the gap between education and the workforce, helping to build the nation and strengthen its economy.
(Paul Wilson is currently serving as Principal and Secretary, Madras Christian College)
Published – December 24, 2024 09:08 pm IST
