Recognition of Prior Learning in INDIA: A Case Study

Abstract

The objective of the present work is to study the recognition of prior learning (RPL) in the Indian scenario. Through an examination and assessment of a current RPL, it tries to toss light on the capability of RPL to help support skills development, and the difficulties around its inauguration in India, and the approach and practice that can bolster future advancement in this area. India’s vast informal segment incorporates a great many individuals with unrecognized skills for whom RPL could be a truly necessary advancement once more into education and training, from which they may have been barred till date. Through a progression of contextual investigation, it was planned to assess the GAPs regarding creating and managing RPL and the perspectives of the initiatives from Certifying Agencies on the achievement and success of the programme. Given the nascent stage of development, this initiative is at, the assessment does not conclude the post-assessment impact on job roles, access to training or other forms of progression. An innovative approach has been built up to assessment design in the absence of funds/targets that form the basis of RPL and have effectively created assessments that can be actualized on a gigantic scale. The research converges to outlining and building up another model for RPL that may start to lay the basis for a more extensive presentation of RPL and it as effective as possible in contributing to skilling India.