What’s RPL got to do with confidence?

Problem

Improved confidence and self-esteem are often claimed as benefits of the Recognition of Prior Learning (RPL). These claims underpin the design of RPL national policy and its mechanisms towards improved national adult learning participation particularly of non-traditional learners.

The claim assumes a causal relationship whereby:

• receiving recognition for skills and knowledge acquired through informal learning environments such as work and community

• and the attainment of a formal credential

• improves self-esteem and confidence.

The claim not only oversimplifies the relationship but assumes a positive RPL experience. Additionally, there is little empirical evidence of actual individual benefits supporting this claim.

Facts

My Master’s thesis, ‘The RPL Candidate – a neglected stakeholder’ found the RPL process itself eroded confidence of 11 subjects studied over 5 months whilst undergoing the RPL assessment process. The study found ‘loss of confidence’ as the most impactful difficulty identified by candidates which risked continued engagement. A difference between confidence in ‘doing the process’ and confidence in their ‘professional competence’ became apparent.

“I know I’m good at my job but I’m not smart enough for this RPL process”.

Loss of confidence in engaging in a process that is embedded in the formal education sector is significant because as a policy instrument, RPL hopes to reach non-traditional adult learners who have, for whatever reason, missed out or dropped out of formal education. A negative experience (potentially another one!) does not encourage participation now or in the future. The claim that RPL can improve confidence and therefore improve adult learning participation because of the immediate credential and/or further participation, is jeopardised by the process itself. Should the RPL experience be a negative one, participation is not encouraged.

The claim of improved confidence and self-esteem, however, is empirically well founded if the RPL assessment process is a positive one. Bandura (1982, 1990, 2006) asserts that self-efficacy, once incorporated into individuals’ experience and expertise using self-reflection, strengthens self-confidence and self-esteem.

Self-reflection and RPL

The RPL assessment process necessitates evidencing the claim of competence. Evidencing the claim intrinsically requires critical self-reflection as demonstrated here.

• Do I know/can I do what I think I know/can do?

• How do I know? Am I sure? How can I be sure?

• What is my evidence?

• What will I do if my claim is not valid?

This is where RPL becomes personal, intimate, and sometimes intimidating! As one research subject described, ‘there is nothing easy about RPL, it’s an emotional rollercoaster’. My research found unhelpful mindsets manifested; difficulty dealing with having one’s professionalism questioned, fear of failure, demotivation and resisting the RPL as a valid process. RPL assessors know this. Good RPL assessors support candidates’ self-reflection by applying autonomy-supportive techniques. By applying these techniques candidates can become increasingly aware and in control of their learning journey, not just for the immediate RPL claim but for all future learning. This is what Maudsley (1979) coined as meta-learning. Research (Marsick & Watkins, 2001) supports that critical reflection during the RPL process enhances informal learning ability and outcomes. McKenna found RPL can simultaneously be an assessment and a learning experience (2006).

So, what then, has RPL got to do with confidence?

Everything, but only if RPL is a positive experience. RPL can be transformative. RPL can improve adults’ learning confidence now and into the future. RPL can improve a nations adult learning participation. All the claimed benefits of the RPL can transpire. I posit, the essential ingredient to improve the likelihood of actual benefits is that candidates are supported in self-reflection using autonomy-supportive techniques towards a positive RPL experience. Now, for my PhD research design!

REFERENCE LIST

Bandura, A. (1982). Self-efficacy mechanism in human agency. American psychologist, 37(2), 122.

Bandura, A. (1990). Perceived self-efficacy in the exercise of personal agency. Journal of applied sport psychology, 2(2), 128-163.

Bandura, A. (2006). Towards a psychology of human agency Perspectives on Psychological Science, 1(2).

Marsick, V. J., & Watkins, K. E. (2001). The new update on adult learning theory - Informal and Incidental Learning. New Directions for Adult and Continuing Education, 89 (Spring 2001), 9.

Maudsley, D. (1979). A Theory of Meta-learning And Principles of Facilitation: An Organismic Perspective. (Degree of Doctor of Education), University of Toronto, Toronto.

McKenna, S., Mitchell, J., & Department of Education Science and Training Reframing the Future. (2006). RPL done well in VET: resources generated for the Reframing the Future national forums conducted in 2006. Elizabeth: Reframing the Future.

Deb’s expertise in (T)VET spans policy, practice, quality assurance and research. She has worked in adult learning policy for various levels of the Australian Governments and the UAE government. Deb has run her own consultancy ‘Think About Learning’ for 12 years and enjoys engagements whereby she can further the cause of equitable access to education for adult learners.

Deb was awarded a Conference Scholarship by the National Centre for Vocational Education Research (NCVER) for her 2019 Master’s thesis, ‘The RPL Candidate – a neglected stakeholder’. She has shared these findings through 10 freely available webinars on ‘Doing RPL Better’. Her research can also be found in the International Labour Organization’s (ILO) MOOC on RPL at ITCILO. She was a keynote speaker at the VPL (Validation of Prior Learning) Biennale in Iceland 2022 speaking on Thai’s Professional Qualification Institute’s (TPQI) use of RPL to credential professional learning.

Her expertise in the Recognition of Prior Learning (RPL) was sought to develop the quality assurance framework for the Kingdom of Saudi Arabia’s Skills Verification Project soon to be piloted in India before being rolled out in 100s of accredited testing centres across 8 countries.

As an instructional designer the UNESCO Institute for Lifelong Learning (UIL) is utilising her skills and RPL subject matter expertise to build an online course teaching the 4 Global Guidelines of Recognition, Validation and Accreditation (RVA) for migrants and refugees to policy makers throughout the globe. Deb researched and developed these guidelines in collaboration with Ruud Duvekot, Director of the Foundation EC-VPL.