BM88: Resolution on the improvement of the processes related to the Recognition of Prior Learning in Europe

Introduction

The European Students’ Union (ESU) recognizes the critical role that Recognition of Prior Learning (RPL) plays in fostering equitable access to and progression within higher education across Europe. In line with existing international and European frameworks, this resolution outlines necessary actions to enhance RPL, aiming to ensure fairness, transparency, and inclusivity within RPL practices across higher education institutions (HEIs).

Definitions (based on CEDEFOP’s Terminology of European education and training policy)

• Recognition of Prior Learning (RPL): The process of evaluating and validating an individual’s prior formal, non-formal, and informal learning experiences to determine the knowledge, skills, and competencies acquired.
• Formal learning: Structured learning that leads to officially recognized qualifications and takes place within an education or training institution.
• Non-formal learning: Structured learning activities outside traditional educational settings (e.g., professional development courses, workshops).
• Informal learning: Acquired through life experience, work experience, volunteering, and self-directed study without any predetermined objectives.

ESU believes that comprehensive RPL systems can enable diverse learner populations to unlock their potential, bridge educational gaps, and promote flexible learning pathways. This is particularly relevant for individuals from marginalised groups, including refugees and students with disabilities.

Transparency and Accessibility of RPL Processes

ESU calls upon Member States and HEIs to develop clear, transparent, and well-publicised procedures for RPL. These procedures must be accessible to all students, including disadvantaged groups, ensuring that there are no financial barriers. Administrative support throughout the RPL process is essential to ensure equitable access for all, particularly for those with limited resources, students with disabilities, and refugees.

To achieve this, we call for:

• Clear, consistent, and comprehensive information on RPL criteria, application processes, and timelines, available in accessible formats
• The elimination of fees for RPL processes, with particular emphasis on supporting underrepresented groups
• Continuous administrative and advisory support throughout the RPL process to facilitate successful engagement with and navigation through procedures

RPL and Quality Assurance

ESU emphasizes the importance of linking RPL with both internal and external Quality Assurance processes. As outlined in the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG), HEIs have to develop regulations that cover all the student “life-cycle”, and student progression is in the center of it, and a well-functioning RPL system can be a significant part of progression through the study program. However, according to the Eurydice report on Validation of non-formal and informal learning in higher education in Europe, only 19 of the 37 higher education systems have a top-level document that addresses the validation of non-formal and/or informal learning within higher education quality assurance procedures. Specifically, we call for:

• Internal quality assurance systems to monitor the transparency, fairness, and efficiency of RPL procedures with the participation of student representatives
• External quality assurance bodies to include the review of RPL processes in HEIs in their evaluations, ensuring that they meet agreed-upon standards and offer equitable opportunities to all students
• The creation of specific mechanisms for student participation in the monitoring and evaluation of RPL processes in both internal and external quality assurance

RPL as a Tool for Flexible Learning Pathways

The evolving higher education landscape and societal demographic change increasingly emphasizes the importance of flexible and lifelong learning pathways. ESU recognizes that HEIs and political decision-makers often remain sceptical of informal learning’s quality. However, in a rapidly changing economic and social environment, informal learning must be given greater recognition to support upskilling and reskilling. At the same time, the Eurydice report shows that it’s only possible to fulfil study requirements without restrictions in 18 of the 37 HE systems.

ESU highlights the example of the European Qualification Passport for Refugees (EQPR) and calls for the development of a similar framework that focuses on learning outcomes, enabling easier transitions for refugees and displaced individuals through higher education programs. Such tools can facilitate integration, progression, and social cohesion.

We urge:

• Greater flexibility and openness from HEIs in recognizing informal and non-formal learning
• Development of European-level initiatives to promote the recognition of skills and competencies acquired through diverse experiences, particularly for refugees and marginalized groups

Recognition and Active Citizenship

ESU stresses the value of recognizing civic engagement, volunteering, and other forms of community and social work within higher education. Voluntary and civic activities often contribute substantially to students’ personal development, critical thinking, and social responsibility, enriching their learning experiences. However, given the already described scepticism towards informal and non-formal learning, in most cases even if the recognition of learning outcomes acquired through civic engagement is possible, it’s often only possible on the level of (s)elective courses.  

Therefore, ESU calls for:

• National and institutional policies that formally recognize volunteering and civic work within RPL processes
• An emphasis on integrating active citizenship contributions into learning assessments and recognition procedures

Conclusion

ESU calls for a comprehensive approach in the EHEA to support consistent and fair RPL practices. Enhanced RPL systems will contribute to more inclusive and adaptable higher education institutions, promoting equitable access and flexible learning pathways for all learners. In order for such an approach to be sustainable, there is a need for an EHEA-level monitoring tool to have relevant and up-to-date information regarding implementation. Member States, HEIs, quality assurance bodies and students must collaborate to foster these advancements, ensuring RPL becomes a robust tool for educational and societal advancement.

Proposer: Executive Committee ESU