Research

Summary page

Research

Recognising non-formal and informal learning: Participant insights and perspectives

This study investigated the experiences of people who have used recognition of non-formal and informal learning to enable them to access a formal training qualification and/or further study. In particular, the study sought insights into how people not currently in education and training become aware of their options and opportunities regarding recognition of non-formal and informal learning. The study also investigated the factors that encourage or inhibit people from accessing the non-formal and informal pathways to formal learning.

For the purposes of this report, formal learning is defined as learning that takes place through a structured program of instruction and which is linked to the attainment of a formal qualification or award. Non-formal learning is defined as learning that takes place through a structured program of instruction, but does not lead to the attainment of a formal qualification or award. Informal learning, on the other hand, is not intentionally accessed by the learner, and thus is neither structured nor institutionalised. These definitions were used to ensure clarity of meaning for the people interviewed, and vary slightly from the definitions generally used across the vocational education and training (VET) sector.

A review of the literature suggests that factors likely to encourage learner engagement with recognition of prior learning (RPL) procedures include clear communication, simplified processes, tailored support for learners, and more of a focus on the way individual lives can be transformed through participation in the process of recognition. The literature identifies that the factors impeding uptake of recognition of prior learning include a lack of awareness, the complexity of the process, and the nature of the language associated with it. In addition, the literature suggests that learners devalue their own experiential learning and opt to undertake training rather than access the options and opportunities available through the recognition process.

The research involved semi-structured interviews with 72 people who were undertaking or had completed a formal qualification or award, which they had accessed using a recognition pathway. Participants came from Queensland, New South Wales, Victoria, South Australia and the Australian Capital Territory.

The information collected through the interviews was analysed using a thematic approach, which involved identifying the common 'themes' (sets of related issues, suggestions, perspectives) that emerged from an holistic analysis of the responses. The report also presents three autobiographic case studies to illustrate important findings. These case studies are written in the first person, and highlight the feelings and thought processes of each person at critical stages of their story of their recognition of their prior learning journey.

A number of themes consistently emerged from the interviews and autobiographic case studies:

Successful access to the recognition pathway appears to be linked significantly to the possession of adequate literacy and communication skills. The companion issue here is that documentation and processes associated with the recognition of prior learning continue to be excessively complex and difficult to understand.
Information regarding access to recognition of prior learning should be conveyed to students as early as possible, preferably before they leave school.
'Word of mouth' is a powerful mechanism for promoting the recognition of prior learning process.
Recognition of prior learning can be an important catalyst for assisting adults, particularly women and older adults, to make changes to their life and career directions.
It is important for institutional processes and institution-based staff who are supporting applicants seeking recognition of prior learning to overtly promote the process.
The evidence requirements for many recognition of prior learning assessments are viewed by participants to be excessive and an impediment to access.
Staff undertaking the role of recognition of prior learning mentor/assessor should have high credibility in their discipline area.
The relationship between the candidate requesting recognition of prior learning and the institution-based mentor appears critical for many candidates.
It is important for the candidate to receive strong and overt support in the workplace, particularly from the workplace supervisor.
Support from peers, both within the institution and the workplace, appears to significantly assist success in the recognition of prior learning process for many candidates.
The process of guided reflection, at the heart of the recognition of prior learning process, appears to be critical in promoting learning, personal and workplace outcomes.

The themes emerging from this study are consistent with much that is already known or assumed about promoting, accessing and implementing recognition of prior learning. The question must be asked, however, why the same issues keep arising. The perspectives from the candidates about the challenges faced are perceptive, and it is hoped that they will provide constructive advice, which will improve the experience of those individuals interested in pursuing the pathway of recognition of informal or non-formal learning.