Kenya is among four countries that have comprehensive recognition of prior learning policies (RPL) in place.
This is according to the latest report by African Continental Qualification Framework (ACQF-II), which is being implemented in partnership with the European Training Foundation (ETF) and the African Union (AU) has identified Kenya, South Africa, Uganda and Zambia as countries with RPL policies in place.
According to ACQF, RPL means hope – for inclusion indecent jobs, productivity, lifelong learning and for self-esteem as millions of workers and individuals have skills and competencies that can be assessed and certified.
The report further indicate that a majority of countries embarking on RPL development have undertaken preparatory activities such as stakeholder consultations, best practice reviews, needs assessments, and pilot programs..
“Respondents across all countries recognize various types of prior learning experiences during RPL assessments, including acquired occupational skills, non-formal learning experiences. To a somewhat lesser extent, prior work experience, portfolios or evidence of projects or work, formal education from other institutions are also accepted. However, acceptance of these learning outcomes varies among countries,” reads the report.
According to Kenya National Qualifications Authority, Director General Dr. Alice Kande, RPL focus is on producing a workforce that is not merely paper-qualified but genuinely skilled, drawing from practical demonstrations of expertise.
“By 2021, a multi-sectoral and multi-agency team had been assembled, culminating in drafting the initial RPL document by June of the same year. The subsequent years saw relentless efforts culminating in a meticulously researched RPL policy document by 2022, poised to unlock opportunities for skilled workers without formal credentials. The long-awaited document underwent rigorous quality assurance processes and was finally launched on March 22, 2024,” said Dr. Kande.
She says the overwhelming response from Kenyans, underscoring its alignment with the Government’s Bottom-up Economic Transformation Agenda (BETA) and its direct impact on empowering the Jua Kali sector.
In her assessment of KNQA’s role, Dr. Kande underscored the importance of quality assurance in the assessment process, ensuring adherence to stipulated standards across all facets of implementation.
Acknowledging the challenges encountered along the way, she navigated the uncharted waters with resilience, grappling with the complexities of introducing a novel policy in a landscape already populated with established frameworks. Resource constraints posed additional hurdles, albeit mitigated by the unwavering support of stakeholders, including the International Labour Organization (ILO) and sponsors who facilitated candidate assessments.
“The policy launch symbolized a collective triumph, a testament to the power of collaboration and concerted effort. I appreciate themulti-ministerial support and expressed gratitude to all stakeholders, including government offices and international partners, for their unwavering support in delivering the RPL policy to fruition,” said Dr Kande.
At the same time, national qualifications authorities in Africa have embarked on development of a single continental qualifications database which aims to contribute to mobility and lifelong learning opportunities for African learners.
KNQA is part the more than 35 African Countries that developing the Qualifications and Credentials Platform (QCP) which will be a comprehensive database system consisting of interconnected databases, offering at minimum tools for registration, classification, comparison, and visualisation for users.
According to Eduarda Castel Branco, Coordinator for African Continental Qualifications Framework – Project II, the system ofd atabases aligns with the objectives of the African Union and its member states, contributing to modernize and digitalise management of qualifications at national level, and share information at continental level
To achieve such functionalities some key elements of the data included in the QCP, Brancosaid qualification title, level of qualification, education field, country code, awarding body, provider, description, credit points, and links to recognition of prior learning. Optional elements such as external quality assurance bodies and links to occupations will also be considered.
The data system is based on Linked Open Data and Open-Source software, ensuring compatibility with general internet security protocols and data protection legislation.
Dr. Kande, in an era characterized by rapid technological advancements, shifting economic paradigms, and the relentless march of globalization, the world is a tapestry of complexity and interconnectedness.
“It demands that we, as individuals and as a society, adapt and evolve continuously, for the pursuit of knowledge and the honing of skills are the compass by which we navigate the uncharted waters of this ever-evolving world. Africa is part of this evolution. Also, Africa is in the intensive process of catching up and staying abreast with the rest of the globe, all at the same time,” says Dr Kande.
The Director General adds that the qualifications frameworks the Continent is maintaining play an integral role in defining the quality and relevance of education in our respective nations.
“The KNQF stands as a beacon of educational enlightenment for Kenya, in the mentioned context, offering a structured pathways for learners, professionals, and institutions to keep pace with change and lead the charge toward progress. It embodies the belief that learning is not a destination but a journey that is fueled by curiosity, nurtured by dedication, and guided by a commitment to excellence. Through relevant bodies, including KNQA, the government of Kenya vouches for lifelong learning,” says Dr Kande.
She notes that, the significance of African countries developing their own Qualifications Frameworks (ACQFs) cannot be overstated.
“These frameworks represent a pivotal step towards advancing education, fostering regional collaboration, and enhancing the global competitiveness of African nations. The experiences of countries like Kenya and South Africa, which have embarked on this journey, provide valuable lessons and insights for others in the region,” says Dr Kande.
The framework will improve comparability and transparency of qualifications, recognising skills and competences, and fostering mutual trust and information sharing among qualifications frameworks and systems on the continent.
This is after the Africa Continental Qualifications policy document was validated by the African Union (AU) Member States at the ACQF Addis-Ababa Conference in July 2023.
KNQA which is a custodian of national qualifications in the Country and is also tasked with ensuring a well-coordinated and harmonized education and training sector is among government agencies participating in the development of the framework.
Branco underscored the critical role that will be played by the continental framework once its operationalized.
The ACQF-II project (2023-2026) was launched in partnership between the African Union and the European Union, to support implementation of the new policy instrument.
ACQF-II is implemented by the European Union Agency European Training Foundation (ETF), working in collaboration with the African Union, the regions, and countries.
Dr Kande said: “Together, we will navigate this educational journey, align the labor markets through uniform skill acquisition matrices and most importantly adapt to the daily changes going on globally for the good of our individual states, regions and finally the continent at large. This will empower generations to come and ensure that the echoes of our efforts resonate for years to come.”
The ACQF QCP will consist of two main layers; the national databases: accessible to relevant national institutions for managing and registering qualifications and the Continental database and network connecting national databases and other qualification repositories, facilitating information-sharing.
It considers lessons learned from international practices and existing taxonomies such as the international standard ISCED-F 2013.
The ACQF-II involves stakeholders and experts in the process of conceptual and technical development of the QCP. Participation in the QCP is open to African countries.
At completion of the ACQF-II project the QCP will be continued through the representative network of African qualifications institutions, in coordination and cooperation with the African Union. To ensure this sustainability the ACQF-II will deliver training and support to implementers, a Handbook, and peer sharing activities.