Recognition of Prior Learning (RPL) is promoted in international education agendas as a key strategy for advancing access, equity, and learner mobility within lifelong learning systems. UNESCO’s lifelong learning framework, Sustainable Development Goal 4 (SDG 4), and the African Union’s education strategies all emphasize flexible learning pathways, skills recognition, and inclusive qualification frameworks. However, RPL practice in many contexts continues to focus primarily on non-formal and informal learning, with limited integration of formal learning through Credit Accumulation and Transfer Systems (CATS).
This study investigates the extent to which CATS is leveraged as a pathway for RPL certification in Kenya’s Technical and Vocational Education and Training (TVET) sector, offering lessons relevant to national and regional systems pursuing SDG 4 targets and AU lifelong learning aspirations. Anchored in Constructivism and Lifelong Learning theories, the study adopts a descriptive research design involving a survey of 1,000 RPL practitioners across 28 national polytechnics and an interview with the Director of the RPL Delivery Unit. Quantitative data were analyzed using SPSS, while qualitative findings were thematically analyzed.
Findings reveal a gap between policy and practice, with CATS not applied during RPL assessment and certification processes. This limits learner progression, mobility, and the optimal recognition of prior formal learning. The study argues that stronger alignment between policy frameworks and institutional practice is essential for realizing UNESCO, SDG 4, and AU objectives related to inclusive, flexible, and lifelong learning systems. Policy and practice recommendations are proposed to strengthen the effective integration of CATS within RPL frameworks across diverse educational contexts.

Authors:
Ambetsa Andibo, Kabete National Polytechnic, Kenya

About the Presenter(s)
Ambetsa Emisiko Andibo is currently a Lecturer at Kabete National Polytechnic, Nairobi - Kenya. She is a trained RPL Practitioner 2 and an active participant in RPL assessment in the institution. She uses CATS in her role in the Admissions office.

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