The RPL Candidate: A Neglected Stakeholder
Marking the formal genesis of an empirical enquiry into skills recognition, this foundational 2018 paper surfaces a critical systemic oversight in vocational education: the conspicuous absence of the candidate’s voice. While international frameworks from the OECD, ILO, and UNESCO position the recognition of informal learning as an indispensable engine for lifelong learning and socio-economic inclusion in rapidly advancing knowledge economies, Australia’s domestic reality presents a stark paradox. Longitudinal NCVER data reveals that overall RPL uptake is trending steadily downwards, while those who stand to gain the most, such as First Nations learners and adults with lower educational attainment, remain systematically under-represented among successful awardees. Rather than an empowering mechanism for access, the process is routinely experienced as confusing, intimidating, and disempowering.
Setting the stage for an international study tour across Germany (UNESCO Institute for Lifelong Learning), Hong Kong, and Thailand, this paper establishes a research agenda dedicated to recentring the neglected stakeholder. It posits that moving beyond entrenched administrative and regulatory friction requires uncovering the lived reality of RPL candidates, examining both the operational hurdles that prompt them to quit and the psychological competencies (self-efficacy, resilience, and growth mindsets) needed to navigate the journey. For tertiary executives, workforce planners, and policy architects, this opening enquiry serves as an enduring reminder that without authentic candidate-centred design and targeted meta-learning support, national recognition systems will continue to fall short of their equity and economic promises.
