UGC guidelines on ‘recognition of prior learning’ allows hobbies, internships to carry credits

NEW DELHI: The University Grants Commission (UGC) has framed guidelines that will enable all learning, including that outside of formal academic settings, to count toward a final qualification. The draft UGC guidelines allow for the “recognition of prior learning”, such that even learning through vocational, experiential, educational games, peer learning, volunteering and other activities can carry credits.

The draft guideline for “Implementation of Recognition of Prior Learning in Higher Education” was approved in the meeting of the UGC, the country's top higher education regulator, on November 14, 2024. The commission will be seeking feedback on it.

“We must address the challenges faced by India's large informal workforce, which requires formal education and career progression opportunities. RPL is integral to the vision of The National Education Policy (NEP) 2020. The National Credit Framework (NCrF) supports RPL by facilitating the creditisation of all learning forms – academic, vocational, and experiential,” said UG chairman, M Jagadesh Kumar.

He further said: “RPL allows individuals to gain formal recognition for skills and competencies acquired through informal, non-formal, or experiential learning. Through RPL, such individuals can access higher education, earn formal qualifications, and improve their employability. The guidelines also emphasise robust governance, quality assurance, and collaboration among policymakers, educational institutions, employers, and assessment bodies to ensure fairness, consistency, and inclusivity while implementing RPL.”

UGC Guidelines: Need to recognise prior learning

As per the UGC, the guideline aims to establish a system that acknowledges the skills individuals acquire outside the formal education system and provides opportunities for upward mobility.

Citing statistics from the ministry of labour and employment, the policy document points out that over 90% of India’s workforce is in the informal sector. “The informal sector generally has lower productivity compared to the formal sector. Workers often face challenges such as the absence of career pathways and the inability to obtain experience certificates or formal recognition for the skills and knowledge acquired on the job. Many also cannot pursue higher education, even if they desire to do so,” it says.

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Recognition of their skills and prior learning will give workers in the informal sector a way out and to pursue formal education and employment. It adds that this form of recognition already exists in other countries, including Australia, Malaysia, South Africa, New Zealand and Ireland.

UGC: Skills and learning covered under RPL

Given below are the types of “prior learning” that will be acknowledged and assigned credits where the policy is adopted:

• On-the-job training
• Internships and apprenticeships
• Project-based learning
• Voluntary work
• Workshops and seminars
• E-learning platforms
• Webinars and virtual conferences
• Reading and research (self-study through books, articles, and online resources)
• Hobbies and personal projects
• Peer learning
• Community groups and clubs
• Interaction and working within different cultures
• Simulations and virtual reality (immersive and interactive learning experiences through use of technology)
• Educational games
• Mentorship/Guru-Shishya parampara (guidance and advice received from experienced professionals in a specific field)

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UGC Guideline: Implementation, assessment centres

Higher education institutions will develop policies and practices to recognise prior learning.

The document also emphasises key considerations for RPL Assessment Centres (RPLAC) at HEIs when developing or refining their approach to accrediting prior learning and suggesting improvements to current practices. RPL Assessment Centres are typically associated with awarding bodies (AW).

Degree-awarding bodies in higher education in India, include a mix of institutions recognised at the central level, state level and awarding bodies recognised by National Council for Vocational Education and Training (NCVET), can perform the RPL assessment.

All assessment and internal verification records, along with any additional RPL records, should be retained for three years following RPL certification.

Students can appeal against an assessment decision by submitting a formal written request highlighting specific the reasons are one thing out of errors and including the supporting documentation thereof.

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How RPL will work: An example

The policy document also contains an example illustrating how a learner with a certain level of skills might go about ‘upgrading’ her qualification – the documentation required, the processes and bodies involved.

Example of RPL in formal learning

Asha, a nurse with a diploma in General Nursing and Midwifery (GNM) and employed in a hospital for three years, seeks to upgrade her qualifications to a Bachelor of Science in Nursing (BSc Nursing). She seeks to do this through recognition of prior learning (RPL).

The process includes submission of documentation like detailed transcripts, a letter from her employer outlining the roles and responsibilities she fulfilled and the professional competencies she developed during her three years in a large hospital.

Next, an assessment body, in collaboration with an awarding body in the nursing sector, evaluates Asha’s educational background and professional experience. They compare the curriculum of her GNM programme with courses in the BSc. Nursing programme. It is followed by written and practical assessments at the RPL Assessment Centre. She also submits other documents, such as a portfolio, experience certificates, and testimonials, for assessment and evaluation.

Then based on the assessments, the assessment body determines the equivalence of Asha’s GNM curriculum with the B.Sc. Nursing programme. With the credits awarded through RPL, she can be exempted from certain courses in the BSc Nursing programme.

In case of RPL of informal learning, it includes submission of a portfolio detailing the work including testimonials. Then there is an assessment process which could be followed with an interview to understand the foundation skills and then awarding of credit. The candidate can also be exempted from courses, allowing them to complete the degree quickly with reduced expenses.

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With the RPL framework, the UGC aims to widen access to higher education while offering “flexible pathways” to it, “foster continuous learning” and “lifelong learning”. The policy document says it will also promote equity and “enhance social inclusion”, diversify the student community in universities, and improve employment prospects.

Assigning credits to prior learning

Credits will be awarded based on the assessment of learning outcomes rather than the duration or type of learning.

The committee recommends that up to 30% of credits for programmes may be obtained through RPL. In case any higher educational institution wants to allow more than 30% of credits via RPL, it needs explicit approval from UGC before doing it.

“The assessment for creditisation process for recognising prior learning (RPL) should be flexible to accommodate the diverse needs of learners with RPL providing opportunities for them to demonstrate their competencies through various assessment methods,” states the document.

Institutions are also required to counsel learners on how their prior learning can be “creditised” and what additional learning or up-skilling they need.