Formal—Informal—In-Between: Policy Approaches to Informal Learning and Recognition of Prior Learning in South Africa and Ghana

The term recognition of prior learning (RPL) appears to be a hinge between system development which is by definition emphasising structure, standards and formality on the one hand, and the reality of ‘informal learning’ practices on the other hand. This paper reflects the strategic national approaches to informal learning in technical vocational education and training (TVET) in South Africa and Ghana, as well as further approaches in Sub-Sahara Africa. While South Africa has mature policy framework for recognition of prior learning and Ghana just recently introduced this system, both policies aim to deliver significant socio-economic benefits to young people, the economy and society as a whole. Their RPL policy development is inherently linked to the formal National Qualifications Frameworks (NQFs), and to outcome-based education which is the paradigm underlying much of the policy formulation in South Africa and Ghana. While the vision and motivation behind the policies of the two countries are ambitious, their effects have been limited so far. The small number of RPL candidates in both countries makes it difficult to analyse private sector acceptance.