From Concept to System: Policy Proposals for Recognition of Prior Learning to Advance Lifelong Learning in Thailand
Article Sidebar
Main Article Content
Abstract
In the context of rapid economic, social, and technological changes, lifelong learning has become an important agenda for human resource development and the promotion of national sustainability. The Recognition of Prior Learning (RPL) system has been internationally recognized as an important mechanism for recognizing learning acquired through prior experience, non-formal learning, and informal learning, as well as for supporting flexible learning pathways.
This article aims to synthesize the conceptual framework of the Recognition of Prior Learning system, comparatively analyze lessons learned from Australia, New Zealand, and Canada, and develop policy recommendations for Thailand. The study employs documentary analysis and policy literature review together with comparative case analysis. The findings reveal that the success of the system depends on the design of a “policy architecture” that connects key components, including a national governance structure, a learning outcomes-based qualifications framework, an assessment and quality assurance system, and stakeholder participation.
Furthermore, the article proposes an analytical framework emphasizing “system coherence” and “policy balance” between standardization and flexibility. It argues that the effectiveness of the system does not depend solely on centralization or decentralization, but rather on the ability to integrate policy, structure, and implementation across all levels in a holistic manner. Accordingly, the article recommends that Thailand develop a national governance mechanism, integrate the Recognition of Prior Learning system with the National Qualifications Framework, strengthen assessment and quality assurance systems, and promote collaboration among government agencies, educational institutions, industry, and communities. These measures will enable the effective implementation of the system and support lifelong learning that is flexible, inclusive, and equitable in a sustainable manner.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
บทความที่ได้รับการตีพิมพ์เป็นลิขสิทธิ์ของวารสารครุศาตร์ มหาวิทยาลัยราชภัฏนครศรีธรราช
ข้อความที่ปรากฏในบทความแต่ละเรื่องในวารสารวิชาการเล่มนี้เป็นความคิดเห็นส่วนตัวของผู้เขียนแต่ละท่านไม่เกี่ยวข้องกับวารสารครุศาสตร์ มหาวิทยาลัยราชภัฏนครศรีธรรมราช
References
Allais, S. (2014). Selling out education: National qualifications frameworks and the neglect of knowledge. Sense Publishers. https://doi.org/10.1007/978-94-6209-578-6
Andersson, P., & Osman, A. (2008). Recognition of prior learning as a practice for differential inclusion and exclusion of immigrants in sweden. Adult Education Quarterly, 59(1), 42–60. https://doi.org/10.1177/0741713608325173
Australian Qualifications Framework Council. (2013). Australian Qualifications Framework. https://www.aqf.edu.au/framework/australian-qualifications-framework
Cedefop. (2023). European guidelines for validating non-formal and informal learning. Publications Office of the European Union.
Conrad, D. (2008). Building knowledge through portfolio learning in prior learning assessment and recognition. Quarterly Review of Distance Education, 9(2), 139–150. https://eric.ed.gov/?id=EJ875093
Gratton, L., & Scott, A. (2016). The 100-year life: Living and working in an age of longevity. Bloomsbury.
Harris, J., Breier, M., & Wihak, C. (2011). Researching the recognition of prior learning: International perspectives. NIACE.
International Labour Organization. (2019). Skills for a greener future: A global view. Publications Production Unit (PRODOC) of the ILO.
International Labour Organization. (2021). Global framework on core skills for life and work in the 21st century. International Labour Office.
Morrissey, M., Myers, D., Bélanger, P., Robitaille, M., Davison, P., Kleef, J. V., & Williams, R. (2008). Achieving Our Potential: An Action Plan for Prior Learning Assessment and Recognition (PLAR) in Canada. PLA Centre.
New Zealand Qualifications Authority. (2026). Title Programme Approval, Recognition, and Accreditation Rules 2026. New Zealand Qualifications Authority.
Office of the Education Council. (2017). National Education Plan (2017–2036). Ministry of Education. (in Thai)
Organisation for Economic Co-operation and Development. (2023). OECD skills outlook 2023: Skills for a resilient green and digital transition. OECD Publishing. https://doi.org/10.1787/27452f29-en
UNESCO. (2015). Recommendation on adult learning and education. UNESCO.
UNESCO Bangkok. (2019). Recognition, validation and accreditation in Asia-Pacific. UNESCO.
UNESCO Institute for Lifelong Learning. (2012). UNESCO Guidelines for the Recognition, Validation and Accreditation (RVA) of the Outcomes of Non-formal and Informal Learning. UNESCO Institute for Lifelong Learning.
UNESCO Institute for Lifelong Learning. (2020). Embracing a culture of lifelong learning: Contribution to the Futures of Education initiative; report; a transdisciplinary expert consultation. UNESCO Institute for Lifelong Learning.
UNESCO Institute for Lifelong Learning. (2022). Making lifelong learning a reality: A handbook. UNESCO Institute for Lifelong Learning.
Van Kleef, J. (2007). Strengthening PLAR: Integrating theory and practice in post-secondary education. Journal of Applied Research on Learning, 1(2), Article 5, 1-22.
Werquin, P. (2010). Recognising non-formal and informal learning: Outcomes, policies and practices. OECD Publishing. https://doi.org/10.1787/9789264063853-en
Wheelahan, L. (2010). Why Knowledge Matters in Curriculum: A Social Realist Argument. Routledge. https://doi.org/10.4324/9780203860236
Wihak, C. (2007). Prior Learning Assessment & Recognition in Canadian Universities: View from the Web. Canadian Journal of Higher Education. 37(1), 95-112.
