Establishing a National Qualifications Framework (NQF) is a key policy initiative adopted by many countries to regulate qualifications, ensure quality assurance, and enhance the recognition and comparability of skills and credentials. In line with the Continental Education Strategy for Africa 2016-2025, countries are encouraged to develop national qualifications frameworks that facilitate regional and international mobility of learners and workers.

One essential component of this framework is the Recognition of Prior Learning (RPL), which validates competencies acquired through non-formal pathways. Non-formal education equips youth and adults with employable skills, thus improving access to job markets and contributing to sustainable development. This calls for an interrogation of RPL practices to develop nationally acceptable frameworks that recognize prior learning through non-formal education. 

In Uganda, the Non-Formal Adult Learning and Community Education Strategy highlights that achievements from non-formal learning are often not utilized in employment opportunities, as there is no standardized qualifications framework. Conversely, Tanzania has already integrated RPL into its National Qualifications Framework, running through all sub-sectors of the education system but is lacking its implementation like other countries in the region.

To advance the implementation of RPL as it has become an important element in the era of employability in the East Africa region, DVV International, in partnership with Uganda’s Ministry of Gender, Labour, and Social Development (MoGLSD), conducted a two-day East African on RPL on December 11-12, 2024, in Kampala, Uganda.

This event convened 45 participants from Uganda and Tanzania, including senior officials from ministries, academia, and civil society organizations involved in non-formal learning and qualifications recognition. The conference aimed to deliberate and share experiences on the status of RPL in Tanzania and Uganda, the process of establishing RPL, the mandate and functions of RPL from an international perspective as well as presenting an opportunity to learn from functioning RPL frameworks in South Africa and Austria. Since it was an hybrid conference broad engagement of stakeholders in East Africa was made possible.

Key Presentations:

Dr. Shirley Lloyd (South Africa): An expert on RPL, Dr. Lloyd conducted a physical presentation of her research findings on the status of RPL implementation in Tanzania and Uganda and provided an in-depth analysis of South Africa’s RPL frameworks and methodologies. Also, she provided practical case studies of implementation of RPL for different learners’ groups. 

Katie Jones (UNESCO Institute for Lifelong Learning): Delivered a virtual presentation on global perspectives on RPL and NQFs, emphasizing their role in lifelong learning and workforce integration.

Dr. Phillip Assinger (Austria, ESREA): Made a virtual presentation of a case studies from Austria’s RPL implementation methodologies, tools and experiences. As an researcher in RPL he was able to highlight evidence based good practices.

These presentations were reviewed through interactive sessions, including World Café discussions, brainstorming, roundtables, and experience-sharing sessions.

Opening Remarks: Setting the Stage for discussions

Frauke Heinze, Regional Director of DVV International for East Africa, opening remarks emphasized the significant role that RPL play in creating job opportunities for both youth and adults in East Africa. She elaborated on the work DVV International is undertaking in Tanzania and Uganda, highlighting the critical need to acknowledge non-formal education as a valid route to skills certification, employment and formal education pathways.

The Commissioner of the department for Literacy and Community Development at the Uganda MoGLSD, Mr. Evarist Tumwesigye acknowledged the collaborative efforts of stakeholders in the adult literacy and community development sector and commended DVV International for its support in expanding access to lifelong learning opportunities for Youth and Adults. He stressed that this conference is being held at the right time, as the government is currently in the process of developing an NQF for the country. He stressed the need to integrate RPL as a mechanism to ensure that learners, especially learners who do not have formal schooling, who have limited literacy skills but have high manual skills, have access to formal work or further education. He is grateful for DVV international that this has been taken up as a regional issue and Tanzania and Uganda can learn from each other. 

Listen to the Commissioner and DVV International Regional Director’s reflections during the conference: Watch Here

The conference commenced with an address from Hon. Peace Regis Mutuuzo, the Minister of State for Gender and Culture in Uganda. She emphasized the vital importance of Recognition of Prior Learning (RPL) in enhancing workforce development and promoting lifelong learning. While acknowledging the strides Uganda has made in its adult education initiatives, she highlighted the ongoing challenges in certifying skills gained through non-formal education. Additionally, she pointed out that a staggering 24% of Uganda’s population—around 10 million people—continues to struggle with literacy (UBOS 2022), underscoring the urgent need for robust Adult Learning and Education (ALE) services.

Listen to Hon. Peace Regis Mutuuzo’s speech during the conference: Watch Here

Engaging Discussions

The World Café session facilitated dynamic discussions on key RPL themes, including stakeholder roles, and methods for accrediting prior learning and operationalizing RPL systems. Participants contributed insights on challenges and proposed solutions, which were captured during a gallery walk, enriching the development of the next steps. Participants shared experiences, identified challenges, and proposed solutions during table discussions. The key outputs were documented and revisited during a gallery walk, ensuring a dynamic exchange of ideas that informed the development of concrete next steps.

Listen to the panel discussion during the conference: Watch Here

Roadmaps for Uganda and Tanzania and way forward

The conference underscored the critical role of RPL in addressing barriers to formal education and employment opportunities, particularly for adult learners and those with non-formal learning experiences. Key reflections included:

• The need for multi-stakeholder collaboration to ensure effective RPL systems.
• Challenges such as financing, capacity development, and policy gaps remain common across East Africa.
• RPL must be seen as a pillar of lifelong learning, offering pathways for skill recognition and workforce integration.

A major outcome of the conference was the presentation of country-specific roadmaps for Uganda and Tanzania. These roadmaps outline practical steps to institutionalize RPL systems, tailored to each country’s needs and priorities.

Tanzania’s Roadmap

• Develop National RPL Guidelines, including an assessment framework.
• Establish a National RPL Quality Assurance Framework.
• Review the Teacher Continuous Professional Development (TCPD) program to integrate RPL practitioners.
• Formulate a comprehensive RPL Financing Strategy.
• Integrate RPL into the new National Skills Development Strategy (NSDS).
• Enhance awareness and advocacy through targeted mechanisms.

Uganda’s Roadmap

• Orient the multi-sectoral steering committee on RPL with inputs from service providers.
• Finalize the Post-Literacy Program and share it with the steering committee.
• Familiarize stakeholders with the Situation Analysis Report for RPL.
• Draft the RPL Framework within the National Qualifications Framework (NQF).
• Conduct broad stakeholder consultations on the draft framework.
• Finalize and disseminate the RPL Draft Report.

Closing and Way Forward

The conference concluded with a joint call for action which comprises 5 key areas:

• Improve coordination, awareness raising, and financing for RPL systems.
• Conduct collaborative research on RPL and NQFs.
• Develop mechanisms, methods, and tools for RPL assessment and accreditation.
• Governments to design relevant guidelines, institutionalize RPL, and allocate sufficient resources.
• Develop and operationalize National Qualifications Frameworks (NQFs) with RPL as a critical component.

Looking ahead, the results of this conference mark a significant step towards RPL, promoting lifelong learning, and supporting skills development in East Africa. The presented roadmaps for Tanzania and Uganda provide a clear pathway to operationalize RPL systems, with key milestones and priorities outlined for the coming months.

The success of the 1st East African Conference on RPL has set the foundation for future dialogue, implementation, and regional collaboration. Together, we can ensure that every learner’s knowledge, skills, and experiences are recognized and valued.