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Ambetsa Emisiko Andibo, Kabete National Polytechnic, KenyaAbstract
Recognition of Prior Learning (RPL) is widely promoted in international education agendas as a key strategy for advancing access, equity, and learner mobility within lifelong learning systems. UNESCO’s lifelong learning framework, Sustainable Development Goal 4 (SDG 4), and the African Union’s education strategies all emphasize flexible learning pathways, skills recognition, and inclusive qualification frameworks. Despite these policy commitments, RPL practice in many contexts continues to focus primarily on non-formal and informal learning, with limited integration of formal learning through Credit Accumulation and Transfer Systems (CATS). This study investigates the extent to which CATS is leveraged as a pathway for RPL certification in Kenya’s Technical and Vocational Education and Training (TVET) sector, offering lessons relevant to national and regional systems pursuing SDG 4 targets and AU lifelong learning aspirations. Anchored in Constructivism and Lifelong Learning theories, the study adopts a descriptive research design involving a survey of 1,000 RPL practitioners across 28 national polytechnics and an interview with the Director of the RPL Delivery Unit. Quantitative data were analyzed using SPSS, while qualitative findings were thematically analyzed. Findings reveal a persistent gap between policy and practice, with CATS not systematically applied during RPL assessment and certification processes. This limits learner progression, mobility, and the optimal recognition of prior formal learning. The study argues that stronger alignment between policy frameworks and institutional practice is essential for realizing UNESCO, SDG 4, and AU objectives related to inclusive, flexible, and lifelong learning systems. Policy and practice recommendations are proposed to strengthen the effective integration of CATS within RPL frameworks across diverse educational contexts.
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Conference: WCSS2026Stream: Other
This paper is part of the WCSS2026 Conference Proceedings (View)
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To cite this article:
Andibo A. (2026) Credit Accumulation Transfer and Recognition of Prior Learning: Bridging the Gap Between Policy and Practice ISSN: 2760-7267 The Washington DC Conference on the Social Sciences 2026: Official Conference Proceedings (pp. 171-180) https://doi.org/10.22492/issn.2760-7267.2026.13
To link to this article: https://doi.org/10.22492/issn.2760-7267.2026.13
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