John Dewey once said “The beginning of instruction shall be made with the experience learners already have . . . this experience and the capacities that have been developed during its course provide the starting point for all further learning.” The Philippine educational system has provided various mechanisms so that diplomas provided from kindergarten up to PhD may be granted to alternative types of learners who for various reasons are unable to attend or complete the formal schooling track. Assessment and certification programs to recognize prior education and learning include several components like challenge examinations, skills demonstration, portfolio assessment, credit transfer, site visits, bridging and review classes, and many more. Such alternative credential-granting mechanisms are institutionalized through various policies and laws and embedded in the new Philippine Qualification Framework (PQF). Reinforcing the system are the following: the commitment of the Philippine government to “Education for All” (EFA) goals, especially in reducing the high dropout and adult illiteracy rates and the pressure to supply skilled labor to local and foreign industries. Other enabling factors include the meritorious system of promotion and the availability of new forms of knowledge acquisition like computer-mediated online learning. However the available RPL mechanisms in the Philippine education are still highly credentialist in nature and unable to recognize and certify the actual knowledge that learners do have. At the basic education level, it is still limited to the use of paper and pencil challenge examinations. Furthermore, RPL system supports two contradicting positions – at one hand it is viewed as a means to promote libertarian, student-centered and inclusive type of education, registering the possibility that schooling is not the only model of education. But at the same time, it is also seen as a tool to promote the agenda of a credentialized and neoliberal education.

1. Starting With What the Learners
Have: Recognition of Prior Learning
(RPL) in Philippine Education
International Conference for Teacher Education 2014
8/21-23/2014 ; Crowne Plaza Hotel, Pasig City, Philippines
Maria Mercedes “Ched” Arzadon
College of Education, University of the Philippines
mearzadon@upd.edu.ph

2. Schools of the future
Learners go to school not for instruction
but to have their prior knowledge
recognized and certified

3. “The beginning of instruction shall
be made with the experience
learners already have . . . this
experience and the capacities
that have been developed during
its course provide the starting
point for all further learning”
John Dewey
(1938)

4. Notion of informal learning
 Distinct from formal and nonformal learning (Coombs and Ahmed 1973)
 Literacy practice – (Street, 1993)
 Indigenous learning system - (Benagen, 1985; Francisco, 2005)
 Funds of knowledge - Gonzales, Moll & Amanti (2005)
 Situated learning (Lave and Wenger 1991)
 Tacit knowledge, workplace learning, associational life, self-education –
(Smith, 199/2008)

5. Informal learning as untapped
resource
 vast untapped resource of invisible knowledge and skills -- significant
economic and social benefits for individuals, communities and countries
 Technology and the internet provide other sources of learning
Ex: Khan Academy; Massive Open Online Courses (MOOCs) like Coursera
Udacity, EdX, etc
 Trend worldwide to recognize and certify this untapped resource (Europe
and North America) due to lack of manpower and influx of migrants who
were educated in their own countries
 Equivalency programs for basic education as 2nd chance opportunity –
EFA program; GED Test (USA)

6. Recognition of Prior Learning (RPL)
RPL is a broad “umbrella” concept that values all learning that people have gained
in their lives (at home, at school, at work and in the community)
 QUALIFICATION RECOGNITION
 CREDIT TRANSFER
 PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

7. Core Principles
1. Adult learners should not have to devote additional time, energy and
money learning over again what they already know and can do.
2. What adults know and can do matters more than where or how they
acquired that learning.
3. Services and programs should be available to evaluate and recognize
their learning

8. Discouraged/excluded learners
 Oft prescription to school dropouts – go back to school or formal
training but they don’t see themselves as school-based “learners.”
 Intimidated by the prospect of going back to school because of previous
negative school experience
 Street smart and know a lot but tend to underestimate what they
actually know and can do
-> RPL shifts from deficit-based to asset based
orientation; promotes motivation and confidence

9. Local policies supporting
Recognition of Prior Learning
 1987 Constitution - encourage non-formal, informal, and indigenous
systems, as well as self-learning, independent, and out-of-school study
programs
 RA 9155 Governance of Basic Education Act of 2001 -Alternative
Learning System is a parallel learning system…. It encompasses both
the non-formal and informal sources of knowledge and skills
 Executive Order 330 1986/ CMO 8 s2009 - for higher education;
assessment and accreditation of prior formal, nonformal and informal
learning of individuals toward the granting of certificates and awards in
higher education
 Executive Order 83 s2012 – Phil Qualification Framework supports the
development and maintenance of pathways and equivalencies

10. RPL mechanisms - from K to PhD
 Basic Education
 Accreditation and Equivalency Exam (A&E) –paper and pencil test, held once a year. Either
be pass or fail. elementary or high school diploma
 PEPT – Phil Education Placement Test – paper and pencil test to determine one’s level of
schooling
 PVT – Phil Validation Test (for learners who used a non-accredited curriculum)
 Technical Vocational Education- TESDA Assessment and Certification Program –
oral and written test; simulation, skills demonstration
 Higher Education– Expanded Tertiary Education Equivalency and Accreditation
Program (ETEEAP)

11. ETEEAP Assessment Procedures
START
Applicant submits papers and
documents certified by
employers and recognized
authorities and organizations to
an HEI deputized by CHED to
implement ETEEAP
Applicant qualifies?
NO
YES
Applicant is advised accordingly
Applicant proceeds to
undertake assessment in the
deputized HEI
HEI pre-assesses applicant’s
qualifications through :
documents submitted, interview,
and/or written test
Written Test / Validating
Oral Exams
Laboratory Demonstration
Practicum
Interview/
Worksite Visitation
Panel of experts assesses and
determines extent and level
of candidate’s competencies
Applicant satisfies
competencies for degree?
NO
YES
Applicant avails of
Competency Enhancement
Services/ Program
Formal Education
Additional time and
experience on the job
Short-term courses/training
HEI awards degree to
successful candidates
HEI informs ETEEAP
Secretariat and HERO
HEI submits evaluation results of
successful candidates and copy of
documents to ETEEAP Secretariat

12. Example: NCR
Ateneo de Manila University (ADMU)
Graduate and Professional Programs
De La Salle University (DLSU)
BS Engineering
De La Salle - College of Saint Benilde
BS in Hotel, Restaurant & Institutional Management
Miriam College
BS Social Work; MA in Childhood Education; MA in
Environmental Education; MA in Family Psychology &
Education; MA in Human Resource & Values Dev’t.; MA
in Environmental Studies; Ph. D. in Child & Family
Studies
Philippine Normal University (PNU)
BEEd; BSEd; BS Math Teaching; BS Chem Teaching; BS
Physics Teaching; AB Psych; AB English; BSE in English;
Bachelor in Early Childhood Education; Master of Arts;
Ph.D. in Linguistics; Ed.D.
Polytechnic University of the Philippines (PUP)
Bachelor of Applied Psych; Bachelor in Bus Ad; AB
Public Ad; AB Pol Sci; AB Mass Com; Bachelor in
Cooperatives; BS Office Admin; MA in Mass
Communication
Saint Joseph's College - Quezon City
AB in Community Dev’t; BS Office Admin; BS
Business Admin
Technological University of the Philippines (TUP)
Bachelor of Technology; BS in Industrial Ed;
Bachelor of Technician Teacher Ed; BS Com Sci;
BS Engineering; Master in Technology
University of Santo Tomas (UST)
Bachelor of Arts; BS Engineering; BS Nursing; BS
Music; Graduate Programs
Philippine Women's University (PWU)
BS Hotel & Restaurant Management

13. Philippine Qualifications Framework
(PQF)

14. RPL and diverse learners
 Through the ALS Accreditation & Equivalency certificate, an industry-
based worker, or a member of a cultural minority, or the differently-
abled, or an out-of-school youth or adult may pursue further formal
education or career growth. (Sec Armin Luistro, 2014)
 Philippine Validation Test - Independent homeschoolers
 ETEEAP/TESDA Certification – workplace, community-based learners

15. ALS Accreditation and Equivalency
(A&E) Exam results
 2000 – 2009
• Test takers 373,000
• Passers 80,000 (21%)
 2013
• Elementary level - 24,998 takers 6,135 passers
(24.5%)
• HS level - 221,598 takers and 72,076 passers (32.5%)

16. 1999 – 2000 13
2002 – 2003 720
2005 – 2006
656
2008 – 2009 1,814
2011 – 2012 1,351
ETEEAP Passers

17. Implications
 Education is not only schooling
 From a terminal view of education towards lifelong learning
 RPL makes education less costly
 DIY education -greater involvement and control on the learners/parents
 Different role of schools/educators - affirmers; certifiers

18. State agenda
 EO 330 - WHEREAS, there is a need to provide individuals with proven
competence, access to opportunities that will prepare them for higher
value jobs required for achieving global competitiveness, advancing
strategic concerns of the State and promoting sustainable development
 EO 83 2012. the adoption of a qualifications framework will benefit
various sectors and stakeholders of education and training, particularly
in: 1) encouraging lifelong learning of individuals; 2-3 providing
employers and the governing specific training standards and
qualifications ...To align the PQF with international qualifications
framework to support the national and international mobility of workers

19. Other concerns
 Limited reach; unable to reduce significantly OSY/OSA population
 Lack of authentic tools in basic education – paper and pencil exam
 Shifts the burden of education provision from the state to the individual
 A poor type of RPL – credentialized model, standards-oriented,
behaviorist (diploma disease)

20. From credentialist to
transformative model of RPL
 Appropriating RPL towards transformative means
 The credentialist model of RPL (standards/competencies-centered)
functions as the socialization process into the elite academic system of
formal knowledge structures instead of challenging it
 The transformative model recognizes/certifies knowledge that is
produced naturally by the learner in his context (Ex: community leaders,
traditional healers, recyclers, advocacy work, participation in a social
movement etc); It valorizes transformative element of a particular
knowledge and skill

21. Dios iti agngina!

22. References
 Asian Development Outlook 2012
 Conrad, D (2008). Myth, Romance, and Reality: Recognizing Experiential Learning In A Canadian
University Context. Centre for Learning Accreditation. Athabasca University
 Harris, J (1997). The Recognition of Prior Learning (RPL) in South Africa?:Drifts and Shifts in
International Practices: Understanding the changing discursive terrain. Department of Adult
Education and Extra-Mural Studies. University of Cape Town. Retrieved:
http://www.peopledev.co.za/library/RPL%20in%20SA%20-
%20Understanding%20the%20changing%20discursive%20terrain.pdf
 Janakk, L (2011). A MANAGEMENT MODEL FOR THE RECOGNITION OF PRIOR LEARNING (RPL) AT
THE UNIVERSITY OF SOUTH AFRICA. Thesis. MASTER OF EDUCATION in the subject of EDUCATION
MANAGEMENT at the UNIVERSITY OF SOUTH AFRICA
 Reyes, A & Raralio E. EXPANDED TERTIARY EDUCATION EQUIVALENCY AND ACCREDITATION
PROGRAM AS WIL. 15th World Conference on Cooperative Education June 26-29, 2007. Suntec
International
 Stenlund, T (2011). As valid as it can be? Assessment of prior learning in higher education. Doctoral
thesis 2011. Department of Applied Educational Science Educational Measurement. Umeå
University. Sweden
 Wheelahan, L (2006). 'Vocations, "Graduateness" and Recognition of Prior Learning in J Harris & P
Anderson (eds.). Re-theorising the Recognition of Prior Learning, NIACE, Leicest
 Workman, B (2007). Assessment and Facilitation in Accreditation: Experiential Learning in the
Undergraduate Work Based Learning Programme. Doctoral Dissertation. Professional Studies
Institute for Work Based Learning Middlesex University, September 2007

23. • .
 1987 Constitution
 Benagen, P (1985) Indigenous Learning System. SEAMEO
 CHED/TESDA/DepEd Website
 CMO 08 2009
 P. H. Coombs and M. Ahmed (1974) Attacking Rural Poverty. How non-formal education can help, Baltimore: John
Hopkins University Press.
 DepEd BALS Report
Executive Order 330 s1986; EO 84 s2012
 Francisco, J(2005). Indigenous Learning Systems: The Philippines. MINDAyawan Journal of Culture and Society
Vol.2(1) 2005 94-110. http://www.philjol.info/index.php/MINDA/article/view/1270/1155
 Gonzalez, N, Moll, L & Amanti, C (2005). Funds of Knowledge: Theorizing Practices in Households, Communities, and
Classrooms. Routledge, Taylor and Francis Group
 Lave, J. and Wenger, E. (1991) Situated Learning. Legitimate peripheral participation, Cambridge: University of
Cambridge Press.
 Reyes, A & Raralio E (2007). Expanded Tertiary Education Equivalency and Accreditation Program. 15th World
Conference on Cooperative Education June 26-29, 2007, Suntec International
 Smith, Mark K. (1999, 2008). ‘Informal learning’, the encyclopaedia of informal education.
[http://infed.org/mobi/informal-learning-theory-practice-and-experience/
 Street, B. (1993). Introduction: The new literacy studies. In B. Street (Ed.), Cross-cultural approaches to literacy (pp. 1-
21). New York: Cambridge University Press