Recognition of Prior Learning in Higher Vocational Education and Training: Framework Conditions and Recognition Practices at Professional Education Institutions in Switzerland

Context: The orientation of vocational education and training (VET) towards lifelong learning and the development of procedures for recognising prior learning (so-called educational achievements) in formal VET programmes are important goals of the confederation and cantons in Switzerland. The recognition and crediting of educational achievements should facilitate social and economic integration and provide opportunities for mobility through higher qualifications. At the same time, they should lead to better utilisation of potential in the education system and thus alleviate the shortage of skilled workers. Nevertheless, educational achievements are not recognised in approximately half of the study programmes in higher VET.

Approach: We examined the recognition of prior learning in professional education institutions whose programmes are aimed at students with work experience, that is, individuals with non-formal and/or informal competencies that may be relevant for admission or credit transfer to studies. In a selected sample, we investigated the leeway allowed by institutions regarding the recognition of prior learning and why some of them allow only a small leeway, while others are dismissive despite existing possibilities. The aim of this study was to better understand the various recognition practices and justifications of professional education institutions from the perspective of organisations to better promote the recognition of prior learning.

Findings: The analysis included the concepts of boundary work and organisational logic in the interpretation of the results. The findings of this study suggest that the recognition of prior learning is related to the self-image of institutions and the situation of the target labour markets. In a competitive educational environment, a limited credit transfer practice can make sense from a market economy perspective in profiling an institution. On the other hand, in highly regulated occupational fields, the proactive creation of separate educational pathways addresses specific educational groups that help alleviate skill shortages when the labour market is tight.

Conclusions: If lifelong learning is to be promoted through the recognition of prior learning, educational organisations should be transparent about which further education and professional experience can be recognised and in which contexts and where the boundary is drawn. This would enable students to make informed decisions. At the same time, professional education institutions would have the opportunity to distinguish themselves by allowing diversity in their degree programmes.