Promoting the recognition of prior learning in the context of development cooperation: The case of Bangladesh

In view of the growing importance of the ‘recognition of prior learning’ (RPL) in educational development in lower- and middle-income countries, and of the dearth of research on this new trend, this article presents a study of vocational education and training (VET) in Bangladesh. It examines the evolution of RPL in this country in terms of causal factors and implementation challenges. Based on an analysis of policy documents, practices and qualitative interviews, we develop our argument around Margaret Archer’s model of morphogenetic educational change. The findings suggest that RPL in Bangladesh has grown in the context of considerable general growth in its educational system, but has not been caused by this. More important for RPL’s expansion has been its inclusion in what McGrath calls the “VET policy toolkit”, which donor agencies have started to actively promote in Bangladesh. At the same time, our reading shows that key actors in the development of the country’s VET system have resisted any alterations of the pathways to existing VET qualifications, as they continue to be of the view that access to established VET programmes should be limited to those who have passed eight years of formal schooling (even though many of these graduates still lack solid literacy and numeracy skills). The article argues that global-level actors might need to take such concerns more seriously.