Given the rapid pace of technological and economic change, lifelong learning has become increasingly important. Recognition of prior learning (RPL) refers to the fact that a person develops knowledge and competences over the course of his or her life that can be recognised, accredited, and assessed (Bohlinger, 2017).  RPL is desired by education policy (Schmid 2019); through it, social and economic integration should be facilitated and opportunities for further educational careers and mobility should be made possible (European Commission, 2001, 2009). The education system has the task of facilitating access to study programmes or shortening them, especially in vocational education and training and tertiary education (Andersson et al., 2013).

Both formally and non-formally as well as informally acquired competences are to be considered. Although the legal basis for RPL is in place in Switzerland, the crediting of non-formal and informal learning in particular is not yet implemented throughout the education system. At the level of professional education institutions (PEI), individual education providers have a great deal of room for manoeuvre, with RPL practices varying from study programme to study programme. Since these have not yet been systematically surveyed, the actual possibilities for RPL at PEIs are not very transparent (Authors, 2022).

This study examines how the state guidelines and regulations on RPL at PEIs are interpreted and implemented in Switzerland. Particular attention is paid to the question of the role played by non-formal (e.g., continuing education) and informal learning (e.g., work experience, family work and volunteer work), as these are more difficult to validate than formal learning. In addition, it will be shown which framework conditions in the educational environment and on the labour market have a beneficial or impeding effect on the crediting of educational achievements to PEIs.

Based on the current state of research (Cooper & Harris, 2013; Cooper et al., 2017; Harris & Wihak, 2017; Maurer, 2019; Pitman & Vidovich, 2013), we assume that RPL at PEIs takes place in different organisational structures shaped by national guidelines, professional associations and the labour market. Within this environment, educational institutions have room to create their own organisational policies and cultures, which can either promote or hinder RPL, depending on whether an organisation tends to stick to maintaining existing cultures or is open to new developments (Damm 2018).

Since there has been little research on RPL practices in professional education, we explored our research questions with a mixed-methods design. As a first step, we used qualitative comparative case studies following a maximum variation sampling and conducted several semi-structured interviews with 14 responsibles at PEI. The results of the interviews were basis for the second step, a nationwide questionnaire survey (n=255 study programmes), which provides an overview of the current recognition practice of PEIs. In addition, motives and lines of reasoning are identified that are put forward for or against the recognition of prior learning.

Initial results show that in about 50% of the study programmes, learning outcomes are not recognised at the time of admission, while 40% refrain from crediting them to the study programme. The most important motive for the recognition of prior learning outcomes from the perspective of the PEIs is the service orientation towards the students. Students who already have the required competences and qualifications should find it easier to study and have an efficient training time. This should reduce the shortage of skilled workers and promote permeability in the education system. However, the respondents express concerns that RPL creates gaps in the students' acquisition of competences and that the quality of training decreases. If RPL is to be promoted at PEIs in Switzerland, these arguments must be discussed further.

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