This chapter discusses the conditions for the development of policies for the validation or recognition of prior learning (RPL) in collective skill formation systems, with a focus on Switzerland. It compares the Swiss case with similar reforms in statist skill formation systems (focusing on France and Sweden) as well as other collective skill formation systems (focusing on Germany). The chapter demonstrates that key actors in collective skill formation systems, notably employers and representatives of labour market insiders, are mostly unsupportive of RPL schemes, which they fear will diminish the high credibility of existing vocational qualifications. As a result, only more restrictive forms of RPL schemes are established in collective skill formation systems (e.g. providing access to final exams), if at all. That Switzerland is an outlier in this regard, with its attempts to promote comparatively liberal forms of RPL, does not contradict such findings. Rather, the fact that such forms have evolved in the more statist sub-systems (e.g. in Geneva) and have faced considerable implementation challenges simply adds to the granularity of this chapter’s argument. © Oxford University Press 2022.
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