The Malta Further and Higher Education Authority (MFHEA) published in June 2025 the second edition of the Recognition of Prior Learning (RPL) guidelines, with the aim of simplifying, clarifying and standardising practices among Maltese training providers. The result of joint work with the SCQF Partnership and an extensive consultation process, the document updates the operational framework for all recognised providers, aligning it with European best practices.

An inclusive definition of RPL

Recognition of Prior Learning refers to the possibility of formally assessing skills and knowledge acquired in formal, non-formal and informal settings, even outside the traditional education system. The new document makes it clear that the RPL is not limited to educational qualifications, but can include work experience, volunteering, corporate training, micro-credentials, and even blogs and video diaries.

According to the definition adopted by the MFHEA and SCQF, the RPL applies in three main areas.

• Access to a study program (RPL for Entry).
• Admission with exemptions from specific modules (RPL for Advanced Entry).
• Personal and professional development (Formative RPL).

Guiding principles. fairness, quality and transparency

The new guidelines are based on ten fundamental principles that every institution must comply with, including.

• Centrality of the candidate and respect for privacy.
• Fairness and accessibility.
• Evaluation of learning, not just experience.
• Alignment to MQF levels.
• Internal and external quality.

These principles aim to ensure a consistent and transparent approach at national level, helping to build trust between candidates, training providers and employers.

A clear process for becoming an RPL provider

One of the critical issues identified in the 2024 MFHEA survey concerned the ambiguity of the accreditation process for training institutions. The new guidelines clarify each step required to become an accredited RPL provider.

• Adoption of a compliant RPL policy.
• Availability of trained personnel.
• Submission of the application form to the MFHEA.
• Evaluation by experts, including international ones.

What an RPL policy should contain

The institutional policy must detail.

• Scope and limits of the RPL (e.g. maximum 50% of the program).
• Responsibility of the personnel involved.
• Quality monitoring and assurance methods.
• Any exclusions (e.g. regulated programs or with mandatory practice hours).

It is important to note that MFHEA does not allow the release of a title entirely through RPL.

Access, support and evaluation. three operational pillars

The operating sections of the guide define precisely how the RPL process should be structured.

1. Access Institutions must clearly communicate the requirements, costs, timing and application procedures. The process must be fair and transparent and not discourage candidates with excessive costs.
2. Candidate support Providers must offer self-assessment tools, assistance in compiling the portfolio and academic accompaniment. Standard and proforma formats are expected to be adopted to facilitate the submission of evidence, including micro-credentials, digital certifications, and third-party testimonials.
3. Evaluation Must be carried out by academic experts in the relevant field and subject to internal and external moderation. Decisions must be traced with documented rationales, clear criteria and aligned with training outcomes.

Communication and recording of results

The results of the RPL must be formally notified to the candidate with indications on.

• Credits recognized.
• Possibility and methods of appeal.
• Next steps for admission to the program.

The results must be recorded in the student’s transcript or certificate, avoiding the risk of duplication of credits in other pathways.

Continuous monitoring and support network

MFHEA provides.

• Post-approval checks within six months.
• Periodic training for staff.
• A network of RPL providers to share good practices.
• An annual conference to stimulate discussion between institutions, students and employers.

These tools aim to promote an institutional culture of RPL, encouraging the continuous updating of practices.

Why RPL is central to Malta and Europe

The update of the guidelines is part of the European priorities. from  the European Skills Agenda to the Action Plan for Digital Education, the RPL represents a key tool for.

• promoting lifelong learning.
• recognize experience as a formative value.
• improving mobility in the labour market.
• supporting social and digital inclusion.

In particular, the reference to the Validation of Non-Formal and Informal Learning (VNFIL), regulated in Malta by legislation S.L. 327.432, reinforces the national commitment towards the full enhancement of non-certified skills.

The new MFHEA 2025 Guidelines on the Recognition of Prior Learning mark a decisive step towards a more inclusive, equitable and future-oriented education system. Institutions are now called upon to implement and implement these indications, offering Maltese and international citizens a concrete opportunity to enhance the skills gained over the course of life, even outside the school desks.