Article: Beyond traditional education: can public-private partnership-based recognition of prior learning transform education in developing countries? Journal: International Journal of Technology Enhanced Learning (IJTEL) 2026 Vol.18 No.1 pp.60 - 80 Abstract: The low uptake of skill development programs hinders achieving the UN's SDG 4 goals. Meanwhile, governments worldwide are promoting public-private partnership-based recognition of prior learning (PPP RPL) models. Despite significant efforts, engaging the public remains challenging. This study explores barriers affecting individuals' behaviours and intentions toward adopting PPP RPL in developing countries. Using confirmatory factor analysis, it validates key constructs like performance expectancy (PFE), social influence (SCI), and technological anxiety and resistance (TAR). A UTAUT model for PPP RPL was developed, highlighting cognitive and affective trust (CAT) as crucial for actual adoption. Findings reveal that PFE and SCI significantly boost the intention to adopt PPP RPL, while trust critically impacts actual adoption. Interestingly, TAR, once considered influential, now has little effect due to improved internet access and familiarity with mobile technology. Performance-oriented, cost-effective skill programs that offer higher wages and social recognition are key motivators for adopting PPP RPL. Inderscience Publishers - linking academia, business and industry through research

Title: Beyond traditional education: can public-private partnership-based recognition of prior learning transform education in developing countries?

Authors: Roshan Lal Tamrakar; Suraj Kumar Mukti; Vimal Kumar Deshmukh

Addresses: Department of Mechanical Engineering, National Institute of Technology Raipur, India ' Department of Mechanical Engineering, National Institute of Technology Raipur, India ' Department of Mechanical Engineering, National Institute of Technology Raipur, India

Abstract: The low uptake of skill development programs hinders achieving the UN's SDG 4 goals. Meanwhile, governments worldwide are promoting public-private partnership-based recognition of prior learning (PPP RPL) models. Despite significant efforts, engaging the public remains challenging. This study explores barriers affecting individuals' behaviours and intentions toward adopting PPP RPL in developing countries. Using confirmatory factor analysis, it validates key constructs like performance expectancy (PFE), social influence (SCI), and technological anxiety and resistance (TAR). A UTAUT model for PPP RPL was developed, highlighting cognitive and affective trust (CAT) as crucial for actual adoption. Findings reveal that PFE and SCI significantly boost the intention to adopt PPP RPL, while trust critically impacts actual adoption. Interestingly, TAR, once considered influential, now has little effect due to improved internet access and familiarity with mobile technology. Performance-oriented, cost-effective skill programs that offer higher wages and social recognition are key motivators for adopting PPP RPL.

Keywords: public private partnership; PPP; recognition of prior learning; RPL; skill development; UTAUT; Sustainable Development Goal 4; SDG 4; skill education.

DOI: 10.1504/IJTEL.2026.150522

International Journal of Technology Enhanced Learning, 2026 Vol.18 No.1, pp.60 - 80

Received: 11 Jun 2024
Accepted: 16 Sep 2024
Published online: 16 Dec 2025 *

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Title: Beyond traditional education: can public-private partnership-based recognition of prior learning transform education in developing countries?

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