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

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.