Recognition of Knowledge, Skills and Experience After School: A Framework for Adult Recognition within the New South Wales Higher School Certificate

This paper examines a structural issue within the New South Wales Higher School Certificate (HSC): the recognition of knowledge, skills and experience acquired after a person leaves school. Building upon earlier analyses of HSC non-completion and the regulatory architecture of the Assessment, Certification and Examination (ACE) Rules, the paper argues that the principal challenge is not the academic standard of the HSC, but the mechanisms through which evidence of learning is recognised after formal schooling has ceased. The study distinguishes between learning and credential recognition, demonstrating that significant knowledge may be acquired through employment, military service, apprenticeships, tertiary education, community leadership, industry certification, entrepreneurship, and other forms of formal, non-formal and informal learning. While aspects of Recognition of Prior Learning (RPL) exist within the current regulatory framework, they remain limited in scope and are not designed as a comprehensive mechanism for adult candidature. A systems model is developed that links evidence generation, competency verification, curriculum alignment, assessment, and credential award. The paper proposes that future policy should focus on expanding evidence architecture while preserving the existing academic standards, syllabus outcomes, external examinations, and public confidence associated with the Higher School Certificate. The work forms part of a broader research programme examining credential systems, regulatory governance, and lifelong learning.