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The recognition of acquired competencies (RAC) in vocational training is a structured process that allows individuals to obtain official recognition for the skills they have developed through their work experience, volunteering or informal training. This recognition can lead to a diploma or certificate, without the individual having to relearn what they already know.
Counsellors are often on the front lines when it comes to identifying individuals who could benefit from an RAC in vocational training in order to:
- Better guide them toward recognition pathways if they do not need to complete a full training program
- Promote rapid reintegration into the workforce
- Recognize skills acquired through non-traditional career paths
But how can you identify an opportunity for the RAC in vocational training?
Below are some indicators to look for in individuals who would benefit from having their acquired competencies recognized.
A significant amount of experience without a diploma
The individual is proficient in a trade or skill set, but does not have official recognition. This is the case for many individuals, such as Pierre-Luc, who had the skills he acquired by working as a carpenter recognized in order to obtain a Diploma of Vocational Studies (DVS) in carpentry.
These skills may also have been acquired outside of work. Like Valérie, who volunteers as secretary-treasurer on the board of directors of her neighbourhood family centre. She takes notes during meetings and drafts all documents and correspondence for the board. She performs routine tasks on accounting software, processes the payroll for three employees and manages petty cash. She also writes advertisements to promote the organization’s activities. Thanks to this experience, she was able to earn a Diploma of Vocational Studies (DVS) in secretarial studies.
One of the principles of the RAC in Quebec is that an individual should not have to redo any learning in a formal educational setting that they have already acquired in other contexts or other ways. What is important in the recognition of learning is what a person has learned, not where, when or how it was learned.
Certification requirement
There are situations where an employer requires an employee to have a diploma or certificate in order to keep their job or be eligible for promotion. Fatou’s situation is a good example of this. She was a nurse in her home country. She came to Quebec in July 2023 and now works in a private residence for seniors (RPA) as a care assistant. As new requirements will soon come into effect for RPAs, her employer asked her to obtain certification in order to keep her job. Thanks to the RAC, Fatou was able to validate her skills and obtain a Skills Training Certificate (STC) in assistance to those in private residences for independent and semi-independent seniors.
Difficulty accessing the job market despite technical skills
Some individuals have technical skills, but their lack of official recognition hinders their professional integration. For example, Steve has just been released from prison after serving a 36-month sentence. While incarcerated, he worked in the prison’s welding shop. He learned how to weld stainless steel, a task he was highly engaged in and motivated by. He wants to find a job as a welder, but his experience in the field is limited to what he learned in prison. He finds this difficult to put on his resume. A socio-professional reintegration counsellor told him about the RAC. This service enabled Steeve to obtain official recognition for his skills. His achievement record issued by the Ministère de l’Éducation proves that he successfully acquired them.
Non-traditional career paths
Although not always the case, it is often true that people who benefit from the RAC have followed non-traditional paths. They have acquired skills abroad, through volunteer work or through training programs they did not complete or were not officially recognized.
Desire for change or recognition
The individual wishes to have their skills recognized in order to advance or change careers. With this in mind, intrinsic motivation is a constant value in this type of profile.
It is not where learning occurs that matters, but the skills demonstrated. The RAC in vocational training allows individuals to have their acquired learning officially recognized, without having to start over.
Some revealing figures
Recent data on the RAC in vocational training shows a growing interest in this approach:
| Year | Registrations | Diplomas awarded | Diploma rate (%) |
| 2022–2023 | 8,349 | 3,794 | 45.45% |
| 2023–2024 | 9,419 | 4,274 | 45.37% |
A 12.8% increase in registrations was noted in a single year, reflecting the growing interest in the RAC. The number of diplomas awarded has also increased, with 480 more graduates in 2023-2024.
Tangible benefits for individuals
The RAC in vocational training is an opportunity for personal and professional development. It allows individuals to:
- Obtain a recognized degree without having to start over
- Advance in their career or change fields
- Gain confidence and recognition
- Reduce the time and costs associated with comprehensive training
Conclusion
The RAC in vocational training is much more than an administrative process; it is a system for qualification, recognition and professional inclusion that meets the needs of individuals and the job market.
As registrations for the RAC in vocational training continue to rise, it is essential to promote this initiative to those who could benefit from it.
Readers can access the CERACFP search tool to find the contact information for school service centres offering the RAC by program of study.
Mélanie Lessard has 15 years of experience in vocational training. She has worked as a teacher, content specialist, and, for the past five years, an RAC counsellor. She has been involved in designing tools, as well as creating educational videos and leading workshops to raise awareness about the RAC.
Mélanie Lessard has 15 years of experience in vocational training. She has worked as a teacher, content specialist, and, for the past five years, an RAC counsellor. She has been involved in designing tools, as well as creating educational videos and leading workshops to raise awareness about the RAC.
