This study analyzes the attitudes of higher education institutions in La Paz, Bolivia, toward prior learning validation (PLV) processes and the experiences that have already been developed. Fishbein and Ajzen’s theory of attitudes is used to analyze the factors involved in including non-traditional populations in professional pathways.
A survey was conducted to identify degree programs suitable for PLV, and a questionnaire was used to assess the attitudes of stakeholders involved in these processes. The results show a balance between favorable and unfavorable attitudes, with the most significant differences found in technical programs and some in the social sciences and humanities, such as Communication and Psychopedagogy.
The study concludes that accepting these processes could help universities open up spaces to democratize higher education by recognizing empirical experience from non-formal and informal learning. This could have a social impact by promoting lifelong learning and the professionalization of human resources at increasingly higher levels.