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In this paper we draw on the theoretical perspective of new institutionalism, particularly on that of world culture and world polity, and discuss the influence of policies of three selected international intergovernmental organisations (IIOs) concerning the recognition of prior learning (RPL) on adult learning and education (ALE) policies, of which RPL is a part, in one developing country from the global South (India) and one developed country from the global North (Germany). Based on a comparative analysis of two country cases, we show that there is evidence of a worldwide convergence of ALE policies as IIOs play a crucial role in the formation and dissemination of European and/or global RPL policies that are based on similar standards. However, it is also evident that this does not indicate a wholesale implementation and adoption of policies, especially in local environments.

Education policies are becoming increasingly oriented towards employability (economic returns) and subjected to measurements especially post-2015. Despite resistance from different stakeholders, employability has become a global norm and funds for programmes with non-economic objectives, especially in low and middle-income countries have been cut tremendously (Singh & Ehlers, 2020). Is this a short term crisis, a faulty and confused policy decision, or a part of a long term policy agenda aimed at bigger changes with deeper policy linkages? Who is promoting it with what intentions? How should the actors in the education sector deal with it? This paper answers these questions by mapping and analysing the shift in policy framework for International Development from Global North-South Divide (1970s-2015) to Sustainability (2015 onwards) and its impact on the policy of education for development. It shows how International Organisations (IOs) used knowledge, information and policy linkages to gain control over states and UN created a narrative about sustainability rooted in environment to facilitate an obscure OECD agenda for sustainable economic growth, backed by World Bank and the IMF’s measurement and control tactics. It further explains how and why the development policies (reflected in education) of low, middle and high income countries converged post-2015.