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RPL in NIOS
Dr. Mamta Srivastava
Dy. Director, NIOS
Contemporary Scenario in Skill Development
 Age Group 15-29
▫ Only 2% have formal Vocational Training
▫ 8 % have non-formal Vocational Training
• 93% of workforce in un-organized sector
• New workforce entrants every year: 12.8 Million
• Existing Skill Development capacity: 3.1 Million
• Mismatch between the skill requirements of the market
and the skill base of the job seekers
• Half-a-billion labor force of India -
▫ It is under-utilized due to low skill endowments and low
levels of productivity
• India has the most youngest population in the
world & this demographic advantage to be
converted to demographic Dividend.
• In countries like Korea, Japan and Germany 60%
to 96% of the youth in the age group 20-24 are
vocationally trained.
Present Scenario
• The country is and will be in a favourable
demographic situation
• 25% of the world labour force would be
Indians by 2025 (India Labour Report, 2009)
• Target is to achieve 350 million skilled
persons by 2022.
• To achieve these targets India needs a flexible
education system with
▫ Facilities for Lifelong Learning
▫ Recognition of Prior Learning
Future Outlook
Various forms of learning
Knowledge
Skills
Abilities
Formal
Learning
Non-
Formal
Learning
Informal
Learning
Why are we focusing on RPL in India
• Large pool of skilled, unqualified workers.
• To provide recognition to the skilled craftsman
and skilled workforce who do not have any
formal learning and certification
• To empower adult mature learner
• To provide alternate routes for studies and
equivalency
• For personal development and
empowerment
Cont…
 Target people who have been excluded from
mainstream education
 A focus on employer needs – helping employers
understand the skills that they already have in
their organization.
 Choice – greater flexibility in education systems
 Maximum utilization of existing human resources
 Promotion of a positive learning culture –
encouraging the valuing of all learning, wherever
it is gained
NVEQF and Prior Learning
Case I Case II
Level Certificate Equivalence Equivalence Certifying Body
10 NCC 8 Degree Doctorate University and SSC
9 NCC 7
PG Diploma Masters Degree
University and SSC
8 NCC6 University and SSC
7 NCC 5
Advanced
Diploma
Bachelors Degree
Board of Technical Education and SSC
University and SSC6 NCC 4
5 NCC 3
Diploma
Grade XII Board of Technical Education, and SSc
School Board and SSC
4 NCC 2
3 NCC 1 Grade XI
2 NCWP 1 Grade X Grade X School Board and SSC
1 NCWP 1 Grade IX Grade IX School Board and SSC
RPL RPL 2
RPL 1
Grade VIII
Grade V
Grade VIII
Grade V
NIOS/SOS and SSC
NIOS/SOS and SSC
NCC – National Competency Certificate, NCWP – National Certificate for Work Preparation
RPL – What is it
“to recognize and validate competencies for the
purpose of certification obtained outside the
formal education and training systems”
• it is a form of assessment based process which
makes use of evidence of learners previous non-
certified achievements to demonstrate his/her
competence (knowledge, skills and attitude) or
achievement.
Stakeholders in RPL
Students/
Learners
Certification
body
Employers
Schools /
VTP
Mentor
External
authentic
ator
Assessor
Participants in RPL process
• Skill workers engaged in urban small scale
enterprise
• Self employed people
• People engaged in traditional activities
• Skilled workers in rural areas
• Mature /Adult Learners
Purpose of the RPL Framework
• Simplify the RPL process and establish a common
understanding amongst stakeholders
• Standardise various practices
• Aligned with the principles and values
underpinning transformation of the education and
training system
• Addresses the visible and invisible barriers to
learning and assessment experienced by many
employees/learners
Benefits of RPL
RPL can address the
• Needs of disadvantaged groups, dropouts and part time
students.
• It facilitates entry into education and training programmes
• It gives recognition to certain occupation as professions which
will have social and economic benefits.
• Workers and artisans in unorganized sector can gain national
recognition for their skills and experience to enter into formal
system of education & training.
• It may also enhance the employment prospectus
• It will also help in identifying training needs of people
• Will also encourage people to become life long learners.
The Process of RPL is about
• Identifying what the learners know and can do
• Matching the skills/knowledge and experience of
the learner with the unit standards
• Assessing the learner
• Acknowledging the competencies of the learner
• Providing credit to the learner for skills,
knowledge and experience already acquired.
• Issuing a record of learning /qualification
Assessment Stages
Post-Assessment Stage
Assessment Stage
Pre-Assessment Stage
Assessment
• Vocational skills assessment falls in two parts
▫ Knowledge ( what & why)
▫ Competence
• Knowledge assessment is relatively easy to
manage
• Competence assessment requires external
verification /assurance.
Assessment methods have to be
• Appropriate; best suited for the performance being
assessed.
• Fair; assessment methods will not be of
disadvantage to individuals or limit them in ways
unrelated to the evidence sought
• Integrated with work /or learning; evidence
collection can be ongoing ,linked with normal work
or learning
• Manageable ;used should be straightforward, readily
arranged and will not interfere with work or
learning
Types of assessment
• Diagnostic: identify training needs
• Formative: over a period of learning/ practice
• Summative: at the end of the learning/practice
If partial fulfillment of competency
Judgment & recommendation made
Candidate assessed against selected NOS
VTP/SKP invites eligible candidate for
assessment
Application received from Candidate Seeking RPL
VTP’s Screens Application
Candidate informed of short coming
and registered to rectify it
NIOS/VTP developes the assessment plans
tools
Support provided for gap training
Yes No
Process of RPL Assessment
Principles of Assessment
• Validity
• Reliability
• Fairness
• Flexibility
Assessment methods and tools
Assessment method Assessment tools
Practical observation Instructions to candidates and assessors
Observation checklist with criteria
Simulation, role-play,
case study
Scenario to be simulated, or outline of roles or
issues to be covered
Observation check list with criteria
Written test Instructions to candidates
Examination questions/paper
Marking check list/answer guide for assessors
Reports,
assignments, projects
Project brief
Marking check list/recording tool for assessors
Portfolio or diary Guidelines for candidates
Log book
Recording tool for assessors
Monitoring Mechanism
Using video for assessment
Recording and keeping results
Appeals Processes
• Usually 30 days to appeal (in writing)
• To be heard by an independent person
• Candidate and assessor both to be heard
• Candidate may be reassessed
What are the outcomes of RPL ?
As a result of RPL people may:
▫ Plan a learning pathway; personal/career development plan
which will build on their prior learning (RPL for PCD/ formative
recognition)
▫ Identify core, and other skills, which they have gained
through their life and work experiences which will help them to
study, train or work effectively ( building learner confidence &
supporting transitions)
▫ Gain entry to a programme at college or university as
alternative to traditional entry qualifications (RPL for entry)
▫ Gain credit within a programme or towards a qualification RPL
for credit/ summative recognition)
Challenges -1
• Public recognition of the RPL processes as part of
the education and training systems.
• Training of the trainers and other functionaries a
key issue.
• Tailored and customized learning processes must
be developed further..
• How to minimize costs for the learner.
Challenges -2
• Changing current mindset that devalues
anything that does not involve traditional
learning processes
• Potentially complex processes, including the
need to gather adequate evidence.
• Acceptance of RPL candidate by the Industry
and other Learning Institutions.
• Establishing uniform process for RPL across
Organization/ Institutions /SSC.
RPL in adult literacy
Assessment of Basic Literacy Program under
Sakshar Bharat Programme(NIOS & NLMA)
• Launched by NIOS as a pilot in 2010
• Assessment twice in a year –
 March & August
• Nearly 2 crores candidates certified
Thanks

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Developing Strategy plan for implementation of NVEQF in Open Schooling- Kochi, June 20-21,2013

  • 1. RPL in NIOS Dr. Mamta Srivastava Dy. Director, NIOS
  • 2. Contemporary Scenario in Skill Development  Age Group 15-29 ▫ Only 2% have formal Vocational Training ▫ 8 % have non-formal Vocational Training • 93% of workforce in un-organized sector • New workforce entrants every year: 12.8 Million • Existing Skill Development capacity: 3.1 Million • Mismatch between the skill requirements of the market and the skill base of the job seekers
  • 3. • Half-a-billion labor force of India - ▫ It is under-utilized due to low skill endowments and low levels of productivity • India has the most youngest population in the world & this demographic advantage to be converted to demographic Dividend. • In countries like Korea, Japan and Germany 60% to 96% of the youth in the age group 20-24 are vocationally trained. Present Scenario
  • 4. • The country is and will be in a favourable demographic situation • 25% of the world labour force would be Indians by 2025 (India Labour Report, 2009) • Target is to achieve 350 million skilled persons by 2022. • To achieve these targets India needs a flexible education system with ▫ Facilities for Lifelong Learning ▫ Recognition of Prior Learning Future Outlook
  • 5. Various forms of learning Knowledge Skills Abilities Formal Learning Non- Formal Learning Informal Learning
  • 6. Why are we focusing on RPL in India • Large pool of skilled, unqualified workers. • To provide recognition to the skilled craftsman and skilled workforce who do not have any formal learning and certification • To empower adult mature learner • To provide alternate routes for studies and equivalency • For personal development and empowerment
  • 7. Cont…  Target people who have been excluded from mainstream education  A focus on employer needs – helping employers understand the skills that they already have in their organization.  Choice – greater flexibility in education systems  Maximum utilization of existing human resources  Promotion of a positive learning culture – encouraging the valuing of all learning, wherever it is gained
  • 8. NVEQF and Prior Learning Case I Case II Level Certificate Equivalence Equivalence Certifying Body 10 NCC 8 Degree Doctorate University and SSC 9 NCC 7 PG Diploma Masters Degree University and SSC 8 NCC6 University and SSC 7 NCC 5 Advanced Diploma Bachelors Degree Board of Technical Education and SSC University and SSC6 NCC 4 5 NCC 3 Diploma Grade XII Board of Technical Education, and SSc School Board and SSC 4 NCC 2 3 NCC 1 Grade XI 2 NCWP 1 Grade X Grade X School Board and SSC 1 NCWP 1 Grade IX Grade IX School Board and SSC RPL RPL 2 RPL 1 Grade VIII Grade V Grade VIII Grade V NIOS/SOS and SSC NIOS/SOS and SSC NCC – National Competency Certificate, NCWP – National Certificate for Work Preparation
  • 9. RPL – What is it “to recognize and validate competencies for the purpose of certification obtained outside the formal education and training systems” • it is a form of assessment based process which makes use of evidence of learners previous non- certified achievements to demonstrate his/her competence (knowledge, skills and attitude) or achievement.
  • 11. Participants in RPL process • Skill workers engaged in urban small scale enterprise • Self employed people • People engaged in traditional activities • Skilled workers in rural areas • Mature /Adult Learners
  • 12. Purpose of the RPL Framework • Simplify the RPL process and establish a common understanding amongst stakeholders • Standardise various practices • Aligned with the principles and values underpinning transformation of the education and training system • Addresses the visible and invisible barriers to learning and assessment experienced by many employees/learners
  • 13. Benefits of RPL RPL can address the • Needs of disadvantaged groups, dropouts and part time students. • It facilitates entry into education and training programmes • It gives recognition to certain occupation as professions which will have social and economic benefits. • Workers and artisans in unorganized sector can gain national recognition for their skills and experience to enter into formal system of education & training. • It may also enhance the employment prospectus • It will also help in identifying training needs of people • Will also encourage people to become life long learners.
  • 14. The Process of RPL is about • Identifying what the learners know and can do • Matching the skills/knowledge and experience of the learner with the unit standards • Assessing the learner • Acknowledging the competencies of the learner • Providing credit to the learner for skills, knowledge and experience already acquired. • Issuing a record of learning /qualification
  • 16. Assessment • Vocational skills assessment falls in two parts ▫ Knowledge ( what & why) ▫ Competence • Knowledge assessment is relatively easy to manage • Competence assessment requires external verification /assurance.
  • 17. Assessment methods have to be • Appropriate; best suited for the performance being assessed. • Fair; assessment methods will not be of disadvantage to individuals or limit them in ways unrelated to the evidence sought • Integrated with work /or learning; evidence collection can be ongoing ,linked with normal work or learning • Manageable ;used should be straightforward, readily arranged and will not interfere with work or learning
  • 18. Types of assessment • Diagnostic: identify training needs • Formative: over a period of learning/ practice • Summative: at the end of the learning/practice
  • 19. If partial fulfillment of competency Judgment & recommendation made Candidate assessed against selected NOS VTP/SKP invites eligible candidate for assessment Application received from Candidate Seeking RPL VTP’s Screens Application Candidate informed of short coming and registered to rectify it NIOS/VTP developes the assessment plans tools Support provided for gap training Yes No Process of RPL Assessment
  • 20. Principles of Assessment • Validity • Reliability • Fairness • Flexibility
  • 21. Assessment methods and tools Assessment method Assessment tools Practical observation Instructions to candidates and assessors Observation checklist with criteria Simulation, role-play, case study Scenario to be simulated, or outline of roles or issues to be covered Observation check list with criteria Written test Instructions to candidates Examination questions/paper Marking check list/answer guide for assessors Reports, assignments, projects Project brief Marking check list/recording tool for assessors Portfolio or diary Guidelines for candidates Log book Recording tool for assessors
  • 22. Monitoring Mechanism Using video for assessment Recording and keeping results
  • 23. Appeals Processes • Usually 30 days to appeal (in writing) • To be heard by an independent person • Candidate and assessor both to be heard • Candidate may be reassessed
  • 24. What are the outcomes of RPL ? As a result of RPL people may: ▫ Plan a learning pathway; personal/career development plan which will build on their prior learning (RPL for PCD/ formative recognition) ▫ Identify core, and other skills, which they have gained through their life and work experiences which will help them to study, train or work effectively ( building learner confidence & supporting transitions) ▫ Gain entry to a programme at college or university as alternative to traditional entry qualifications (RPL for entry) ▫ Gain credit within a programme or towards a qualification RPL for credit/ summative recognition)
  • 25. Challenges -1 • Public recognition of the RPL processes as part of the education and training systems. • Training of the trainers and other functionaries a key issue. • Tailored and customized learning processes must be developed further.. • How to minimize costs for the learner.
  • 26. Challenges -2 • Changing current mindset that devalues anything that does not involve traditional learning processes • Potentially complex processes, including the need to gather adequate evidence. • Acceptance of RPL candidate by the Industry and other Learning Institutions. • Establishing uniform process for RPL across Organization/ Institutions /SSC.
  • 27. RPL in adult literacy Assessment of Basic Literacy Program under Sakshar Bharat Programme(NIOS & NLMA) • Launched by NIOS as a pilot in 2010 • Assessment twice in a year –  March & August • Nearly 2 crores candidates certified

Notas del editor

  1. Formal learning: takes place within the context of programmes delivered by learning and training providers is assessed and credit-rated. Informal learning: achieved through life and work experiences learning gained in non-formal contexts e.g. in the community, the workplace or independent learning not been previously assessed or credit-ratedNon-formal learning: what happens in a formal situation but may not lead to formal qualifications