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
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
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
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