Analysis of NVQ Through Recognition of Prior Learning (RPL)

Analysis of NVQ through Recognition of Prior Learning (RPL)

By

Mr. K.A.S.S. Jayasinghe

Ms. M.D. Widanaarachchi

Ms. D.K.K. Karunarathne

Ms. D.P.D.M. Jayathilaka

From

National Apprentice and Industrial Training Authority

Sri Lanka

January, 2017

CONTENT

Chapter 1-Introduction

1.1Background...... 3

1.2Research Problem...... 5

1.3Research Objectives...... 8

1.4Research Question...... 8

1.5Hypothesis...... 8

Chapter 2 -LITERATURE REVIEW

2.1The NVQ Framework...... 9

2.2International Case Studies...... 10

Chapter 3 -RESEARCHDESIGN AND METHODOLOGY

3.1Data Collection...... 14

3.3Data Analysis Methods...... 15

3.4Research Limitations...... 15

Chapter 4 -DATA PRESENTATION AND ANALYSIS

4.1Analysis of Socio-economic background...... 16

4.2Analysis of main factors affecting RPL...... 18

Chapter 5 -DISCUSSION

5.1Summary of Findings...... 26

1

1. INTRODUCTION

1.1Background

Under the higher education system of Sri Lanka to maintain the uniformity and the recognition irrespective of the university or the offering body, bachelor degrees are offered under the purview of University Grants Commission (UGC). However, higher education opportunity is limited to a maximum of 10% - 15% of G.C.E (A/L) completers in Sri Lanka due to the unavailability of state university facilities. From 143,740 students eligible for university entrance, only 25,200 students were admitted to the government universities in 2014 (Central Bank Annual Report, 2014).

Subsequently, all other students who drop-outs from O/L and A/L are found to be suffering without a proper channel to acquire a higher level qualification or gain relevant experience enabling them to enter the job market having relevant skills expected by the industry. According to the quarterly labor force survey of the Department of Census and statistics, the highest unemployment rate is reported from the G.C.E (A/L) and above group which is about 10.1 percent in the third quarter in 2015.

To overcome this issue, the Tertiary and Vocational Education Commission (TVEC) has taken steps to introduce the national certification system for the Technical and Vocational Education and Training (TVET) sector of Sri Lanka, which is called the National Vocational Qualifications (NVQ) framework with 7 Levels with effect from January 2005. At the completion of each level of the NVQ, candidates become eligible to enter the professional job market. As well as, the NVQ System is nationally and internationally recognized in order to enter the global job market as qualified professionals.

Both public and private sectors continued to be active in given the NVQ to fulfill the needs of the labor market. Under the NVQ system, 28,535 NVQ certificates were issued to students by the TVEC during 2014 compared to 22,855 in the previous year (Table 1.1).

There are two methods to obtain NVQ. Students can obtain NVQ certificate by following a Competency Based Training (CBT) course from the public and private institutes which are accredited to issue NVQ certificates.

Table1.1 Number of Issued NVQ Certificates

Institute / Number of issued NVQ certificates
2013 / 2014
DTET / 2,932 / 3,481
NAITA / 6,085 / 6,185
VTA / 6,262 / 7,711
NYSC / 656 / 720
Private / 6,920 / 10,438
Total / 22,855 / 28,535

Source: Central Bank Annual Report, 2014

If the candidate could prove his/her ability with adequate evidence of his/her competencies according to the National Skills Standards of relevant trade, then the candidate is eligible to receive NVQ certificate through Recognition of Prior Learning (RPL). It is an assessment process that assesses the competencies acquired through informal, non-institutional learning to determine the extent to which that person has achieved the required competencies. The award of full qualification through RPL is limited to NVQ Level 4.

NVQ certificates issued through accredited courses and through RPL are the same with identical certificates. National Apprentice and Industrial Training Authority (NAITA) and Vocational Training Authority (VTA) are the two institutions authorized to conduct the RPL assessments. Through RPL system, 10,494 NVQ certificates were issued to candidates by the TVEC during 2015 compared to 4,820 in the previous year (Table 1.2). To the last 10 years, NAITA and VTA have issued 31,570 and 2,458 NVQ certificates through the RPL system respectively (Table 1.3).

Table 1.2 Comparison of issued NVQ certificates through CBT and RPL

NVQ Certificates / 2014 / 2015 / Growth
CBT / 23726 / 33654 / 9928
RPL / 4820 / 10494 / 5674
Total / 28546 / 44148 / 15602

Source: TVEC Database

Table 1.3 Comparison of issued NVQ certificates by institute

Institute / CBT / RPL / Total
NAITA / 12700 / 31570 / 44270
VTA / 54613 / 2458 / 57071

Source: TVEC Database

The vital benefit of the RPL system is those who have the industry experience and relevant competency without following a course can obtain the NVQ certificate within few months. It can assist to getting promotion in the existing job or higher salary job. As well as, it is beneficial to who are seeking foreign employment expects the qualification. Thus, NVQ system is integrated with the government recruitment system and with the salary structure and there is a demand for NVQ qualified person from the industry, it is expected that the system will produce the necessary skilled workforce for socio economic development of the country.

Though, getting a NVQ certificate through RPL is more beneficial, it is a doubt that this benefit is possessed by the industry people rightly. In this context, realizing the importance of NVQ system through RPL in the emerging labor market, the main objective of this study was to analyze the NVQ through RPL.

1.2Research Problem

RPL as an element of the NVQ framework is seen as one way to achieve recognized qualifications and to enable progression to higher levels. The RPL process takes place in two stages. First, the assessor carries out a pre-assessment to identify the feasibility of a successful RPL. In the second stage the assessor evaluates the candidate according to the NVQ standard requirements based on evidence that can combine written and practical test, oral questioning, and observation at workplace, trainees record/log, books, trainers/supervisors reports, certificates, testimonies, video, and photographs. Assessors have to be registered and undergo a specific five days training. The quality assurance of assessment varies on the level of the NVQ. However, RPL is not the main issue in Sri Lanka skills policies aimed at youth – provision of adequate learning opportunities of high quality that lead to certification is the predominant issue when it comes to youth.

The NVQ framework development which has been launched in late nineties was accompanied by actions such as development of a network of career guidance centers and setting up of technology colleges that deliver TVET at NVQ levels five to seven. RPL is an inherent element of the NVQ framework which concerns vocational qualificationsand particular focused on the Vocational Education Training (VET) sector in Sri Lanka. As of 2005, competence-based standards have been developed for NVQ certificates related to about 100 occupations(GTZ,2010). The principle of these competence-based NVQs is that they can be achieved through different pathways school-based VET, on-the-job learning as well as recognition of prior learning.

The development of the NVQ framework is seen as a core element of TVET reform in Sri Lanka to address persistent high levels of youth unemployment combined with skills shortages. The problem of youth unemployment is not new in Sri Lanka where more than 30% of young people where outside employment already in the late nineties while the overall unemployment rate was around 10%. Some reports of researchershas been identified that high unemployment and under-employment rates among youth in Sri Lanka data back to as far as the fifties. At the same time the demand for vocational skills has grown significantly. In 2003, Balasuriya and Hughes haveidentified the following as main causes of this mismatch between labor market demand and graduates’ supply:

• Inadequate growth of the formal sector and/or oversupply of school leavers
• Inadequate skill base and overemphasis on non-technical areas of study and
• Poor availability and use of career related information and labormarket data

According to GTZ, by 2009, the majority of NVQ certificates have been achieved through RPL (30,303 compared to 21,047 that have been achieved through training). According to the data of the TVEC for 2010 the situation is somewhat different. Of the 13,244 NVQ certificates issued, 14% were achieved through RPL (i.e. 1814). The rest were achieved through competence based training. In 2010, 64,000 completed vocational training in registered VET providers. Of this number 18% (11,430) were preparing and have achieved NVQs, others were enrolled in other forms of training.

The RPL in the context of NVQs in Sri Lanka is limited to certificates that are below the level 5. In some exceptional cases it is also possible to achieve NVQ level 5 certificates through RPL. It is also generally not be possible to directly achieve a certificate at level 4 and normally participants need to Recognition of prior learning and experiences as a means to re-integrate early school leavers into education and training obtain a certificate at a level 2 or 3 and 18 months of valid experience in order to present the assessment for Level 4. However, it was noted that such procedure may be off putting for people with significant amount of experience who may be unlikely to undergo a level 2 or 3 RPL as they have younger/ subordinate colleagues with higher qualifications levels. It was therefore decided to open the possibility to get a NVQ level 4 directly to people with more than five years of formal employment or self-employment with valid trade license. It seems that a lot of these measures are motivated by the willingness to avoid fraud and to ensure the reliability of the NVQs.

An important goal of the RPL program was to relate formal educational programs more closely to the work-place as a way to focus on knowledge essential to a specific occupation. In-service training often takes place at work without a formal connection to the educational system. In this case, the goal was to integrate parts of the formal educational systeminto the workplace. Experiential and constructivist ideas of learning are central to the practices and outcomes of RPL processes. Dewey (1929) stated that ideas about problem solving are crucial for understanding the importance of experience and experimenting. In this way, experiential learning is helpful for recognizing experience as an important part of the learning process. However, identifying learning at work as a social and contextual activity is common in research on workplace learning (Blaka and Filstad, 2007; Collin and Valleala, 2005; Wenger, 1998). People learn by interacting with each other and with different objects. The focus is often on the context in which learning occurs, the subject matter and the method of learning.

Using these ideas as an interpretative lens, this research was focusedto identify and analyze whether there is a relationship between the recognition of NVQ through RPL and job opportunity.

1.3Research Objectives

• To study the importance of issuing NVQ certificates through RPL
• To assess the potential underlying factors behind candidate’s decision on obtaining NVQ through RPL
• To analyze the relationship between the recognition of NVQ through RPL and job opportunity
• To identify the occupations which has the highest demand for NVQ through RPL

1.4Research Question

How effective is getting an NVQ through RPL for getting job opportunities?

1.5Hypothesis

H0 – There is no relationship between the recognition of NVQ through RPL and job opportunity

H1 – There is a relationship between the recognition of NVQ through RPL and job opportunity

1

1. LITERATURE REVIEW

2.1The NVQ Frame Work

The National Vocational Qualifications Framework (NVQF) of Sri Lanka consists of seven levels of qualification as illustrated in Table 2.1. Levels 1 to 4 covering increasing competencies at the craft level and awarding certificates, Level 5 and 6 for middle level technical qualifications and awarding diplomas and Level 7 at the bachelor’s degree level. Each qualification level is described by the learning demand, the processes expected to be carried out, and the responsibilities of the qualification holder. The National Competency Standards (NCS) is the basis for awarding qualifications developed with strong participation from the industry.

Table 2.1 NVQ Framework in Sri Lanka

NVQ Level / Qualification / Description
1 / Certificate / Work under direct supervision
2 / Certificate / Work under guidance
3 / Certificate / Work independently and quality monitored
4 / Certificate / Work independently
5 / Diploma / Self working and give guidance
6 / Higher Diploma (HND) / Managerial
7 / Degree / Planning and implementation

• Development of National Competency Standards (NCS)

NAITA which has links with the industry is a mandated organization for developing National Competency Standards. The authority has been mandated by the Act to develop and validate National Competency Standards.Preparation and validation of relevant National Competency Standards of trades recognized by the TVEC are also conducted under this.

According to the priority trade occupations identified by TVEC, NAITA develops, revises and validates National Competency Standards through Development Committees and National Industrial Training Advisory Committees (NITACs). NITAC comprises of trade/sector specific specialists and there are 28 committees identified by now and it represents approximately 16 members in each committee.

2.2International Case Studies

• Australia

RPL in Australia comprises a set of national common principles and operational guidelines that can be applied to any of the four education sectors – senior secondaryschool, Adult and Community Education (ACE), VET and higher education. Common national RPL principles and operational guidelines ensure over all consistency still providing each sector with the scope needed to implement RPL in a way that is consistent with sector missions, funding arrangements and accreditation systems. Likewise all Australian states are part of the national VET system but they differ in their approach to providing a state-wide policy framework for RPL implementation.

Australian RPL implementers discovered that there is a no straightforward process of ‘translation’ between the student’s prior learning and the learning outcomes or competency standards. Even preparing a successful RPL application requires high levels of knowledge of formal education and training contexts and the language used in education. So, students need mentorship and support in acquiring the skills they need to participate in RPL, in the same way they need support to learn to undertake other forms of assessment, for example, how to write essays or sit exams.

One of the key drivers for RPL in Australia was its perceived capacity to socially include those who have not had the opportunity to participate in post-compulsory education and training, but who nonetheless have much learning that is relevant to qualification outcomes. However, the take-up of RPL is still low for this section. Ironically those who have benefited most are who do not come from socially disadvantaged groups and have undergone post-compulsory education and training.

• United Kingdom

UK has a well-established further education system. UK skills development policy also ensures to engage employers and provide training for progression in the workplace. One of the flagship programs UK has is the apprenticeship program which combines academic learning and key skills with employment.

UK therefore tackled RPL with two specific objectives - more flexibility to further education colleges and to design a vocational system that enables people to move from vocational to academic learning and back again.

Accredited Prior Learning (APL) – NVQs and SVQs are for learners who are already in the workplace and want to achieve a qualification to prove their standard of work. NVQs and SVQs are based on the agreed National Occupational Standards (NOS), which are developed by the relevant sector skills organization with guidance from employers. There are five levels of NVQ in England ranging from level 1, which focuses on basic work activities, to level 5 for senior management. N/SVQs can also form part of an apprenticeship.

To achieve their qualification, learners usually compile a portfolio of evidence to show that they have met the standard of ability required. This is assessed by an external verifier who may also observe or interview them in the workplace. Quality assurance of this system is based on inspection and accountability. If training providers seek government funding to deliver qualifications within the existing qualification frameworks of UK they are required to undergo external inspection. Training providers are encouraged to submit self-assessment reports to their funding body every year. This report is based on a detailed self-appraisal of the quality of teaching and learning, and also provides information on qualifications attained by their learners in comparison with published national averages. Awarding and professional organizations also have a role in validating the training providers that offer qualifications. They employ external verifiers to visit centers regularly to audit the quality of assessments carried out by staff.

• India

India is often thought of as a country with millions of unskilled people. Year after year, large numbers of people drop out of school at various stages and are without any qualifications. They are then absorbed in the enormous informal economy and have to make their living as best as they can. They may lack qualifications and they may stand to benefit greatly from training, but rarely are they starting from a base of zero in terms of skills.

A very important and prevalent system of skill training in India has been informal training. Such training is often passed on from generation to generation. It is also acquired at the work place as on-the-job training. Persons trained this way earn low wages, despite being fully skilled, and are often exploited by the employers since they do not have any formal certificate. Even though their productivity is low in comparison to that of others who have been formally trained, their contribution to the national GDP cannot be ignored.

The relevance of vocational education has increased in the rapidly growing Indian economy, especially in light of the government’s thrust towards universalization of secondary education, skills development and social justice through inclusive education and training. Through the National Vocational Education Qualifications Framework (NVEQF) the government is looking to formally integrate vocational education with its current conventional secondary and post-secondary educational streams, to provide an opportunity and incentive to students to explore a universe of opportunity.

RPL has the potential to be a powerful tool in the development of India and in the implementation of the Reconstruction and Development Program. It can empower individuals, provide a skill focus for employers, and assist in economic and social development. In terms of the current political, economic and social context in the country, RPL is seen to have the capacity to contribute to redress equity by opening up more ways for people to attain qualified status.