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Interested stakeholders: As noted above, it is vital that stakeholders have confidence in the RPL process. To develop and maintain this confidence, stakeholders may be invited onto advisory
committees or consulted regularly for input.
Figure-12: Indicative questions in identifying skills
Identifying prior learning skills: The process of identifying a learners existing levels of knowledge and skills can provide an important foundation for establishing overall learning objectives. This follows the
principle that adult learning is best served when it is goal orientated. However, bridging the gap between the theory and practice of adult learning requires considered attention to the learners social
context and their readiness to learn.
As identifying learner skills can be a time-consuming process, it may be fruitful to conduct these exercises with groups of learners. By taking the example of one activity or experience, a
mentorfacilitator can work through a series of questions to help learners within a group identify and reflect upon how they have used specific skills and what they have learned from the experience. Figure-
12 shows a set of indicative questions for such an exercise.
7.7 Assessment and awarding models
In general, assessment and awarding systems may vary from sector to sector or from country to country depending on criteria and objectives of the RPL design. Nevertheless, the following models are mostly
implemented.
Education Workforce
Assessment portfolio
portfolio knowledge and skills assessment
job competency assessment verbal interview
verbal interview
Award credit transfer
job placement course exemption
certificate of competence degree award
certificate of professional qualification
Table-16: Assessment and awarding models Figure-4 in chapter-2 shows that competency recognition can come from two tracks: training programs
and work experiences. The scheme takes into account the IQF as a national reference for qualification.
69 Whilst in figure-5 in chapter-2 illustrates the existing implemented procedures in the education sector.
Nonetheless a more extensive procedure should be designed and detailed in many different instances of each sector.
7.8 Implementation challenges
Implementation challenges identified in fieldwork reflect those found internationally, including: • lack of enthusiasm from learners to apply for RPL based on the fact that learners prefer and
value the learning process and accompanying social interactions is influential to the development of their qualifications;
• RPL implementation has had a tendency to be beset by heavy bureaucracy that left an image that pursuing RPL requires a lot of effort and labor;
• inadequate supports for evidence gathering and lack of credit to quality assurance have sometimes led to onerous requirements in fulfilling the application for RPL that subsequently
discourage the candidates; and • confusing language and procedure to equate the prior learning components into the
qualifications frameworks and standardized units that make RPL unpopular as an alternative to the learning program.
Within the education sector for example, a number of problems need to be clearly elaborated, such as [Gibson Whittaker 2012]:
• policy and process that relate to admissions, teaching and learning process, assessment strategy and quality assurance mechanism;
• curriculum design that explicitly addresses flexible modes of entry, progression and delivery; • building staff capacity in conducting RPL programs and handling existing workload;
• use of technology in enhancing RPL provision such as e-portfolio, development of blended learning approach or integrated model of learning and employability; and
• data base development for maintaining continuous development, analysis and evaluation as well as tracking system.
International experience shows that even countries with mature NQFs face the challenges listed here. This is partly because, as highlighted earlier, RPL can be used for a variety of purposes. Whatever the
purpose, for credibility and transparency, all parties must be confident in the rigor of the assessment methods.
A key principle therefore in moving to the next stage of implementation of RPL in Indonesian higher education is to ensure that RPL is fully integrated into the mainstream quality assurance and quality
control systems of the higher education institutions, accrediting agency and other relevant bodies.
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Chapter 8 Recommendations
