Stakeholders Road map for RPL development

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7.4 Stakeholders

An RPL-like approach has actually been practiced in enterprises and job sectors in Indonesia through a variety of modes to assess employees’ performance and capability during which recruitment or career leveling processes are carried out. Similarly, other stakeholders such as professional associations have also employed RPL-like approaches in valuing qualification improvement of their members applying to higher membership status. It may indicate that RPL may be much easier to be adopted and established in enterprises and professional associations compared with the formal education sector. Application of RPL in the education sector may require more in-depth study and comprehensive assessment prior to constructing an appropriate RPL program. In relation to the IQF, it is essential for a RPL program to clearly develop and ensure attainment of RPL against the qualification levels and learning outcome of the IQF. NQFs are generally designed to accommodate multi-entry and multi-exit approaches in which each qualification level can be attained from various endeavors of learning and training. Consequently, RPL programs established must ensure the same policy framework as the IQF. In addition, the assessment approach should recognize and value any kind of achievement relevant to the requirement of a qualification. The implementation of RPL involves a wide range of stakeholders, including: • Higher education institutions: In the university setting, academics are usually required to be the facilitators of the reflective process and to conduct RPL assessments. As RPL assessments on a one to one basis are labor-intensive and require more staff and staff-time per learner than mainstream assessment procedures, faculty members involved in RPL need support. • Professional bodies and employee representatives: Professional bodies and trade unions are important stakeholders in terms of policy and practice as it is vital that they have confidence in qualifications and outcomes achieved. Where RPL is utilized in the context of apprenticeships, training schemes and professional qualifications, the participation of professional bodies is necessary to assist in defining the skills and competencies for use in assessment. • Employers: Much like professional bodies, the success of RPL requires that existing and prospective employers have faith in the process and confidence in the resulting qualifications. As noted above, employers have an incentive to participate in RPL as it supports efficient recruitment and training processes. While the participating employers are often large-scale, small to medium enterprises could potentially group together to engage in RPL. From the learners perspective, the awareness of RPL among employers is important to assist learners in providing documentary evidence of their prior learning and experiences. • Learners: The learner plays a central role in the RPL process as heshe finds and presents relevant evidence of prior learning and seeks to progress in work or education. Outlined below are good practice mechanisms for mentorfacilitators to support the learner as heshe proceeds through the RPL process. More broadly, it may be noted that learners benefit from being socialized into the process through interaction with personnel and other learners and through constructive feedback, which allows them to plan ahead and progress confidently. • The policy community: Establishing a firm legislative basis for RPL engages structures and systems that operate appropriate mechanisms for standards, transparency and consultation. This means that agencies and governing bodies have clearly defined roles, functions and processes within the overall education system. 65

7.5 Identifying prior learning skills