RPL: A snapshot from HKQF By David Yu Qualifications Framework Secretariat 25 February 2014 2 A 7-level hierarchy for quality assured qualifications ordered according to Generic Level Descriptors (GLD) A unified framework covering academic, vocational and continuing education sectors, recognizing academic and vocational qualifications gained through formal, non-formal and informal learning A framework underpinned by a quality assurance mechanism that is backed up by legislation A framework developed for and led by industries 3 Academic Sector QF Levels Doctorate Degree Level 7 Master Degree Level 6 Bachelor Degree Level 5 AD/HD Level 4 Secondary 7 / Diploma Level 3 S Secondary 5 / Diploma Level 2 Secondary 3 / Certificate Level 1 Vocational/Continuing Education Sectors To be developed under QF e.g. SCS-based Courses 4 Feb 2004 : - ExCo approval 2004-2008 : - Industry Training Advisory Committees (ITACs) formed for over 10 industries 5 May 2008 : - Full operation of Accreditation of Academic & Vocational Qualifications Ordinance, Cap. 592 - Launch of Qualifications Register (QR) - Launch of QF support schemes 5 Learner-centered (demand driven) Bite-size, modularized learning Flexible mode of delivery Recognition of formal, non-formal & informal learning for access, mobility and progression Credit accumulation & transfer (CAT) Competence-based assessment 6 QF level, credits, award titles prescribed & implemented 19 Industry Training Advisory Committees (ITAC) formed (covering 46% of total workforce) ITAC-initiatives, e.g. Training Packages & Award Scheme introduced QA mechanism and Qualifications Register in place RPL implemented in 8 industries CAT in progress QF Support Schemes in operation (for the benefit of providers, QA bodies, learners) Provide an alternative route for experienced practitioners to receive formal recognition of the knowledge, skills and experience already possessed for learning articulation (for access to or to seek advanced standing in a course) and/or certification of competencies (for job retention, mobility or progression) 8 industry-led - implementation of RPL for a particular industry is contingent on the industry consensus of such a need an assessment process that assesses an individual’s non-formal and informal learning to determine the extent to which that individual has achieved the required learning outcomes as expressed in RPL clusters criterion-referenced and outcomes-based - RPL clusters are benchmarked against the Specification of Competency Standards formulated by that industry 9 covers QF Level 1-4 only. Assessment is through documentary proof of relevant work experience and assessment tests, with years of relevant work experience of the applicants as pre-requisite, e.g. 1 year for QF Level 1, 3 years for Level 2, 5 years for Level 3, and 6 years for Level 4 8 industries, mostly skill-based ones, e.g. hairdressing, printing & publishing, watch & clock, property management, automotive, jewelry, logistics, and Chinese catering, are implementing RPL mechanism for their practitioners. The take-up rate is low, less than 1% one assessment agency appointed by the Government, i.e. Vocational Training Council, to ensure uniformity of practice and ease of management 10 No matter how perfect a system is, there is bound to be discrepancies between the espoused and actual practices. The difference is only a matter of degree. RPL applicants Espoused practices Alternative access to credentialed learning Recognition of competencies at work Boost to self-confidence and motivation Actual practices Lack of opportunities of learning articulation RPL qualifications not given ‘parity of esteem’ as qualifications acquired from formal learning RPL qualifications treated as second class 11 Espoused practices Encourage a culture of continuous learning among workers Up-skilling of the workforce Actual practices Workers apply for job retention rather than progression 12 Espoused practices Actual practices Value of the RPL qualifications RPL to serve as a feeder for was skeptical potential students Development of new demands High attrition rates of RPL for training qualification holders. low demand for further learning Gaps between workplace practice and academic learning 13 Espoused practices Actual practices Increase access to training for Lack of opportunities for learning articulation workers Improve career prospects for Focus on fighting for more workers with recognized incentives and concessions from competencies employers and government 14 Espoused practices Actual practices Social exclusion for those Enhancement of the skills without a recognized level of the workforce, leading to increased human capital qualification and social inclusion RPL qualifications treated as second class RPL is only one strategy among others and its implementation should be considered in connection with other strategies 15 Recognition of on-the-job competencies of a group of experienced banking practitioners by an external assessor Contents of the assessment are drawn from the related Units of Competency in the Banking Industry’s Specification of Competency Standards The competencies recognized are used for gaining access and partial exemption of modules of a postgraduate level programme through a learning partnership with a local education & training institution 16 Contents of the programme are mostly drawn from the real-life scenarios and work tasks experienced by the banking practitioners in their daily work Delivery for the programme will be flexible, e.g. distance learning, e-learning, portfolio presentations, case studies assignments, to facilitate the busy banking practitioners This design enables banking practitioners with rich industry experience but without formal qualifications to gain a recognized qualification, partly through their onthe-job competencies 17
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