Developing Strategy plan for implementation of NVEQF in Open Schooling- Kochi, June 20-21,2013
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Developing Strategy plan for implementation of NVEQF in Open Schooling- Kochi, June 20-21,2013



Presentation by Dr. Mamta Srivastava, NIOS

Presentation by Dr. Mamta Srivastava, NIOS



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  • 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

Developing Strategy plan for implementation of NVEQF in Open Schooling- Kochi, June 20-21,2013 Developing Strategy plan for implementation of NVEQF in Open Schooling- Kochi, June 20-21,2013 Presentation Transcript

  • RPL in NIOS Dr. Mamta Srivastava Dy. Director, NIOS
  • 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
  • • 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
  • • 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
  • Various forms of learning Knowledge Skills Abilities Formal Learning Non- Formal Learning Informal Learning
  • 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
  • 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
  • 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
  • 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.
  • Stakeholders in RPL Students/ Learners Certification body Employers Schools / VTP Mentor External authentic ator Assessor
  • 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
  • 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
  • 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.
  • 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
  • Assessment Stages Post-Assessment Stage Assessment Stage Pre-Assessment Stage
  • 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.
  • 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
  • Types of assessment • Diagnostic: identify training needs • Formative: over a period of learning/ practice • Summative: at the end of the learning/practice
  • 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
  • Principles of Assessment • Validity • Reliability • Fairness • Flexibility
  • 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
  • Monitoring Mechanism Using video for assessment Recording and keeping results
  • 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
  • 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)
  • 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.
  • 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.
  • 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
  • Thanks