Presentation by Dr. Mamta Srivastava, NIOS

1. RPL in NIOS
Dr. Mamta Srivastava
Dy. Director, NIOS

2. 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

3. • 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

4. • 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

5. Various forms of learning
Knowledge
Skills
Abilities
Formal
Learning
Non-
Formal
Learning
Informal
Learning

6. 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

7. 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

8. 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

9. 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.

10. Stakeholders in RPL
Students/
Learners
Certification
body
Employers
Schools /
VTP
Mentor
External
authentic
ator
Assessor

11. 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

12. 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

13. 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.

14. 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

15. Assessment Stages
Post-Assessment Stage
Assessment Stage
Pre-Assessment Stage

16. 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.

17. 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

18. Types of assessment
• Diagnostic: identify training needs
• Formative: over a period of learning/ practice
• Summative: at the end of the learning/practice

19. 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

20. Principles of Assessment
• Validity
• Reliability
• Fairness
• Flexibility

21. 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

22. Monitoring Mechanism
Using video for assessment
Recording and keeping results

23. 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

24. 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)

25. 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.

26. 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.

27. 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

28. Thanks