Recognition of Prior Experiential Learning (RPEL) which is the process of recognizing the skills, knowledge and experience that candidates already have, and converting him/her into a nationally recognized qualification. RPEL is most relevant in developing countries because of huge number of employees are well experienced but without a tertiary qualification or without relevant qualification for career development pathway.
OBJECTIVE Connecting Academic and Technical Learning to the ‘Real World Application The importance of recognizing the Universal Core Competencies and Technical Learning educators, learners and employers recognize and appreciate the evidence which confirms that learners gain a greater understanding of what they learn when they must apply content knowledge, analysis and problem solving related to the real world. A high quality work-based learning experience provides learners with direct experience in a workplace setting where they explore and develop the required knowledge and skills outcome as expected for the academic and technical courses.
Relevance & Motivation Making academic study relevant to real work application and career aspirations motivates learners to complete their education by transferring learner’s working experience into a recognized qualification. Work-based learning allows learns to build relationships with professionals in their community, reinforces both academic and technical education, and enables learners to gain valuable professional experience which will help them succeed in career and life.
Increase the Higher Education completion rates Recognition of Prior Experiential Learning programme is linked to career-conscious pathway which is flexible, customized and constructively assessed, and above all it is made affordable and accessible, and attainable. Most of the high school leavers fail to pursue higher studies because they are unable to see any connection between what they are learning and what they may one day be doing professionally followed by the next reason which is related to affordability and flexibility due to financial and time constrain. By linking learning to career pathways, work-based learning programs can lower the dropout rate.
Indeed, research has found that students in work-based learning programs complete related coursework at high rates and have higher attendance and graduation rates than those not enrolled in such programs (Colley & Jamison, 1998).
Economic & Workforce Development Work-based learning provides a platform for student engagement and success, and also improves workforce development and fills the skills gap. The world is facing a huge number of high school leavers without the gainful experience or competency for the Real World Application to transfer knowledge & technical skills efficiently in their workplace. Recognition of Prior Experiential Learning (RPEL) provides a forum for collaboration between businesses and education institutes to better prepare learners community with World Class Recognition for World Class Workforce.
Global competencies That Cannot Be Taught in the Classroom can be recognized. Most of the life and career related skills which are vital for success such as adaptability, initiative, leadership, productivity and responsibility are best developed through applied experiences such as those provided through work-based learning.
WHO CAN APPLY?
Working Adults aged 23 and above with minimum 3 years of working experience (supervisory / managerial role) with or without a tertiary qualification but who have gained knowledge and skills through experiential learning.
Workers or students who are planning for migration and need recognition for any specific qualification because of their experiential prior learning faster and efficiently.
Those who want to broaden their career but are hindered by previous qualifications that need adjustments.
Unemployed (with past working experience )
People looking for a career development.
People who want their experience to be recognized by their company.
Migrants who wish to strengthen their professional qualification
The benefits of introducing such a system includes a) leading to progression, mobility and employment opportunities for individuals b) reducing redundancy and improving consistency in education and training support materials c) providing access to recruitment, employment, learning and recognition of achievements d) for all nationals and expatriates e) facilitating benchmarking and improvements of national education and training goals and strategic initiatives, aligned to o other world class systems
Requirements for RPEL Learning with evidence in order to make a judgment about the appropriateness of the learning acquired through the candidate’s experience for which the candidate can claim credit has to meet four conditions:
Relevant to the candidate’s chosen qualification for most qualifications it must be broadly within the subject area of the course/ unit/module. This requires the learner to demonstrate that their experience has produced learning outcomes which broadly match those of the existing unit/ module.
The focus of RPEL is on the learning outcomes and not the syllabus content. However, for GLOBAL MINDSHIFT ACADEMY-EUROPEAN INTERNATIONAL UNIVERSITY RPEL Qualifications any evidence being used for RPEL must match the Performance Indicators, range and knowledge required by the qualification.
At a similar level to the learning to the taught qualification RPEL credit can be awarded on any level of course within the GLOBAL MINDSHIFT ACADEMY-EUROPEAN INTERNATIONAL UNIVERSITY Framework for 21st Century Competency Recognition Pathway Policy. Broadly the level is determined by the autonomy, complexity of the task or the context and the extent and transferability of knowledge across different applications.
The learning would have been developed with minimal direction and would show independence and autonomy. Candidates would demonstrate a capacity to apply a critical perspective to personal experience/professional practice including ability to identify assumptions, evaluate positions and alternatives, generate ideas/solutions, the ability to deal with uncertainty and complexity and take on responsibility.
Demonstrated through a portfolio of evidence or through a more conventional assessment format such as essay/report or presentation.
Our Awarding Body limit the timescale for accepting RPEL evidence, for example, IT and Engineering qualifications will only accept up to 2 years back, whereas other qualifications will accept experience gained between 3 and 5 years previously.
This Framework for 21st Century Competency Recognition Assessment has been designed and developed based on the following criteria :
a) Current requirements by the Industry. b) Directly related to career structure of an occupation. c) Developed by industrial practitioners and skilled workers who directly involved in the occupation.
This report will discuss three international referencing systems that represent both a meta-framework and a regional qualifications framework:
The European Qualifications Framework (EQF) provides an ‘interchange’ enabling the alignment of national qualifications frameworks in Europe. It is an eight (8) level framework from Level 1 (basic) to Level 8 (advanced) encompassing higher education, vocational education and training, general education and adult education.
The Qualifications Framework for the European Higher Education Area (QF-EHEA) forms the basis of a common understanding of the ‘phases’ of study in higher education and the qualifications associated with these phases. The three degree phases are Phrase 1: Bachelor, Phrase 2: Master and Phrase 3: Doctorate.
The ASEAN Regional Qualifications Framework involves 10 countries that are members of the Association of Southeast Asian Nations (ASEAN). Most of these countries have developed or are developing national qualifications frameworks.
This industry-themed learning pathway program is a blended learning of 3 major components which is: a)challenging academics, b)real-world practical skills, c)work-based knowledge
The candidate must be able to demonstrate the following competencies during assessment: Universal Core Competencies (Compulsory Unit) These competencies are the foundation for success in each of the Global Executive Core Qualifications. Competency Units listed out are aligned with standards across subjects, with particular emphasis on Common Core standards.
Fundamental Competencies This fundamental competency involves the ability to meet organizational technical and operative goals and customer expectations and to make decisions that produce high-quality results by applying technical knowledge, analyzing problems, and calculating risks. Candidates at all levels of skill need to demonstrate their ability engage intellectually and imaginatively in developing their roles.
Elective Competencies This elective competency involves the ability to bring about strategic change, both within and outside the organization, to meet organizational goals. Inherent to this, is the ability to establish an organizational vision and to implement it in a continuously changing environment. Candidates are required to explore global issues in depth and take action by sharing their perspectives or implementing solutions in their community.
SUBJECTS Universal Core Competencies (Compulsory Unit) Creative Problem Solving Corporate Ethics and Integrity Decision Making Corporate Communication Information Technology for Business Strategic Thinking
Fundamental Competencies Unit Exploration of Sound Engineering Introduction to Sound Engineering Music Theory for Sound Engineering Sound Engineering for Studio Productions Sound Engineering for Live Performances Advanced Music Theory for Sound Engineering Advanced Sound Engineering for Studio Productions Advanced Sound Engineering for Live Performances Applied Sound Engineering
Elective Competencies Unit ( Any 2 units ) Business Resilience Creativity and Innovation - Critical Thinking Entrepreneurship Research and Development