Practices on APEL for TVET Teacher Training Programs - Admission

172 Pages·2014·1.54 MB·English

Research and Development - 5

Practices on APEL for TVET Teacher

Training Programs

- Admission and Advanced Standing

Processes

Jailani Md. Yunos

Research and Development

5

Practices on APEL for TVET Teacher
Training Programs
- Admission and Advanced Standing
Processes

Jailani Md. Yunos
Imprint
Editors
Paryono Paryono, Bandar Seri Begawan, Brunei Darussalam
Thomas Schröder, Shanghai, China
Georg Spöttl, Bremen, Germany

Author
Jailani Md. Yunos, Raja Batu, Malaysia

Participating Researchers
Noraini Kaprawi, Raja Batu, Malaysia
Maizam Alias, Raja Batu, Malaysia
Kahirol Mohd Salleh, Raja Batu, Malaysia
Lai Chee Sern, Raja Batu, Malaysia
Marlina Mohamad, Raja Batu, Malaysia
Nor Lisa Sulaiman, Raja Batu, Malaysia

RCP Secretariat and
GIZ office in Shanghai/ China

Chinese-German Building 1109
Tongji University, 1239 Siping Street
200092 Shanghai, China
T + 86 (0) 21 6598 0423
F + 86 (0) 21 6598 5145
E [email protected]
W www.giz.de
Project:
Regional Cooperation Platform for Vocational Teacher Education in Asia (RCP)
GIZ-Programme Director: Helmut Schönleber
Director of RCP Secretariat: Dr Thomas Schröder
Editors: Regional Cooperation Platform for Vocational Teacher Education in Asia (RCP)
Layout &
Design: Gaby Tobler
Place: Shanghai, P.R. China
Date of Publication: October 2013
Table of Content
List of Abbreviations
List of Figures
List of Tables
1 Introduction ................................................................................................... 8
1.0 Introduction ......................................................................................................................... 8
1.1 Background of research ...................................................................................................... 8
1.2 Purpose of research ............................................................................................................. 9
1.3 Research questions .............................................................................................................. 9
1.4 Scope of research ................................................................................................................ 9
2 Literature Review ........................................................................................ 10
2.0 General overview of APEL ............................................................................................... 10
2.1 Setting up RPL process ..................................................................................................... 12
2.2 Policies and guideline ....................................................................................................... 14
2.3 Policy key role .................................................................................................................. 14
2.3.1 Policy concept ................................................................................................. 15
2.3.2 South Africa (University of South Africa) ....................................................... 19
2.3.3 Australia (Australian Catholic University) ..................................................... 19
2.3.4 North America (Algonquin College, Canada) ................................................ 20
2.3.5 North America (British Columbia Universities, Canada) .............................. 21
2.3.6 Asia (Malaysian Qualification Agency) .......................................................... 21
2.3.7 Asia (Open University of Malaysia) ............................................................... 23
2.3.8 Europe ............................................................................................................. 24
2.3.9 United Kingdom (Staffordshire University) .................................................... 26
2.3.10 United Kingdom (University Of Worcester) ................................................... 26
2.3.11 United Kingdom (University Of Manchester) ................................................. 28
2.3.12 United Kingdom (Pearson Education Ltd.) .................................................... 29
2.3.13 United Kingdom (FETAC, Ireland) ................................................................ 30
2.4 The model and process of APEL ...................................................................................... 31
2.4.1 South Africa .................................................................................................... 32
2.4.2 Austrialia ........................................................................................................ 46
2.4.3 America ........................................................................................................... 52
2.4.4 Asia ................................................................................................................. 67
2.4.5 Europe ............................................................................................................. 71
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2.5 Current practices of APEL ................................................................................................ 95
2.5.1 South Africa .................................................................................................... 95
2.5.2 Austrialia ........................................................................................................ 96
2.5.3 America ........................................................................................................... 97
2.5.4 Asia ................................................................................................................. 98
2.5.5 Europe ............................................................................................................. 99
2.6 Issues and challenges in APEL ....................................................................................... 101
2.6.1 Issues and challenges on implementation ..................................................... 101
2.6.2 Issues and challenges on assessment ............................................................ 105
2.7 Benefits of APEL ............................................................................................................ 109
2.7.1 Benefits for learner ....................................................................................... 109
2.7.2 Benefits for acadamic institution .................................................................. 110
2.7.3 Benefits for employer .................................................................................... 110
2.7.4 Benefits for community/nations..................................................................... 111
3 Methodology ............................................................................................... 112
3.1 Introduction ..................................................................................................................... 112
3.1.1 Sampling ....................................................................................................... 112
3.1.2 Instrumentation ............................................................................................. 112
3.1.3 Research procedure ...................................................................................... 113
4 Findings And Discussions .......................................................................... 115
4.0 Introduction ..................................................................................................................... 115
4.1 The similarities and differences in APEL practices ........................................................ 115
4.2 Essential characteristics for APEL process model and
assessment for admission and advanced standing .......................................................... 119
4.3 Extensive APEL model for TVET-TT programs on process and assessment ................ 123
4.4 Generically APEL model for TVET-TT programs on process and assessment ............. 131
5 Conclusions And Recommendations ........................................................ 138
5.0 Introduction ..................................................................................................................... 138
5.1 Conclusion and recommendation .................................................................................... 138
6 References ................................................................................................... 140
7 Appendixes .................................................................................................. 144
7.0 Appendix A structure interview to MQA/OUM ............................................................. 144
7.1 Appendix B gap analysis for RPL/PLA/APEL process model ....................................... 146
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List of Abbreviations
A.P.A Accreditation of Prior Achievement
ABN Australian Business Number
ACBS Academic Credit Bank system (Korea)
ACR Accredited Conservator-Restorer
ACTiVE Advance Centre for Technical and Vocational Education
ACU Australian Catholic University
APCL Accreditation of Prior Certification Learning
APEL Accreditation of Prior Learning
APL Accreditation of Prior Learning
ARPL Assessment and Recognition of Prior Learning
AU Athabasca University
BC British Columbia University
BCCAD Bureau for Counselling, Career and Academic Development
C2T2 Centre for Curriculum, Transfer and Technology
CAEL Council for Adult and Experiential Learning
CAPLA Canadian Association for Prior Learning Assessment
CLA Centre for Learning Accreditation
CSD Centre for Skills Development
DKM Malaysian Skills Diploma
DLKM Malaysian Skills Advance Diploma
ECTS European Credit Transfer System
ETQA Education and Training Quality Agency
EUCEN European University Continuing Education Network
EVC Pearson Education Limited
EVK Erkennen van elders of informeel Verworven Kwalificaties
FAQ Frequently Asked Question
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FAS Irish National Training and Employment Authority
FE Flexible Entry System
FETAC Elders Verworwen Competencies, Netherlands
HE(SA) Higher Education Institution in South Africa
HvA Hogeschool van Amsterdam
MAE Ministry of Advanced Education
MAQ Mauritius Qualification Authority
MITD Mauritius Institute of Training and Development
MLVK National Vocational Training Council
MOHE Ministry of Higher Education
MQA Malaysian Qualification Agency
MQF Malaysian Qualifications Framework
NCVA National Council for Vocational Awards
NQF National Qualifications Framework
NTCL Normas Técnicas de Competencia Laboral (Mexico)
NVQ National Vocational Qualification
ORICC Office for Research, Innovation, Commercialisation and Consultancy Management
OUM Open University of Malaysia
PIA Points of Information and Advice
PLA Prior Learning Assessment
PLAR Prior Learning Assessment and Recognition
PRO Public Relation Officer
RCP Regional Cooperation Platform
RPA Recognition of Prior Achievement
RPL Recognition of Prior Learning
SAQA South African Qualification Authority
SKM Malaysian Skill Certification
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TAFE Training and Further Education
TSDL Tutorial Services, Discussion Classes and Work-Integrated Learning
TT Teacher Training
TVET Technical and Vocational Education and Training
UCAS University and Colleges Admissions Service
UNISA University of South Africa
UTHM Universiti Tun Hussein Onn Malaysia
UW University of Worcester
VAE Validation des Acquis de l’Expérience
VPL Valuation (and Validation) of Prior Learning
WOU Wawasan Open University
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List of Figures
Figure 1: A generic RPL process ...................................................................................................... 36
Figure 2: RPL process by Mauritius Qualification Authority, MQA ................................................ 39
Figure 3: Stages in RPL process model for credit application in Australian Universities ................ 43
Figure 4: RPL process flowchart in The Bremer Institute of TAFE ................................................. 45
Figure 5: Appeal process in Australian Catholic University (ACU) ................................................. 49
Figure 6: Steps for the assessment of sponsored and non-sponsored prior learning ......................... 51
Figure 7: PLAR model adapted by Susan Simosko and Cathy Cook (1996) .................................... 55
Figure 8: PLAR procedures in University of Manitoba, Canada ...................................................... 56
Figure 9: PLA procedures for challenge exams ................................................................................ 62
Figure 10: PLA procedures for portfolio assessment .......................................................................... 63
Figure 11: Flowchart For A Generic APEL Assessment Process by MQA. ....................................... 66
Figure 12: myAPEL Process at OUM ................................................................................................. 67
Figure 13: Validation process for non-formal and informal learning ................................................. 69
Figure 14: Routes from learning to certification (derived from CEDEFOP 2009) ............................. 71
Figure 15: The classification of Assessment Tools for Non-Formal and Informal Learning
(derived from CEDEFOP 2009) ........................................................................................ 72
Figure 16: VAE process in France. ..................................................................................................... 74
Figure 17: Overview of the main steps in the APL process (UCAS: The University and
Colleges Admissions Service) ........................................................................................... 78
Figure 18: The NVQ APL Process ...................................................................................................... 81
Figure 19: Process of APL in University of Worchester ..................................................................... 82
Figure 20: RPL Process by Pearson Education Limited. .................................................................... 85
Figure 21: A basic EVC model ........................................................................................................... 86
Figure 22: Flow chart of the processes for RPL from FETAC. .......................................................... 90
Figure 23: Flow chart of the Research Process ................................................................................. 111
Figure 24: Flowchart for The Extensive APEL Process Model for
TVET-TT Program. (Admission) .................................................................................. 123
Figure 25: Flowchart for The Extensive APEL Process Model for
TVET-TT Program. (Advance standing) ....................................................................... 124
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