Challenges for Implementation of Recognition of Prior Learning: Technical Training Centers in Bangladesh

Abstract

Recognition of Prior Learning (RPL) is a process commonly used to determine what credits may be granted to individuals to recognize their previous learning, experiences and/or skills acquired through various training and study programs. The RPL system allows teachers to get credits for the skills and knowledge they have developed as a result of formal and informal learning and/or training. It is a process of identifying, assessing and recognizing what a person knows and can do. It assesses the skills and knowledge that a person has developed as a result of formal and informal learning. Some participants have not choose to apply for it, even when eligible. The researcher has identified major problems facing of the applying RPL program in TTCs in Bangladesh. Objective of the research are: to review the RPL process, to identify strengths and limitations of the RPL, to identify how effective and participatory are the program intervention and to make recommendations for actions needed for better implementation of RPL. This study is an exploratory review of RPL literature aimed to gain a deeper understanding of the nature of RPL provisioning in some selected countries. The study intended to inform recommend policies, processes and a plan for RPL development and implementation in Bangladesh. Quantitative research method was used in this study. The population of the study comprises of trainers (teachers), participants (students) and external (assessors) from Garments trade course in technical training centers (TTCs) in Bangladesh. But the RPL concept is only implemented in ten (10) TTCs in Bangladesh. Researcher sample was selected only Bangladesh-German TTC, Sheikh Fazilatunnesa Mujib TTC, UCEP Mirpur, Dhaka. The institutions were selected purposively, where sample size was 57 (3x19) followed by random sampling technique. Semi-structure questionnaires was used as the Tool of research which was analyzed terms of frequency, percentage and weighted average by using Statistical Packages for Social Science (SPSS).The study tried to find out the lagging, limitations and problems in TTCs for implementing of RPL. It was found that major strength of RPL assessment provides the opportunity to obtain certification for working skills, RPL certificate will increased employment opportunities, training centers are well quipped for assessing students of RPL. It was found that major limitations of there is lack of awareness of the employers about the benefits of the RPL assessment and certification, RPL certification is very xii expensive, there is limited number of RPL assessors in the RPL training institutions. It was found that major effectiveness of public awareness (advertisement, circular etc.) on the RPL system should be increased, the assessor of RPL should be well-trained with pedagogical and subjective skills. It was found that major of participatory of the whole process of RPL should tangible (easy and interesting) for the trainees/students and the value system of RPL certification should very high and prestigious. Some problems were found where most of the respondents recommended that, time and days should be increase (minimum 5 days), advertisement system should be done through radio, television, social media and newspaper. The study also recommended that exam questions should be easy if so it would be better, the working environment should be improve to digital classroom and machine tools and RPL program should be open at each TTCs in Bangladesh. Outcome of the research may support STEP, DTE, TVET policy makers and BMET in process of smooth implementation and monitoring RPL in TTCs. This study is significant not only for Bangladesh but also for others developing countries because it may useful for curriculum developers in TVET in integrating RPL within the existing curriculum frameworks. Based on analyzed and interpreted data, find out conclusion and recommendations were made.