starting with what the learners have: recognition of prior learning (rpl) in philippine education...
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Starting With What the Learners
Have: Recognition of Prior Learning
(RPL) in Philippine Education
International Conference for Teacher Education 2014
8/21-23/2014 ; Crowne Plaza Hotel, Pasig City, Philippines
Maria Mercedes “Ched” ArzadonCollege of Education, University of the Philippines
mearzadon@upd.edu.ph
Schools of the future
Learners go to school not for instruction
but to have their prior knowledge
recognized and certified
“The beginning of instruction shall
be made with the experience
learners already have . . . this
experience and the capacities
that have been developed during
its course provide the starting
point for all further learning”
John Dewey
(1938)
Notion of informal learning
Distinct from formal and nonformal learning (Coombs and Ahmed 1973)
Literacy practice – (Street, 1993)
Indigenous learning system - (Benagen, 1985; Francisco, 2005)
Funds of knowledge - Gonzales, Moll & Amanti (2005)
Situated learning (Lave and Wenger 1991)
Tacit knowledge, workplace learning, associational life, self-education –
(Smith, 199/2008)
Informal learning as untapped
resource
vast untapped resource of invisible knowledge and skills -- significant
economic and social benefits for individuals, communities and countries
Technology and the internet provide other sources of learning
Ex: Khan Academy; Massive Open Online Courses (MOOCs) like Coursera
Udacity, EdX, etc
Trend worldwide to recognize and certify this untapped resource (Europe
and North America) due to lack of manpower and influx of migrants who
were educated in their own countries
Equivalency programs for basic education as 2nd chance opportunity –
EFA program; GED Test (USA)
Recognition of Prior Learning (RPL)
RPL is a broad “umbrella” concept that values all learning that people have gained
in their lives (at home, at school, at work and in the community)
QUALIFICATION RECOGNITION
CREDIT TRANSFER
PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)
Core Principles
1. Adult learners should not have to devote additional time, energy and
money learning over again what they already know and can do.
2. What adults know and can do matters more than where or how they
acquired that learning.
3. Services and programs should be available to evaluate and recognize
their learning
Discouraged/excluded learners
Oft prescription to school dropouts – go back to school or formal
training but they don’t see themselves as school-based “learners.”
Intimidated by the prospect of going back to school because of previous
negative school experience
Street smart and know a lot but tend to underestimate what they
actually know and can do
-> RPL shifts from deficit-based to asset based
orientation; promotes motivation and confidence
Local policies supporting
Recognition of Prior Learning
1987 Constitution - encourage non-formal, informal, and indigenous
systems, as well as self-learning, independent, and out-of-school study
programs
RA 9155 Governance of Basic Education Act of 2001 -Alternative
Learning System is a parallel learning system…. It encompasses both
the non-formal and informal sources of knowledge and skills
Executive Order 330 1986/ CMO 8 s2009 - for higher education;
assessment and accreditation of prior formal, nonformal and informal
learning of individuals toward the granting of certificates and awards in
higher education
Executive Order 83 s2012 – Phil Qualification Framework supports the
development and maintenance of pathways and equivalencies
RPL mechanisms - from K to PhD
Basic Education
Accreditation and Equivalency Exam (A&E) –paper and pencil test, held once a year. Either
be pass or fail. elementary or high school diploma
PEPT – Phil Education Placement Test – paper and pencil test to determine one’s level of
schooling
PVT – Phil Validation Test (for learners who used a non-accredited curriculum)
Technical Vocational Education- TESDA Assessment and Certification Program –
oral and written test; simulation, skills demonstration
Higher Education– Expanded Tertiary Education Equivalency and Accreditation
Program (ETEEAP)
ETEEAP Assessment Procedures
START
Applicant submits papers and
documents certified by
employers and recognized
authorities and organizations to
an HEI deputized by CHED to
implement ETEEAP
Applicant qualifies?
NO
YES
Applicant is advised accordingly
Applicant proceeds to
undertake assessment in the
deputized HEI
HEI pre-assesses applicant’s
qualifications through :
documents submitted, interview,
and/or written test
Written Test / Validating
Oral Exams
Laboratory Demonstration
Practicum
Interview/
Worksite Visitation
Panel of experts assesses and
determines extent and level
of candidate’s competencies
Applicant satisfies
competencies for degree?
NO
YES
Applicant avails of
Competency Enhancement
Services/ Program
Formal Education
Additional time and
experience on the job
Short-term courses/training
HEI awards degree to
successful candidates
HEI informs ETEEAP
Secretariat and HERO
HEI submits evaluation results of
successful candidates and copy of
documents to ETEEAP Secretariat
Example: NCR
Ateneo de Manila University (ADMU)
Graduate and Professional Programs
De La Salle University (DLSU)
BS Engineering
De La Salle - College of Saint Benilde
BS in Hotel, Restaurant & Institutional Management
Miriam College
BS Social Work; MA in Childhood Education; MA in
Environmental Education; MA in Family Psychology &
Education; MA in Human Resource & Values Dev’t.; MA
in Environmental Studies; Ph. D. in Child & Family
Studies
Philippine Normal University (PNU)
BEEd; BSEd; BS Math Teaching; BS Chem Teaching; BS
Physics Teaching; AB Psych; AB English; BSE in English;
Bachelor in Early Childhood Education; Master of Arts;
Ph.D. in Linguistics; Ed.D.
Polytechnic University of the Philippines (PUP)
Bachelor of Applied Psych; Bachelor in Bus Ad; AB Public Ad; AB Pol Sci; AB Mass Com; Bachelor in Cooperatives; BS Office Admin; MA in Mass Communication
Saint Joseph's College - Quezon City
AB in Community Dev’t; BS Office Admin; BS Business Admin
Technological University of the Philippines (TUP)
Bachelor of Technology; BS in Industrial Ed; Bachelor of Technician Teacher Ed; BS Com Sci; BS Engineering; Master in Technology
University of Santo Tomas (UST)
Bachelor of Arts; BS Engineering; BS Nursing; BS Music; Graduate Programs
Philippine Women's University (PWU)
BS Hotel & Restaurant Management
Philippine Qualifications Framework
(PQF)
RPL and diverse learners
Through the ALS Accreditation & Equivalency certificate, an industry-
based worker, or a member of a cultural minority, or the differently-
abled, or an out-of-school youth or adult may pursue further formal
education or career growth. (Sec Armin Luistro, 2014)
Philippine Validation Test - Independent homeschoolers
ETEEAP/TESDA Certification – workplace, community-based learners
ALS Accreditation and Equivalency
(A&E) Exam results
2000 – 2009
• Test takers 373,000
• Passers 80,000 (21%)
2013
• Elementary level - 24,998 takers 6,135 passers
(24.5%)
• HS level - 221,598 takers and 72,076 passers (32.5%)
1999 – 2000 13
2002 – 2003 720
2005 – 2006656
2008 – 2009 1,814
2011 – 2012 1,351
ETEEAP Passers
Implications
Education is not only schooling
From a terminal view of education towards lifelong learning
RPL makes education less costly
DIY education -greater involvement and control on the learners/parents
Different role of schools/educators - affirmers; certifiers
State agenda
EO 330 - WHEREAS, there is a need to provide individuals with proven
competence, access to opportunities that will prepare them for higher
value jobs required for achieving global competitiveness, advancing
strategic concerns of the State and promoting sustainable development
EO 83 2012. the adoption of a qualifications framework will benefit
various sectors and stakeholders of education and training, particularly
in: 1) encouraging lifelong learning of individuals; 2-3 providing
employers and the governing specific training standards and
qualifications ...To align the PQF with international qualifications
framework to support the national and international mobility of workers
Other concerns
Limited reach; unable to reduce significantly OSY/OSA population
Lack of authentic tools in basic education – paper and pencil exam
Shifts the burden of education provision from the state to the individual
A poor type of RPL – credentialized model, standards-oriented,
behaviorist (diploma disease)
From credentialist to
transformative model of RPL
Appropriating RPL towards transformative means
The credentialist model of RPL (standards/competencies-centered)
functions as the socialization process into the elite academic system of
formal knowledge structures instead of challenging it
The transformative model recognizes/certifies knowledge that is
produced naturally by the learner in his context (Ex: community leaders,
traditional healers, recyclers, advocacy work, participation in a social
movement etc); It valorizes transformative element of a particular
knowledge and skill
Dios iti agngina!
References
Asian Development Outlook 2012
Conrad, D (2008). Myth, Romance, and Reality: Recognizing Experiential Learning In A Canadian University Context. Centre for Learning Accreditation. Athabasca University
Harris, J (1997). The Recognition of Prior Learning (RPL) in South Africa?:Drifts and Shifts in International Practices: Understanding the changing discursive terrain. Department of Adult Education and Extra-Mural Studies. University of Cape Town. Retrieved: http://www.peopledev.co.za/library/RPL%20in%20SA%20-%20Understanding%20the%20changing%20discursive%20terrain.pdf
Janakk, L (2011). A MANAGEMENT MODEL FOR THE RECOGNITION OF PRIOR LEARNING (RPL) AT THE UNIVERSITY OF SOUTH AFRICA. Thesis. MASTER OF EDUCATION in the subject of EDUCATION MANAGEMENT at the UNIVERSITY OF SOUTH AFRICA
Reyes, A & Raralio E. EXPANDED TERTIARY EDUCATION EQUIVALENCY AND ACCREDITATION PROGRAM AS WIL. 15th World Conference on Cooperative Education June 26-29, 2007. SuntecInternational
Stenlund, T (2011). As valid as it can be? Assessment of prior learning in higher education. Doctoral thesis 2011. Department of Applied Educational Science Educational Measurement. UmeåUniversity. Sweden
Wheelahan, L (2006). 'Vocations, "Graduateness" and Recognition of Prior Learning in J Harris & P Anderson (eds.). Re-theorising the Recognition of Prior Learning, NIACE, Leicest
Workman, B (2007). Assessment and Facilitation in Accreditation: Experiential Learning in the Undergraduate Work Based Learning Programme. Doctoral Dissertation. Professional Studies Institute for Work Based Learning Middlesex University, September 2007
• .
1987 Constitution
Benagen, P (1985) Indigenous Learning System. SEAMEO
CHED/TESDA/DepEd Website
CMO 08 2009
P. H. Coombs and M. Ahmed (1974) Attacking Rural Poverty. How non-formal education can help, Baltimore: John Hopkins University Press.
DepEd BALS ReportExecutive Order 330 s1986; EO 84 s2012
Francisco, J(2005). Indigenous Learning Systems: The Philippines. MINDAyawan Journal of Culture and Society Vol.2(1) 2005 94-110. http://www.philjol.info/index.php/MINDA/article/view/1270/1155
Gonzalez, N, Moll, L & Amanti, C (2005). Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms. Routledge, Taylor and Francis Group
Lave, J. and Wenger, E. (1991) Situated Learning. Legitimate peripheral participation, Cambridge: University of Cambridge Press.
Reyes, A & Raralio E (2007). Expanded Tertiary Education Equivalency and Accreditation Program. 15th World Conference on Cooperative Education June 26-29, 2007, Suntec International
Smith, Mark K. (1999, 2008). ‘Informal learning’, the encyclopaedia of informal education. [http://infed.org/mobi/informal-learning-theory-practice-and-experience/
Street, B. (1993). Introduction: The new literacy studies. In B. Street (Ed.), Cross-cultural approaches to literacy (pp. 1-21). New York: Cambridge University Press
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