ASSESSMENT OF IMPACT OF THE PILOT AND

FEASIBILITY FOR NATIONAL ROLL -OUT OF

RECOGNITION OF PRIOR LEARNING (RPL) SCHEME
IN RWANDA

Draft report ( version 1)

By: Dr Olivier MUKULIRA

Page 1
 ASSESSMENT OF IMPACT OF THE PILOT AND FEASIBILITY FOR NATIONAL ROLL
-OUT OF THE RECOGNITION OF PRIOR LEARNING (RPL) SCHEME IN RWANDA

For:

STECOMA

Funded by GIZ

PARTNERS AND CONTRIBUTORS

This report is a result of joint effort made by STECOMA, the researcher and GIZ under support
of the GIZ. To accomplish all tasks required for the assessment, the reseacher has received
valuable contribution from different partners. Many thanks goes to GIZ Technical Team –
Employment Promotion Expert, and Advisors for guiding us through the assessment and
reporting process. Our thanks go to all informants who responded to interviews and participated
in focus group discussions and surveys. We would also like to thank STECOMA Team, Mr,
Jacques SEZIKEYE, the Executive Secreatary, Fikiri Epafrodite and Habyarimana Evariste
respectively the Deputy Secreatary General In charge of Membership development and Trainings
and General Secreatary for their time and effort dedicated towards this report.

Prepared by:

Dr Olivier MUKULIRA

DISCLAIMER
The views expressed in this report are the author’s and do not necessarily
reflect the views of any third part mentioned in the report

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EXECUTIVE SUMMARY

The majority of carpentry workers in Rwanda developed their current competences through
traditional apprenticeship or on-the-job-training. Hence, many do not have a formal qualification
and certification. Over the past decades, recognition and validation of knowledge, skills and
competences of individuals has become a cornerstone in training and education policies
throughout the world.

Since 2015 WDA and STECOMA started piloting RPL with construction workers, to date about
13.000 applicant are assessed. In the same line of idea of promoting employment, formalized and
skills updgaring with the support of GIZ, STECOMA have assessed addition 1000 workers
specifically in carpentry. In addition to that, GIZ supported an impact assessment of Recognation
of Prior Learning (RPL) on workers, employer and community as well as assess feasibility for
national scale up.

In review of the above, an assessment was conducted on 524 sample respondents, who are
workers beneficiaries of RPL passed the assessmnent, 20 development partners and government
representatives as well as 20 employers with aim of identifying:

- impact on wage, work stability, career advancement, worker confidence, better campany
performance, compliance with job regulations, informality reduction and social equity and
access to further opportunity as a result of RPL certification;
- What are conditions (policy, stakeholder, implementation mechanism and follow up,
financial) for a national roll out of RPL in Rwanda?
- What are the opportunity for employment promotion and business development for
carpenters of Rwanda.

To achieve its objective, this assessment collected both primary and secondary data. Primary data
were collected through quantitative and qualitative surveys using semi-structured questionnaire
and checklist for focus group discussions and interviews with key informants.

Secondary data were collected through desk review of Recognition of Priior learning, WDA
policy and other relevant information about recognition of prior leaning. Desk review provided a
strong understanding of RPL in general background and best practices from advanced countries
process, rugulations and financing mechanism as well as quality assurance and impact
documentation as well as over view of how it is being curried out in Rwanda.

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To understand the impact of RPL on workers, we assessed how the awareness campaign took
place. We realized that 87% learnt about RPL through STECOMA against 9.5% who learnt
about RPL through construction site . About motivation, 58% of participant where motivated by
certificate while 37% intended to become trade union members. On the importance of RPL
assessment 39.8% of participant certified the importance in securing a job against 27.8% for a
better job and 9.4% on more confidence . About what RPL assisted them with, 50% revealed
that RPL helps the employer to consider a worker and to respect him/her and this implies to be
promoted. 12% claimed that RPL certification helped them to gain motivated to study more
while 27.2% asserted that RPL certification also helped them to increase job security. About the
change in stutus 18.8% increased confidence while asking for a job, 16.9% confident while
working, while 22.5%) earned much money and be able to save it, 27.7% to get a job easily after
showing the certificate and 13,9% met the family need. In addion 88.7% cinfirmed not to have
received further training or accessed to further training as a result of RPL while a small
percentage received training. 91.9% of workers certified that the level of acceptance of the
certificate by employers after recognition is very high

About the impact on workers: Throuhg interview there is a significant contribution on

performance improvement, value of money and staff development and though employers
revealed that after certification workers complained for the increase in salary while employers
were not read to increase.

Impact felt by government and other stakeholders: according to both government and
development partners PRL is an important part of labour market and it contributes to social
political and economic development but the the system has to be institutionalized. To achieve a
strong labour market, value should be given on a formal kind of assessment which is
institutionalised with clear standards. Participants highlighted that there must be a very clear
system of certification to award an individual with a qualification that helps to open new formal
learning pathways. To do that, there are many lessons learnt from system development such as
enough mobilization which should be done, there must be awareness and publicity. The RPL
agency (the national institution responsible for RPL) and providers play a key role, publicizing
what is RPL, what its benefits are, whom to contact, as well as the process, estimated costs,
timeframe, eligibility requirements and assistance available. There should also be involvement of
sector skill council. The most important part of the discussion has been also placing and align
RPL with NQF.

About the roll out and continuity: a review of how RPL is implemented in different countries
was carried out in addition to interviews from key stakeholders.

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Linkages opportunity: the research revealed a lot of opportunities especially on skills
updgrades and income generating opportunity but very few on employment growth. However,
there is a need for STECOMA to better assess needs of their members, organize them into
cooperatives, engage and connect them with potential opportunitiey based on requirements and
keep relationships with stakeholders.

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CONTENTS

1. EXECITIVE SUMMARY
2. BACKGROUND
a. Background of the assignment
b. Scope of the Assessment
c. Key Deliverables
3. METHODOLOGY
a. Research questions
b. Secondery data
c. Primary data
d. Sampling and research community
e. Data collection techniques
f. Data analysis
4. ASSESSMENT FINDINGS
3.1 Impact of RPL pilot in construction and Charpentry in Rwanda
3.2 PRL Roll out and conditions for continuation
3.3 Post assessment opportunity and linkages, Case study of carpently:
5. CONCLUSION AND RECOMMENDATION

ACRONYMS

RPL: Recognition of Prior Learning

STECOMA : Syndicat des Travalleurs Des Entreprise de Construction Menuiserie et Artisanat
NEP : National Employment Program
GIZ:

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BDF: Business Development Fund
FGD: Focus Group Discussion
WDA: Workforce Development Authority
PwD: People with Disability
NGOs: Non-Government Organization

SECTION 0: BACKGROUND

0.1 Background of the assessment

The majority of carpentry workers in Rwanda developed their current competences through
traditional apprenticeship or on-the-job-training. Hence, many do not have a formal qualification
and certification. Over the past decades, recognition and validation of knowledge, skills and
competences of individuals has become a cornerstone in training and education policies
throughout the world, and an important element of lifelong learning strategies. Basically, the idea
is to make outcomes of learning acquired outside formal school and classroom settings – for
example non-formal and informal learning at work, through engagement in civil society or
hobbies – more visible on the labour market and by society in general. These learning outcomes
form the basis for a certificate or qualification.
The system of RPL/RCC consists of the regulatory and organisational framework (including
legislation and guides, documentation, data and information management, counselling and
training services, etc.) and the process itself, consisting of the phases of advising, application,
assessment, recognition and feedback.

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According to national legislation, WDA’s main mission is to implement the national policy
guidelines for improving the practical skills of Rwandan residents for their employability and
competitiveness on the labour market through an appropriate technical and vocational education
and training system. WDA shall be particularly responsible for the following: « to set up an
appropriate system for preparation and conduct of technical, vocational and practical education
and training examinations, certification and accreditation of technical, vocational and practical
education and training centers meeting requirements ». (article 4 of the Law N°39/2011 of
13/09/2011 establishing the Workforce Development Authority).
Since 2015, WDA and STECOMA started piloting RPL with construction workers to date about
13.000 applicants were assessed. With main objective to enhance formal (self) employability of
carpenters in Rwanda through a roll-out of the recognition of prior learning scheme and
improved linkages to other employment support schemes (e.g. NEP and BDF) STECOMA have
received a grant form GIZ. In order to achieve the objective. Recommendations for a Feasible
RPL Scheme for National Roll-out is required to collect facts and experiences of previous RPL
measures as an important input into the dialogue of how to ensure a sustainable continuation of
RPL to capture all relevant workers in Rwanda. It is in this framework that an assessment of
impact of the pilot and feasibility of RPL scheme for national roll out was conducted from April
18, 2018 throuhg out June 31,2018.

0.2 Assessment purpose

To better understand the impact of Recognation of Prior Learning (RPL) on workers, employer
and community as well as assess feasibility for national scale the following questions guided the
assessment as the purpose of the assessment:

- Is there any impact on wage, work stability, career advancement, worker confidence, better
campany performance, compliance with job regulations, informality reduction and social
equity and access to further opportunity as a result of RPL certification?
- What are conditions (policy, stakeholder, implementation mechanism and follow up,
financial) for a national roll out of RPL in Rwanda?
- What are the opportunity for employment promotion and business development for
carpenters of Rwanda?

0.3 Consideration

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The researcher has been hired to carry out assessment of impact of the pilot and feasibility for
national roll -out of recognition of prior learnining (rpl) scheme in Rwanda. The report presented
is not a scientific research paper report though it adopted scientific methodology to draw
conclusion. It should be considered as recommendations drown based on program review,
comparative analysis of information from key informant and desk review. Thus, this report is
open to input.
0.4 Organization of the report

This report is organized into three sections: Methodology, assessment findings and
recommendations. It was organized in three themes as follow:

- Impact of RPL pilot in construction and Carpentry in Rwanda: This part provides information
about meaning and background of RPL, Introduction of RPL in Rwanda , RPL Assessment
process and tools , Impact preserved by workers , Impact preserved by Employers as well as
the Impact preserved by other stakeholders.
- RPL Roll out and conditions for continuation: This part provides findings about Policy,
proposed stakeholder and cooperation structure, RPL Implimentation, follow up mechanism
and impact tracking , financing model as well as Community engagement
- Post assessment opportunity and linkages, Case study of carpentry: This section provides
opportunity map about skills upgrade, career growth as well as income generating
opportunity.

The third session is made up of conclusion and recommendation

SECTION I: METHODOLOGY

1.1 Primary data

The assessment and report was based on the guidance and desire of STECOMA and its donor
GIZ – Rwanda. The methodology for the assessment is based on both qualitative and quantitative
approaches. The survey revealed useful data such as impact on wage, work stability, career
advancement, worker confidence, better company performance, compliance with job regulations,
informality reduction and social equity and access to further opportunities. The qualitative data
comes from detailed interviews with various informant including:

 Government agencies: WDA, Sector skills council; MIFOTRA, National Capacity Building
Board, BDF and ICPCs

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 Skills Development and employment promotion partners: SUISS CONTACT, APEF, JAICA,
KOICA
 Training providers: IPRCs
 As well as trade unions

In addition to Focus Group Discussion with workers, supervisors and business owners, these
Interviews and FGD have proven invaluable because they filled gaps in the quantitative
information and in additional they provide dimension to the analysis that would not be available
in quantifiable form.

1.2 Secondary data

The consultant compiled information and reviewed a number of relevant reports including
Recognition of Prior Learning/Recognition of Current Competency (RPL/RCC) Manual,
guidelines on recognition of prior learning, understanding the potential impact of skills
recognition systems on labour markets, WDA establishment law, Research report by ILO as well
as other organizations with resource material relevant to the subject of this assessment.
Secondary data were used to inform the design of the research, findings from primary data were
triangulated with secondary findings to inform analysis and discussion. A full bibliography
listing of secondary data is provided on the annex of the report.
1.3 Sampling
The survey was conducted in Rwanda across all provinces. Due to limited time, scope and
resources, the researcher limited the assessment to a sample of 650 workers which is 5% of a
total population of 13,000. The research used WDA and NEP database to select 600 workers
using stratified randomly sample to get representation of each province. Analysis of
questionnaires of a total of 600 questionnaires distributed, only 524 completed questionnaires
were the basis for computing the results. This means that 76 questionnaires, out of 600
questionnaires distributed, were completely discarded from the analysis. The rest, (524
questionnaires) were used to interpret the results.

For samples in very remoted area the researcher used phone interview to capture answers. 50
participants were randomly selected on the list of carpenters assessed from April through July

9
 2018 the data of 50 participants were used to understand process and experience rather than
impact.
In additional, 4 FDG with 40 male and female construction workers in urban and rule provinces
were conducted face to face. To understand the impact of RPL the researcher identified and
interviewed 20 employers from Kigali and provinces as well as government agencies and
development partners among others.
Below is the list of informants:

 Assessed workers: 600 (30% female) took survey while 25 males and 25 females participated
in the Focus Group Discussion 50% from rule and 50% form urban
 Employer and supervisor: we mapped out and interviewed 20 employers
 50 assessed carpenters were surveyed
 6 Government agencies representative were interviewed including: WDA, Sector skills
council; MIFOTRA, National Capacity Building Board, and BDF and PSF were interviewed
 6 Skills Development and employment promotion partners were interviewed including,
SUISS CONTACT, APEFE, JAICA, KOICA, SDF
 2 IPRCs senior staff were interviewed
 3 Trade unions representative were interviewed

1.4 Data collection (Tool, Training of enumerator, Assessment team, field survey)
Based on the purpose of the assessment, the initial key questions for quantitative data collection,
Focus Group Discussion and Interviews were developed by the researcher and reviewed by
STECOMA and GIZ ‘s Monitoring&Evaluation Unity. Below is the list of tools per categories of
informant. Sample for each category is attached to the report.

 Assessed workers

 Questionnaire for impact assessment survey for workers (annexe 1)

 Focus group discussion for workers (Annexe 2)

 Employers and Business Owners

 Interview guide for employer and supervisors (Annexe 3)

 Government Agencies

 Interview guide for government agencies ( annexe 4)

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  Employers development partners

 Interview guide for skills development and employment promotion partners ( Annexe 5)

 Trade Union
 Interview guide with Trade Unions (Annexe 6)

1.5 Quality control

To ensure the quality throughout the assessment process, the question was designed to be simple,
clear, easily understandable and as free of ambiguity as possible. The questionnaire was tested in
Kigali on a sample of informants before it was used; a sample of 5 workers as well as well one
person to each category were pre-tested.

1.6 Data analysis

The coding on the questionnaires was carried out immediately after the questionnaires were all
deployed. All field questionnaires were cross- checked and data were entered and translated into
excel speed sheep for tabulation, graphic, and analysis. Through out the process the consultant
deployed the following team:
 3 data collectors: With prior experience and education background in statistics, IT, social
science and labor market
 One M&E expert
Out of 600 questionnaires distributed 526 were collected back by enumerators across the country.
FGD and Interviews answers were categorized based on research questions and analyzed in a
table.

1.7 Challenges

 Generating contact and securing appointment with private sector employers was very
challenging,
 Support from STECOMA to access to the field was challenging due to other responsibilities.
 RPL concept is quite new which required a lot of effort to explain before interviews

SECTION TWO: ASSESSMENT FINDINGS

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II.1 THE IMPACT OF RPL PILOT IN CONSTRUCTION AND CARPENTRY IN
RWANDA

2.1 1. Background and meaning of Recognition of prior learning

2.1.1.1 What is RPL

The Qualifications and Curriculum Development Agency (QCDA) in Britain defined the
recognition of prior learning as: A method of assessment that considers whether a learner can
demonstrate that they can meet the assessment requirements for a unit through knowledge,
understanding or skills that they already possess and do not need to develop through a course of
learning (QCDA, 2009).

The Australian National Training Authority (ANTA, 2001: 9) defines recognition of prior
learning as ‘recognition of competences currently held, regardless of how, when or where the
learning occurred’.

Wheelahan et al. (2002: 4) suggest that RPL involves a process that ‘assesses the individual’s
learning to determine the extent to which that individual has achieved the required learning
outcomes, competency outcomes, or standards for entry to, and/or partial or total completion of,
a qualification’. Furthermore, they suggest RPL involves an access mechanism when the normal
education or qualification prerequisites are not present.

As highlighted above RPL has been defined in a number of ways, some more expansive than
others. All definitions, however, include the key notion that RPL involves the assessment of
previously unrecognised skills and of knowledge an individual has acquired outside the formal
education and training system.

This learning process may have taken place formally through a further or higher education
provider or informally or non-formally through work/life experiences. The Commission of the
European Communities (2000) suggest that for the purposes of developing a national approach to
the recognition of prior learning, prior learning encompasses:

- Formal learning which takes place through programmes of study or training that are
delivered by education or training providers, and which attract awards
- Non-formal learning that takes place alongside the mainstream systems of education and
training. It may be assessed but does not normally lead to formal certification. Examples of

12
 non-formal learning include learning and training activities undertaken in the workplace, in
the voluntary sector, or in communities
- Informal learning that takes place through life and work experience (experiential learning).
It is learning that is quite unintentional and the learner may not recognise at the time of the
experience that it contributed to his or her knowledge, skills and competences.

A broad aim of RPL is to enable and encourage people to enter or re-enter formal education,
leading to qualifications, by awarding or recognising credit for what is already known of the
course curriculum. The purpose of RPL may be formative (supporting an ongoing learning
process) as well as summative (aiming at certification). In higher education institutions, two
main categories of prior learning for the purpose of RPL are (i) Certified learning (ii)
Experiential learning

Certified (accredited) learning is learning that has previously been accredited, formally
recognized or certified. This is the recognition of formal learning for which certification has been
awarded through a recognised educational institution or other higher education/training provider.
The process of identification, assessment and formal acknowledgement of prior learning and
achievement is commonly known across the higher education sector as ‘accreditation’. The term
‘accreditation of prior learning’ is used to encapsulate the range of activity and approaches used
formally to acknowledge and establish publicly that some reasonably substantial and significant
element of learning has taken place. The recognition of this category of learning will normally
result in:

- The admission to a programme or course of study;

- The award of advanced academic standing (entry to a programme beyond year one); or
- The award of exemption from module(s) of a programme.

Experiential (unaccredited learning) is learning which has not been previously accredited or
recognised and is typically uncertified. This is learning which has been gained through life
experiences in work, community, or other settings. It is often unintentional learning. The learner
may not recognise at the time of the experience that it contributed to the development of their
skills and knowledge. This recognition may happen only retrospectively through the RPL
process. The process of giving formal recognition to non-formal or informal learning can be
described as the accreditation of prior experiential learning. The recognition of this type of

13
learning will normally result in the awarding of credit attached to the learning outcomes for the
learning achieved by the learner. While it is useful to understand the differences between these
different types of learning, it is likely that an individual’s learning experience will have a
combination of formal, non-formal and informal aspects.

RPL has been the mainstay of all assessment conducted under national vocational education and
training systems since 1980 and continue to evolve as different VET systems evolve. The
concept of RPL can be traced back to earliest guilds when master craftsman inspected the work
of apprentice in order to determine their competencies against the high standards demanded of
the different professions of the period. This process was continued during the industrial
revolution when the formal apprentice program were established and realistic workplace created
to train young men and women in the skills and knowledge required of their trade. It was first
introduced into the UK followed by Australia Other country adopted the same process.

2.1.2 International context

The nature of work and employment is changing rapidly and pervasively in a global economy
where the fundamental sources of wealth have moved from the ownership and exploitation of
natural resources to the created resources of knowledge and communication (Smith and Riley
2003; Stewart 1997). Competitive advantage now lies in the ability of businesses to respond
rapidly and flexibly to change. As a result, there is an increasing emphasis on lifelong formal and
informal learning and training as a critical component in ensuring a highly skilled workforce that
maintains and demonstrates currency of knowledge and skills. The traditional notion of obtaining
one set of skills or qualification(s) that would suffice for a lifetime of permanent employment,
generally with the one employer, is no longer the dominant model (Nicolescu, 2002; Howkins,
2001).

Contemporary employees, therefore, require the capacity to work across a range of contexts in an
integrated manner which acknowledges that “life, content, ideas, and knowledge are not divided
into separate, segregated clusters” (Spady, 2003: 18).

Education and training providers, policy-makers and curriculum developers need to acknowledge
that the present, past and even future ‘real life experiences’ of those undertaking education and

14
training are an inseparable and essential ingredient of quality programmes. Goggin (2008) also
emphasises the importance of workplace learning and upskilling workers and, in particular, the
removal of barriers discouraging people from partaking in third-level education and continuing
professional development.

The European Commission published Common European Principles on the identification and
validation of non-formal and informal learning (2004) in order to value competencies developed
in all possible learning environments and also to make use of non-formal and informal learning.
Developing a set of common principles for RPL is a way to bring added value to ongoing work
at local, regional and national level.

In countries where the informal economy accounts for a significant share of jobs, more
discussion is warranted on recognising and certifying.

To date the RPL is largely implemented in Europe countries including Belgium, The Netherlands
with a national system for recognition of prior learning in different counties. In German and Italy
with system for recognition of skills of migrants workers. In Russia Federation with national
recognition system with sectorial implementation. In brazil with skills recognition approach at
the sectorial level and in the informal economy, in the United States in the manufacturing sector.
In Ghana RPL is implemented through informal apprenticeship while in south Africa national
skills recognition system is linked to the National Qualification System (NQS).

According to ILO Research report 2016, In Brazil, the labour market still operates with high
levels of informality that may impact accreditation services due to its large scale, diversity and
links with formal activities. Around 38 million workers (38 per cent of the economically active
population) are declared “informal” and this figure is expected to increase due to the economic
recession. These workers perform not only odd jobs, but also activities that may require specific
training and certification – which are mandatory under national legislation or international
standards with respect to quality, safety, health and environmental issues. There is a dual demand
for recognition services: first, there is a need to prove and validate past unregistered experience –
a basic requisite for formal jobs; and a need for workers to be able to obtain required or valuable
certificates that may improve productivity and employability.

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The same report mentioned that in Ghana, 55 per cent of those who have completed basic
schooling are unable to proceed to secondary education. The majority of this group are “Not
Employed, Not in Education and Not in Training” (NEET). They need to be equipped with
employable skills to enable them to succeed in the Ghanaian labour market. Besides this, about
2.2 per cent of the employed population are apprentices, the majority being in the urban labour
market. A system must be provided to recognize these apprentices’ skills, to give them the
opportunity to utilize their potential for gainful employment in specific trade areas of their choice
or to continue their career path within the TVET Qualification Framework.

In the United States, skills mismatch has been identified as one of critical hindrances in the
manufacturing sector, affecting as many as 80 per cent of manufacturers and causing them
additional costs of up to 11 per cent of net earnings. Various measures have been applied as a
response to pressing needs to tackle the skills mismatch and validation of skills according to
industry-endorsed standards. Although considerable attention was paid to improving the
relevance of initial education to industry needs, the validation of the skills and abilities of
experienced workers (to prove that they had the skills required by the employer) was also a
significant part of the process.

In the IT sector, which is considered a leader in skills certification, recognition provides a

benchmark for skills delivered through training and accreditation, as it offers metrics that the
training is aligned with tangible skills and knowledge required. IT skills certificates reflect the
common practice in the IT sector to recognize and reward possession of specific skills (usually in
a form of a premium).

In Australia, labour market analyses in major sectors of the Australia economy - so-called
“Environmental scans” – identify changes and drivers shaping demand and supply for skills as
well as skills shortages. These are subsequently addressed by the work of the Industry Skills
Councils (ISCs) - independent, industry-led non-profit sectoral bodies. Skills recognition is seen
as an important tool in enhancing labour market mobility; ISCs cooperate closely with training
organizations and employers.

Three major drivers were present in the Australian insurance brokers industry. These set out to:
(i) increase public awareness of the National Insurance Brokers Association (NIBA) brokers; (ii)

16
enhance their competitive advantage of being the only group offering independent advice to
consumers; and (iii) build recognition of broking as a worthwhile, professional career, thus
attracting 'new blood' into the industry. The NIBA conducted extensive research on how this
could be achieved. The result was the introduction of a professional certification known as the
Qualified Practising Insurance Broker.

In Belgium, the recognition scheme is implemented by the Consortium de Validation des

Compétences (CVDC), which brings together the five most important public sector training
providers, management and labour representatives from various sectors, and the public
employment services (PES). The scheme is also embedded in developments in the education
landscape. One crucial aspect has been the alignment of the standards used in the validation
scheme with the occupational and training standards developed in French-speaking Belgium.
Engaging PES is seen as key to the success of the scheme. Counsellors in PES play an important
role in promoting skills validation. Today, part of their mission is to ask jobseekers whether they
hold a Skills Certificate, inform them about the existence of the scheme, and provide them with
the relevant information.

In Germany, the Assessment and Recognition of Foreign Professional Qualifications Act

(“Recognition Act”) is a subsidiary law. It gives priority to existing regulations for specific
groups, such as the Blue Card for highly skilled non-EU citizens, and for handicraft occupations
- for which the recognition is processed by local handicraft chambers. There is a relationship and
equivalence between the Vocational Training Act and the Recognition Act. Furthermore, federal
states in Germany (Länder) have, in relation to the Recognition Act, adopted relevant recognition
legislation in order to have consistency at all levels where migrant skills recognition plays a role.
The Bottleneck Analysis of the Federal Employment Agency (Bundesagentur für Arbeit) also
identifies priority occupations.

In the Netherlands, the Government, schools/colleges/universities and social partners focus on

creating favourable conditions in the RPL development phase in as many contexts as possible:
work, voluntary work, reintegration; jobseeking, education and training. The Dutch Knowledge
System APL (Kenniscentrum EVC) is the umbrella organization for this approach. As a result of
dialogue with the stakeholders, three components of the RPL have been adopted.

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In Ghana, skills are recognized formally when a government agency is included in the process.
This process involves: a government agency (NVTI or COTVET), which only formally
recognizes skills; a government agency, which recognizes skills in collaboration with a trade or
business association, or in collaboration with an NGO, a faith-based organization, a civil society
organisation, a private agency or service provider. In South Africa, the Quality Council for
Trades and Occupations (QCTO), which coordinates learning within the occupational skills
recognition system, is responsible, inter alia, for liaising with the South African Qualifications
Authority (SAQA), other Quality Councils and professional bodies responsible for establishing
standards and qualifications, NGOs, regulators training providers and others.

Although trade unions are important stakeholders within the context of skills development and
employment policies, the research revealed very few examples of trade union involvement. ILO
research on labour market outcomes of NQFs concluded that: “in general we found little
evidence of trade union involvement, with the exception of France” (Allais, 2015). Cedefop has
referred to a French example in a paper on sectoral partnerships (Cedefop, 2009; and box 23).

The case study on the skills recognition in the Netherlands confirmed a strong involvement of
trade unions in the development of the whole system. In Belgium, trade unions had initial
apprehensions concerning the skills recognition system, especially the risk that “failure to pass
the validation test could lead to downgrading (dé-qualification)”. Nonetheless, trade unions in
Belgium supported the skills recognition approach under sectoral agreements. The skills
recognition approach for migrant workers in the United Kingdom also involved trade unions, as
they were strongly interested in improving migrant workers’ labour market outcomes
(employment, wages etc.) (Lucio, et al., 2007).

The involvement of training providers is critical in the skills recognition as they act as validation
centres. The validation centres are usually compensated for organizing the validation sessions by
the public funds set aside for the validation scheme; however, the procedure does not generate
profits and the validation centres often need to mobilize additional resources - often by using
their own funds - to be able to provide guidance to candidates before and during the validation
process. The involvement of training providers may also be difficult, as illustrated by the case of
Belgium:

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Informal apprenticeship systems are the most developed skills recognition approaches in the
informal economy. They constitute an important provider of employment avenues and a path to
poverty reduction in the informal economy (ILO, 2008). The challenge for these systems is that
they are generally disconnected from formally recognized national training systems, so that the
transition of informal apprentices into the formal economy and/or education and training is
difficult (ILO, 2012b). Formalizing informal apprenticeships is an important way of improving
their labour market relevance and of linking them with the formal education system - to ease the
transition of informal apprenticeships graduates into the formal economy.

From the employers’ point of view, skills recognition is necessary to improve productivity and
the competitiveness of their enterprises; from an occupational point of view, recognition is a tool
that improves a worker’s status and value on the labour market.

2.1.3 What is the purpose of RPL/RCC?

Being an integral part of the Rwandan education system, RPL/RCC for TVET promotes an
alternate pathway to acquire professional qualifications by assessing learning gained outside a
traditional and formal learning environment. Its purpose is:
 to value and validate the competence of a person and provide equal opportunities for
assessing and acknowledging it, regardless of the time, place and manner the knowledge and
skills were acquired;
 to improve access to education and vocational training for people, including people who are
socially disadvantaged, to broaden their opportunities to acquire a qualification and compete
in the labour market and so support a more efficient use of the resources of both the
individual and society;
 to support lifelong learning and mobility between the education system (including the TVET
system) and the labour market and within these.
Indeed, although the right of awarding professional qualifications is still dependent on national
recognition (“formal education and training”) and, thus, is reserved for the public and the
accredited private TVET institutions, learning no longer occurs in those institutions alone. The
“value” of learning does not depend on its time, place and manner but, first and foremost, on
becoming aware of the learning. People also learn during in-service training, in hobby groups,
and while studying and working independently (informal and non-formal education), achieving
proficiency that cannot necessarily be achieved in an institution of formal education. Experience
gained in leisure time or through work-related activities can also significantly support learning in
the system of formal education and training.
2.1.4 User and benefit of RPL

19
Various studies and country experiences where the RPL/RCC system has been implemented have
revealed that RPL/RCC has potential to benefit all stakeholders involved: individuals seeking for
a job, workers, employers, government as well as education and training providers. However, the
RPL/RCC process must be carried out in a credible and transparent manner if the labour market
as well as education and training institutions are to value the knowledge, skills and competences
of certificate holders.

RPL can be used by:

- Adults returning to higher education;

- Employed and unemployed people seeking recognition for skills gained through informal
learning;
- People wishing to improve their existing qualifications;
- People wanting to re-train or change careers;
- People who have undertaken non-formal learning or training in the workplace or through
communitybasedlearning;
- People who have gained a range of skills and knowledge through volunteering or through
activities or projects in their community;
- People in occupations requiring formal qualifications.

A variety of different approaches to RPL can be developed and used by higher education
institutions to meet the needs and goals of learner groups across the different sectors. All RPL
provision, however, whether for personal career development or for credit should be an effective,
quality-assured practice that will enable all users to have confidence in the outcome of the
process. RPL should be a gateway, and not a barrier to learning. RPL should promote the positive
aspects of an individual’s learning experience (as opposed to its deficiency). The learner’s needs
and reasons for recognition should be paramount.

In addition, PRL has numerous benefit on individuals, government and employers:

 For individuals, the RPL/RCC system contributes to:
o Eliminate duplication of learning: Learners in the formal TVET system can be
exempted from doing courses or training modules they already know or can do,
thus shortening the route to certification;
o Increase their self-esteem and self-confidence: RPL/RCC advances and enriches
an adult’s learning through the promotion of self-esteem, self-discovery, and the
mobilization of resources towards self actualization;
o Validates learning through work and life experiences: Too often in our society, the
only learning that is valued is that gained through formal learning experiences.
The RPL/RCC process allows individuals to recognize and validate learning
outcomes achieved through work and life experiences;

20
 o Identifies areas requiring further study: As Individuals are not always aware of
what skills they do and do not possess, the RPL/RCC process helps them to
highlight their areas of strengths and weaknesses, thus allowing them to self-
determine what further training will be needed in order to challenge successfully
for the validation of specific competencies;
o Gain an understanding of personal strengths and likes: Engaging in the RPL/RCC
process helps individuals do a great deal of self-reflection and identification of
interests and abilities. It enables them to set goals and determine their wants and
needs in a wide range of areas of their lives. This helps them clarify where they
want to go and how to get there;
o Encourages learners to pursue education and training: Designed to contribute to
lifelong learning, the RPL/RCC system can provide individuals with a base from
which they might pursue further training as it helps them to develop new goals
from their prior learning;
o Provides clear career development: Individuals who do RPL/RCC can expect to
identify career goals, career objectives and avenues to job advancement. When
they clearly understand their skills, knowledge and abilities, they identify routes
to gaining credentials and also a better understanding of the requirements of
different job categories. RPL/RCC can therefore prepare individuals to challenge
employers for job promotions and/or career development opportunities.

 For government as well as for individuals, the RPL/RCC system contributes to:
o Shorten the time to complete: When individuals are assessed for their prior
learning, they can receive credits for courses, parts of programs or training
modules, thus shortening the time to the delivery of a degree or a diploma. This
situation might, for its part
o Reduce the costs of education and training and increase access to education and
training: Both Government and individuals may benefit financially because they
will have to provide only for the “learning” that is required and for individuals
who are really interested in developing given skills and competencies, thus
increasing access to education and training;
o Create a competent and adaptable workforce that can meet the challenges of a
fast-changing labour market, addressing and reducing skills shortages and gaps
shortages by certifying and making visible existing knowledge and skills, thus
fostering employability as well as better and decent jobs;
o Enhance the transition from the informal to the formal economy as well as the
migrant workers’ skills portability and their mobility within the CEPGL and the
EAC.

21
 For education and training providers:
The RPL/RCC contributes to develop the role of formal education and training providers:
beyond their traditional mission of providing long term education and training courses
within established curricula and delivering respective diplomas, by engaging with
RPL/RCC they will have to face a variety of situations with a large number of
individuals, obliging them to adapt their assessment tools and eventually their short term
education and training modules to the individuals’ specific needs. Thus, the RPL/RCC
process in which they are involved will help them to re-question their way of considering
the teaching and learning process as well as the acquisition of knowledge, skills and
competences. Significant benefits of the RPL/RCC system for education and training
providers can concretely result in:
o addressing the needs of mature learners and adults who are already in the working
process, by recognising alternative forms of entry requirement and shortening the
period of study and training;
o improving support strategies for guidance and learner support by identifying the
needs of learners before starting a training course or module;
o contributing to curriculum development on the nature of learning, knowledge and
assessment;
o improving transparency of decisions regarding the validation of competences by
developing a consistent, and recorded approach to validation in line with the
existing competency standards;
o leading to the development of partnerships with employers, professional bodies
and trade unions.

 For employers:
It is nowadays broadly accepted that the workplace is a significant learning environment.
Where workplaces are conducive to learning there is likely to be benefit for all with an
interest in the company. Indeed, some employers (mainly big companies) are beginning to
use validation procedures to identify, assess and make full use of these learning
processes. Validation, building on existing appraisal processes, makes it possible to
identify skills gaps and to tailor company training around this information. At the same
time good appraisal processes offer formative assessments that enable individuals to
identify the skills and competences they possess as well as their further learning needs.
Work modernisation is often a driving force for an audit of competences: the formative
nature of a validation process can be used to develop work practices in line with company
plans. But also summative validations undertaken within companies make it possible for
their employees to have their learning experiences recognised according to national
standards, although it should be noted that presently, however, the formative approach
seems to be dominating, limiting transferability of results of validation to the enterprise or

22
 the sector.
Experience has revealed that when employers engage in RPL/RCC processes with
employees, it can contribute to:
o increase motivation and interest in workplace practice on the part of the
employee, thus improve the company’s productivity and competitiveness;
o generate new ideas and developments in the workplace as a result of a process of
reflection on practice by the employee;
o improve employee retention and reduce recruitment and training costs. In some
cases, the company needs to demonstrate that its workforce is highly qualified, for
example when competing for contracts or seeking insurance for safe working on
an assignment. When this is the case, the normal duration of professional training
programmes can make such qualifications very expensive. The RPL/RCC process
can lead to exemptions for some learning and thus reduce direct training costs and
indirect opportunity costs for losing people from the workplace during training.

2.1.5 RPL Process

According to the ILO report they are several key factors that influence the labour market impact
of skills recognition systems in any country: (i) identifying and clarifying needs; (ii)
understanding the skills recognition environment and engaging its stakeholders; (iii) ensuring
quality and accessibility; (iv) reaching out to users; and (v) monitoring and the evaluation of
impact. It is evident there is a need for guidelines for developing, implementing and evaluating
the impact of skills recognition systems. These should focus on providing guidance and
assistance in five most key areas:

23
While Demand for skills recognition is created by needs of individuals and education and
training providers and the objectives of employers and governments, the external environment –
like existing policies or different stakeholders – should be carefully analysed before developing
any skills recognition system, because it can significantly influence the desired impact. For
example, skills recognition may fail to achieve its objectives if it is not supported and promoted
by employers’ representatives or linked to a network of career counsellors or employment
services.
But for the users, choosing the services that such a system might offer requires two conditions:
trust based on quality assurance; and accessibility in terms of cost and provision. The quality,
level of detail and relevance of these approaches pose a significant challenge: if the recognition
process is too lengthy, complicated and costly (both in terms of time and money invested in it), it
will discourage potential users. At the same time, if the recognition process is easy and “light”,
employers may not have confidence in its quality in the certification.
The low level of awareness of a potential validation system – or, in fact, the lack of it - resonates
in most analyses and in many case studies conducted on the subject by ILO. Many skills
recognition systems report low participation rates, despite strong evidence of the target group’s
needs and benefits. One of the key success factors of skills recognition systems is creating
awareness of the systems and their outcomes in potential users such as individuals and employers
as well as other stakeholders. The last important key area is measuring their performance

2.1.2 Recognition of Prior learning in Rwanda

24
RPL was introduced in Rwanda since 2015 as an integral part of WDA’s mandate According to
national legislation, WDA’s main mission is to implement the national policy guidelines for
improving the practical skills of Rwandan residents for their employability and competitiveness
on the labour market through an appropriate technical and vocational education and training
system. WDA shall be particularly responsible for the following: « to set up an appropriate
system for preparation and conduct of technical, vocational and practical education and
training examinations, certification and accreditation of technical, vocational and practical
education and training centers meeting requirements ». (article 4 of the Law N°39/2011 of
13/09/2011 establishing the Workforce Development Authority).
Since its inception in 2007 lead the process of developing and validating Rwanda TVET
Qualification framework which set clearly space for RPL as an important component of skills
development and employment.
Inspired by its mission the Rwanda Workforce Development Authority together with
STECOMA piloted the first cohort of 150 workers in construction and building sector with the
support of Swiss Contact a guide was developed to inform the process. The RPL / RCC
elaborated a 8 stage model that should be followed

Awareness Raising on RPL/RCC and making information accessible

1. Candidate’s interest in RPL/RCC

2. Contact RPL/RCC facilitator

3. Guidance & Information on

TATOR RPL/RCC
FACILI eligible
by
4. Self – assessment &
ion
Identification and
Facilitat
not suitable Eventually
Documentation of Prior learning
ing and
skills gap
(Portfolio)
Counsel
training
suitable

5. Assessment of application and

documentary evidence

6. Interview of candidate
25
 E)
MITTE 7. Skills and competences demonstration in
(COM real practice or simulated work situations
SSORS against required standards for selected
ASSES qualifications
by
successful not successful
Decision making and
ation
Feedback
Certific
and 8. Certification of acquired
ment competences Eventually
Assess (partial or full qualification) appeal

 Awareness raising and publicity on RPL/RCC

Being a new instrument in the general landscape of the Human Resource Development and more
specifically in the Rwandan TVET system, it will be crucial that the public stakeholders (WDA
and it’s decentralized training institutions such as the IPRCs, the TSSs and VTCs, the RDB, the
NCBS) as well the as well as private stakeholders (PSF, employers’ and workers’ organizations
and unions) build awareness and interest about RPL/RCC in potential candidates, employers, and
other stakeholders. WDA, the national institution responsible for RPL/RCC, and the accredited
providers play a key role, publicizing what is RPL/RCC, what its benefits are, whom to contact,
as well as the process, estimated costs, timeframe, eligibility requirements and assistance
available. The awareness-building takes place on different platforms, including websites, social
networking, information sessions at workplaces and training institutions, fairs, and the media in
order to reach out for potential RPL/RCC candidates, to sensitize them and to generate interest in
the RPL/RCC process.

 Counselling and facilitation

During this phase, the candidate interested in the RPL/RCC (step 1) obtains detailed information
and orientation from a facilitator (step 2) appointed by a WDA accredited RPL/RCC provider
(e.g. public or private TVET institution, trade union, large enterprise, etc.).
The facilitator, informs, guides and advises the candidate through the whole process phase which
will lead to the formal assessment (steps 3 and 4). The facilitator and the information delivered
will help the candidate in deciding whether or not to apply for RPL/RCC, for which (part)
qualification and at what RTQF level.
He provides the candidate with the required administrative information: eligibility criteria,
application form, fees if applicable1, procedures for going into appeal, etc. The candidate also
obtains an application form and documents detailing the different stages of the RPL/RCC process
and its requirements. An example of an application form can be found in ANNEX 1.
Although the process might seem a little frightening and complicated at first, especially for
1
In general, a fee is charged for the review and assessment of applications. The rates and payment procedure of RPL/RCC fees
shall be established by the RPL/RCC provider institution.

26
candidates with poor education, the fact that they are not left alone with the application should
give them some confidence. RPL/RCC facilitators should be there to provide information and
assistance when filling in the application form.

Furthermore, the facilitator provides the candidate with the necessary information about
learning outcomes and competency standards required for the specific qualification and the
nature of evidence required. He supports him in identifying the evidence required through
formative assessment2 in order to determine the candidate’s suitability for a specific (full or part)
qualification. This identification phase is dedicated to identifying systematically, through
dialogue, the particular experiences and related knowledge, skills and competences of the
candidate (candidate’s self-assessment). These individual experiences are systematically
described and documented in a way that makes them “visible” (for example in a portfolio).
When carrying out a self-assessment, it is important to relate what has been learned to the
competence requirements specified in the qualification standard. So knowledge and skills
obtained from experience must be matched to the competences set out in the professional
standard.

Since RPL/RCC is a means for becoming aware and associating what has been learned in
different times and ways, the candidate should have the opportunity to not only apply for RPL,
but also to learn from the process of RPL/RCC. While preparing an RPL/RCC application, the
candidate learns to give meaning to and express what has been learned from his/her previous
experiences and to assess the range and level of knowledge, skills and competences acquired.

Documents and materials that can be used as evidence and attached to the application form may
include: academic reports, training certificates, diplomas, contracts with employers, analysis of
what has been learned from professional experience, character assessment from employers,
examples of work performed, etc.

Documentary Evidence should indeed show that:

- the work was performed and the knowledge/skills acquired by the candidate himself;
- the knowledge/skills acquired meet the required qualification and level of the RPL/RCC
process;
- the knowledge and skills acquired are up-to-date;
- it is directly relevant to what is being applied for.
Once the eligibility criteria met, the application form filled out, and the documentary evidence
gathered, the first phase of the RPL/RCC process is completed.

2
The formative approach to assessment, which is a core part of the facilitation and counseling process, is important as it is meant
to identify the candidate’s knowledge, skills and more specifically the competences which are to be validated. The summative
approach to assessment in real or simulated situations is meant to ensure that the candidate effectively holds the assessed
competences.

27
  Assessment and certification

This is a key RPL/RCC process and involves a number of steps: 5. screening of the application
and the documentary evidence, 6. guidance of the candidate and assessment of the evidences and
portfolio by the assessors’ body or committee (minimum 2 assessors) through interview, 7. if
required, skills and competency demonstration in real practice or simulated work situation; 8.
award of certificate (recognition of assessed competences).
First, the candidate’s application is sent to the assessment committee (or body) who screens
the application and the documentary evidence (stage 5). The assessors are usually
experienced TVET trainers or expert employees who are very familiar with the specific
competences to be assessed and certified. Thereafter, the assessors interview the candidate
(stage 6) and, if required, guide him or her on how to improve the evidence. Additional evidence
or performance of additional tasks may be requested at this stage. The assessors verify whether
the evidence submitted with the application meets the requirements and is sufficient. If the
assessment is positive, skills and knowledge acquired will be recognized as permitting entrance
to the professional examination stage or may exempt the candidate from part of the professional
examination. This stage is especially important if there are any doubts about the competences of
the candidate or the truthfulness of the evidence submitted.
The committee shall review the application, make a decision and notify the candidate in a format
that can be reproduced in writing within 14 days as of the receipt of the application. If additional
evidence is requested, the committee may extend the term of review of the application up to 30
days as of the day the additional requirement was met, informing the candidate of it in a format
that can be reproduced in writing.

The “certification” assessment (stage 7) of the individual’s knowledge, skills and competences
takes place against relevant standards, which represents as predefined criteria, the knowledge,
skills or competences which are expected and required. These competence standards,
qualifications as well as the the assessment tools are developed under the authority of WDA in
each of the existing sector skills councils, for each specific partial qualification and for each level
of the RTQF.
The candidate has the right to get feedback from the assessors’ committee on each decision,
whether negative or positive. From the perspective of learning, it is very useful for the
RPL/RCC candidate to receive feedback from the assessors, even when the decision is positive.
If the decision is negative, the assessors have the obligation to inform the candidate of the
shortcomings and to advise as to how to overcome those (for example upgrading the
knowledge and skills).

The decision made by the assessors’ committee of the application gives feedback to the
RPL/RCC candidate on whether and to what extent the assessed competences meet the
requirements. Therefore, it is important that the preparation of an RPL/RCC application and
formalization of the assessment decision are not merely understood as “bureaucratic paper”
pushing. If the applicant does not take the preparation of application documents and submission
of evidence seriously or does not know how to do it, it is very difficult for the assessors to assess

28
or recognize the level of his/her knowledge and skills. If an RPL/RCC assessment committee
does not give the candidate who failed clear, constructive and relevant feedback, it is very
difficult for him/her to plan a systematic and successful learning process in order to eliminate
gaps.

In the certification step, the last stage of the RPL/RCC process, the authorized RPL/RCC
provider institution confirms that the candidate has acquired or not knowledge, skills, and
competences in compliance with requirements of a relevant standard. Official status is granted
to skills and competences through award of part or full qualifications or certificates. These
can be recorded in an official document such as a Worker’s Pass (see the example of the
“Certificate of Acquired Competences for Workers in the Building and Construction Sectorin
(ANNEX 3). Qualification issued to RPL/RCC candidates should not differ from those issued to
candidates through formal examination. In case the candidate fails to meet the required
standards, he/she will be informed of same.

 The candidate’s right to go on appeal

A candidate who failed has the right to contest the decision of the assessors’ committee. He can
ask for a review of the decision(s) made at any stage of the RPL/RCC process. Just as there are
certain procedures to contest decisions on study and work organization, an RPL/RCC candidate
must be made aware of how to contest the decision of the RPL/RCC committee. If the person
seeking review does not agree with the decision of the assessors, he/she is entitled to go on
appeal with the dispute committee established at the level of the RPL/RCC provider. However,
only the RPL/RCC application and procedural circumstances related to the decision will be
reviewed there.

There is nothing wrong with appealing in itself. However, as the appeal process is inconvenient
and time-consuming for all parties, it is reasonable to try to prevent the need to appeal. This
can be done, among other things, by making clear and comprehensive information available, by
competent counselling of candidates and by responsible and correct work of RPL/RCC
facilitators and assessors, which includes giving clear and adequate feedback.

2.1.3 Recognition of Prior Learning process and tools

There are usually three parties in the RPL/RCC application process: a candidate (also called the
applicant), a facilitator (or advisor) and an assessor (there should be minimum 2 assessors in
each assessment committee or body). Each of these parties has different tasks and
responsibilities.

- Application for RPL/RCC

29
The application for RPL/RCC is based on the candidate’s needs and takes place on a voluntary
basis. Planning the process on the candidate’s needs, means that the different stages of RPL/RCC
and the rights and obligations of parties have to be defined as precisely and unambiguously as
possible. However, it is important to avoid any over-regulation of the process, which could harm
the interest of a candidate to apply for RPL/RCC and to go through the whole process. The
golden rule should be therefore to keep, on the one hand, the process as simple as possible and
reduce bureaucracy to a minimum. On the other hand, a reasonable and purposeful regulation is
necessary when planning and regulating the process, as the adequacy of the application and the
evidence is one of the most important criteria of the quality of RPL/RCC.

- The candidate
The candidate is of course central to the RPL/RCC process. Therefore, he/she should be
involved in dialogue about the process, together with self-assessment, reflection, and should
receive guidance as necessary.
He/she is the initiator of the process of RPL/RCC. There may be different reasons for applying
for RPL/RCC, among them to continue interrupted studies, to change a training programme, to
acquire a new speciality, to formalize skills acquired by work experience or independently as a
document evidencing these skills, to obtain some requirements not previously met when
applying for a professional qualification.
The candidate is responsible for being aware of the competences acquired, their critical
assessment and relating them to the learning outcomes of the training programme or the
competency requirements of the professional qualification standard. The applicant is also
responsible for collecting and submitting evidence to the institution providing RPL/RCC in the
required/agreed form (e.g. filling in necessary documents/forms with correct and complete data,
collecting/asking for additional information if necessary, etc.).

In other words, when applying for RPL/RCC, the candidate, with the support of a facilitator:
- checks the specific rules on RPL/RCC established by the RPL/RCC provider;
- checks the requirements of the training programme he wants to do, to find out which
knowledge and skills may be suitable for recognition;
- submits a standard application along with necessary evidence;
- is liable for the information submitted being correct;
- submits additional evidence, if requested to.

The candidate has the right to all relevant information and advice, to impartial and equal
treatment, to constructive and understandable feedback and to an optimal use of resources. This
requires easy access to necessary information, including curricula along with course descriptions
(learning outcomes), professional standards along with competency requirements, the procedure
for RPL/RCC. (assessment criteria, etc.).
If a fee is charged for the RPL/RCC application, the individual amount payable should be
announced to the candidate during the first meeting with the facilitator.

30
 - Minimum Eligibility Criteria
There are only two minimum requirements fixed for candidates to apply for RPL/RCC:
 Minimum age of 20 years;
 At least two years of working experience in the same field with employer testimonial
documents.

Being a member of a registered association would be an added advantage.

Along with the candidates, RPL/RCC assessors and facilitators are key figures in the
RPL/RCC system. They are professionals in the RPL/RCC process: competent,
independent and impartial. Independence and impartiality are key factors in the
assessment process and are based on the responsibility of assessors. The roles of assessors
and facilitators are clear and separate.

- The RPL/RCC facilitator

The RPL facilitator acts as a support person in the RPL/RCC process who assists the candidate
throughout the RPL/RCC process. He traditionally is an employee of a training institution, an
employer’s or employee’s organization, or a large company.
The facilitator is the first contact of the candidate. The initial contact is very crucial to the
candidate since he/she will be informed about the principles behind RPL/RCC, the procedures
and eventually cost implication. The facilitator should be in a position to provide the possible
outcomes and should ensure that the applicant has realistic expectations.
During the individual facilitation and counseling process, the facilitator will guide and support
the applicant in developing the portfolio of evidence. He/she will help and advise the candidate
on the necessary evidence that should be submitted or any missing information or documents that
are related to the applicant’s portfolio.
In general, advising on RPL/RCC can be divided into two parts: (i) advising on the process and
formatting requirements, and (ii) advising on the content of applications.
Advising on the process and format requirements includes introducing the RPL/RCC
procedures including the process in general (terms for submitting and processing of applications,
where and using which channels the applications can be submitted, who is giving feedback, etc.)
and explaining the procedure of assessment (who the assessors are, how applicants are informed
of assessment methods that have been added/specified during assessment, how to contest the
result, etc.).
Advising on the content of applications depends on the candidate and is based on issues related
to a specific case. The facilitator can first ask candidates to examine information materials
available and then answer their questions. If necessary, advisers can ask RPL/RCC candidates
supporting questions, but they should not express their opinion, nor are they responsible for the
candidates’ success or failure.

 Facilitator’s responsibilities

31
Assisting the candidate throughout the RPL/RCC process, from application to the recognition
stage, the responsibilities of the RPL/RCC facilitator will include:
- Informing the applicant about what RPL/RCC is about: the purpose, the procedure and the
process as well as the benefits associated with RPL/RCC;
- Briefing the candidate on how to apply for RPL/RCC and what documents are required
with the application;
- Supporting the applicant in filling out the application form;
- Providing counseling to the candidate and facilitation during the self-assessment process;
- Assisting the candidate on portfolio building to prove that the candidate has the skills,
knowledge and attitudes required for the RPL assessment by:
 Identifying learning experience;
 Identifying relevant unit standards and qualifications;
 Clarifying outcomes within the units/modules;
 Advising on the criteria for assessment;
 Identifying which types of evidence for which type of learning outcome;
 Identifying and selecting evidence of prior learning;
 Finding ways to present evidence;
 Integrating relevant theory required in the application;
 Identifying transferability of skills;
 Indicating the time frame to the candidate in building his portfolio.
- Verifying that the application is filled correctly and all necessary information and
documents are included;
- Conducting a briefing session with the candidate to determine readiness of the candidate to
be assessed through the RPL/RCC process;
- Participating in RPL/RCC assessment plan;
- Communicating and explaining the assessment requirements for RPL/RCC to the
candidate, as well as appeal procedures;
- Facilitating provision of facilities that may be required for the RPL/RCC assessment;
- Participating in the review of the assessment in terms of appropriateness, validity,
reliability, fairness, methods, process and efficiency or cost-effectiveness;
- Identifying and evaluating risk and fraud associated with the assessment process, and
participating in the development of mechanisms for the improvement.

It should be mentioned that the role of the RPL/RCC facilitator is not to read out the regulations
concerning RPL/RCC or the learning outcomes of the curriculum or the competency
requirements of the professional standard to the candidate. It is the applicant’s responsibility to
examine all necessary information, but with the facilitator’s guidance and assistance on issues
that remain unclear.

 Facilitator’s requirements and competences

32
To become a facilitator who is accredited and registered by WDA, the interested person should
meet the following minimum requirements:
 Having at least a Diploma in a TVET related field;
 Having been trained on CBT/CBA;

 Being employed or a member of an accredited RPL/RCC provider;

 Practical background in TVET related fields would be an advantage.

The accreditation and registration as a RPL/RCC facilitator is conditioned by a preliminary

training session organized by WDA. The registration as facilitator is valid for a period of 3 years
and renewal of same is applicable as per established criteria and conditions.
In order to fulfill his tasks and responsibilities with satisfaction, the RPL/RCC facilitator should
have the following skills and competences:
Understands the principles and
process of RPL/RCC and is
familiar with the relevant
regulations
Is familiar with the main
components of an outcome-
based curriculum and/or
professional standard
Is familiar with the principles of
assessing experience-based
learning
Knows and respects the limits of
his/her role.
Can advise the candidate with
respect to carrying out a self-
analysis, selecting evidence and
preparing an analysis of what has
been learned from experience
(strong communication and
interview skills)
 Can name the main principles of RPL/RCC
 Can explain the importance of those principles
 Can describe the main components of the process
 Can describe the different stages of RPL/RCC
 Can explain which regulation(s) have most
impact on the facilitator’s role
 Can describe the structural logic of a curriculum
and a professional standard
 Can name components of the study programme at
the educational level assessed or of the relevant
professional standard
← Can name the principles of assessing
experience-based learning
← Can name and explain the main methods of
assessing experience-based learning
← Can relate learning outcomes or
competences with evidence
 Can explain the nature of the role of a facilitator
in the context of RPL
 Can distinguish the roles of a facilitator and an
assessor
 Stays within the limits of the facilitator’s role
 Asks the candidate questions that facilitate self-
analysis
 Uses active listening techniques
 Helps find relevant evidence
 Gives feedback to the candidate that supports
development
 Gives advice to the applicant on finding and

33

Cooperates with different parties
to the RPL/RCC process
Expresses points clearly and
specifically, and produces
accurate documentation.
filling in the right application form
 Avoids to express his subjective opinion of the
candidate’s personality or competence
 Communicates with the applicant, the assessor
and the supporting personnel involved with the
process
 Presents information in a way that is
comprehensible to all parties
 Fills in documentation related to consultation
according to the regulations of the competent
authority

- The RPL/RCC assessor

The RPL/RCC assessor is a qualified person who has the competences required to evaluate
knowledge, skills and competences acquired by an RPL/RCC candidate for the purpose of
recognizing competence(s) against a given set of standards. In other words, the RPL/RCC
assessor determines comparability of prior learning against standards.
The assessor is usually the same person who is also the assessor in ordinary TVET institutions or
in the process of awarding professional qualifications, so probably a trainer, a specialist in the
field, a member of the professional qualifications committee, etc.

 Assessor’s tasks and responsibilities

The assessor is a professional in the field assessed. He knows and follows the principles of
RPL/RCC assessment (see chapter 6). The main duties of an RPL/RCC assessor are objective
assessment that is based on relevant assessment methods, learning outcomes and respective
assessment criteria and provision of constructive feedback that is understandable to candidates.
Assessment includes review of applications, analysis of submitted materials in the context of the
competencies applied for, comparison of these with the learning outcomes of the subject, module
or study programme or competence requirements of the professional standard and making
assessment decisions.
Therefore, the assessor must:
- Organize and manage oneself and one’s activities:
o Plan and prepare an assessment;
o Prepare applicant for assessment;
o Conduct assessment and document evidence using appropriate criteria and
assessment techniques;
o Review and recording the assessment results.
- Collect, analyze, organize and critically evaluate information to make objective and
impartial judgments, gather, evaluate and judge evidence and the assessment process;

34
 - Communicate effectively: communicate during assessment and provide feedback to the
candidate in a sensitive manner across a range of social contexts;
- Work effectively in a team using critical and creative thinking: working with candidates
and his colleague(s) during assessment, as well as post-assessment.

 Assessor’s requirements and competences

The registration of RPL/RCC assessor is a critical component for the success of implementing
the RPL/RCC procedure. The assessor needs to be trained. Training and development will thus
encourage the holistic approach when dealing with the learners, transparency, reliability, validity,
consistency and coherence.
To become an assessor who is accredited and registered by WDA, the interested person should
meet the following requirements:
- Having at least a Diploma in a TVET related field;
- Having been trained on CBT/CBA;

- Being employed or a member of an accredited RPL/RCC provider institution;

- Demonstrate vocational competencies at the level higher than the one to be assessed
(refer to RTQF);

- Be able to demonstrate practical experience in the relevant field.

The accreditation and registration as a RPL/RCC assessor is conditioned by a preliminary

training session organized by WDA. The registration an assessor is valid for a period of 5 years
and renewal of same is applicable as per established criteria and conditions.
In order to fulfill his tasks and responsibilities with satisfaction, the RPL/RCC assessor should
have the following skills and competences:
 Can name the main principles of RPL
 Can explain the importance of those principles
Understands the principles and  Can describe the main components of the
process of RPL and is familiar process
with relevant regulations  Can name regulations concerning RPL
 Can explain which regulation(s) are critical to
his work
 Can describe the structural logic of a
Is familiar with the main
curriculum or a professional standard
components of an outcome-
 Can name components of the study programme
based curriculum or professional
at the educational level assessed or of the
standard
relevant professional standard
Knows and follows the  Is independent and impartial in assessment
principles of RPL assessment  Applies comprehensive assessment, which
includes considering general (transferable)
competences

35

Knows the field assessed at least
at the level of the compliance to
which it is being assessed in the
RPL/RCC application
Co-operates with different
parties of the RPL process
Expresses himself clearly,
produces accurate
documentation
Can identify and mitigate risks
that might affect the quality of
assessment
 Uses relevant methods of assessment
 Compiles assessment criteria that are
consistent with learning outcomes or
competency requirements
 In assessment, relies on suitable evidence and
asks for additional evidence, if necessary
 Uses threshold criteria in assessment.
 Gives feedback to the applicant that will
support further training
 Treats the candidate appropriately
 Complies with the qualification requirements
of the competent authority where he/she acts as
an assessor
 Communicates with candidates, facilitators
and, if necessary, with external parties
 Co-operates with other assessors in order to
reach a joint assessment decision
 Presents information in a way that is
comprehensible to all parties
 Fills in documentation related to assessment
according to the regulations of the competent
authority
 Can specify the risks to the quality of
assessment.
 Can identify those risks in the assessment
process
 Can mitigate the risks whenever feasible

The competences of assessors can be divided into professional competences and competences
related to methods of assessment. The existence of both areas of competence helps ensure that
the analysis of learning and evidence submitted by the candidate are assessed objectively and
with appropriate professional care and criticism.
In addition to professional competence, the assessor has to be aware of the learning outcomes of
different educational levels and/or levels of competence requirements of professional standards,
as well as to be able to fit the skills and knowledge assessed into the study
programme/professional standard.
Competence in assessment methods means that the assessor is able to select suitable methods for
assessing the RPL application and apply them appropriately and to a relevant extent. An integral
part of the competence in assessment methods is the knowledge and application of the general
principles of assessment.

 Assessor’s independence and impartiality

36
In order to guarantee fair and quality assessment, the assessor should be independent and
impartial. This means that:
← he/she has no direct conflict of interests with respect to candidate (e.g. if an assessor who
is a candidate’s employer wants him to award competences via RPL/RCC as quickly as
possible or if an assessor who is a candidate’s competition wants to obstruct accessibility
to recognition of his/ her competences);
← if he/she has background information on a candidate’s competences, the information not
coming from the documentation submitted by the RPL/RCC application, he disregards
this information in making a decision regarding that candidate;
← he is not influenced by his personal attitudes to the candidate’s activities (e.g. if a
candidate is a representative of a different “way of doing” or a different “school of
thought” that is unacceptable to his/her assessor).

In order to ensure a maximum of objectivity, it is therefore crucial that the assessment process is
carried out independently by a minimum of 2 assessors who constitute an RPL/RCC committee.
This is to avoid that the opinion of one single member with authority (due to his/her speciality,
professional position or age), does not influence that of the other.

 Can the facilitator and the assessor be one and the same person?

In the context of impartiality and independence of the assessor, the question often arises as to
whether the assessor and the facilitator could be one and the same person.
The roles of the assessor and the facilitator are certainly completely different. Although it is
possible that a registered assessor can also be a registered as a facilitator within an accredited
RPL/RCC provider institution, it should however be strictly avoided that, for a given candidate,
the assessor and the facilitator is the same person. The division of tasks and responsibilities of
each of these two parties has to be fully respected.
Considering the issue of whether an assessor may give advice, one has to remember that even if
the assessor advises a candidate, it does not mean that an ex-ante assessment has been conducted
during consultation that must therefore prompt a positive decision on the application.

2.1.2 Impact preserved by workers

To analyse the impact of Recognition of Prior Leaning on workers, the research curried out both
qualitative and quantitative analysis with key informant including workers whereby 600
randomly selected, attempted to answer survey on the impact preceded after the assessment. This

37
section analyses the location and gender of respondent and what they are currently ( doing), how
they received information about the assessment, importance of recognition of Prior Learning
certificate, change in stutus as a result of the assessment, access to further education and
trainings , acceptance of certificate by employers and suggested improvement.

2.1.2.1 Status and local of survey workers

This section presents the characteristics of the sample workers according to their age, gender,
current occupation and geographical location. Figure 1 shows that out of 524 workers surveyed
majority are male with 91.6% against 8.4% female. The skills survey of 2012 demonstrated that
women artisans in construction sector are few, constituting only 4.3% of the labor force. The
majority of women are working as building construction laborers, stonemasons and sweepers
however the industry is 99% dominated by men even among artisanats, 83 % of total employed
people according to the 2017 labor force survey are in the informal economy. This show how
much construction sector is male

Figure 1: Sample respondents by gender

Source: Primary data (2018)

male dominant in general. The research

looked at the the age category of respondent
and realized that the majority of respondent
fools in the age therebetween 25 and 35 age
category with a representation of 47 % this
also shows the extent to which construction
offer opportunity to youth and youth are far
much in interested in the certificate , the
second category represented at 27.1% is

38
between 36-45 in additional to these group being productice they are experienced in the context
of Recognitional of Prior learning.
In line with understanding the status of respondent we looked at the current occupation and realized that

Current occupation Frequency Percent

Regular employed 375 3.9
Sometime 86 3.1
Long ego 2.3
2.3

2.1.2.2 Reach out strategies and motivation for join RPL certification

Table 1: Participants’ views on how they learn about RPL assessment

They learn it Frequency Percentage

Through Trade union of construction workers 456 87
(STECOMA) members
On site 50 9.5
From friends 18 3.5
Total 524 100
Source: Field research, 2018

The table 1 above shows how participants learnt about RPL assessment. As indicated by the
table, the majority of participants (456 or 87%) accepted that they learn about the RPL
assessment through STECOMA local representatives who approached them and explained fully
about RPL assessment. There is another group of 50 participants (9.5%) who assumed to learn it
from site (on the field) where they were working. They said that normally when assessors were
coming, the first thing they started doing, was to explain to them why they are going to be
assessed and the importance of it. The rest of the participants 18, that is 3.5%, asserted that some
of their friends came to see them and explained that there is RPL assessment. The results
concluded that most of participants were informed about the RPL assessment through
STECOMA
Figure 1: How participants learnt about RPL assessment

39
 Table 2: Causes
which motivate
participants to
register for RPL
assessment

Causes Frequency Percentage

To get a certificate 304 58
To become a member of union 194 37
(STECOMA)
To get recognized as a skilled 26 5
person
Total 524 100
Source: Field research, 2018

As far as table 2 is concentred, 304 out of 524 participants (58%) said to get a certificate, was
one of the causes for them to register for RPL assessment. They thought that to get a certificate
would change their life, because they would no longer miss the job or documents to present
where they are vacancies. Another group of respondents 194 (37%) accepted that to become a
member of STECOMA is another cause. The rest of participants (26 or 5%) had another cause
which motivates them to register for RPL assessment. They were highly motivated by the wish to
the recognition as a skilled labour.

Thus, this survey reported that the majority of participants supported the opinion that the main
motivating factor was to get a certificate (58%). Certification would help them secure a wage
employment since one of the conditions to apply for a job is to be a certificate holder.

Figure 2: Motivation of participants to register for RPL assessment

40
 2.1.2.3 Importance of Recognition of Prior Leaning

Table 3: The importance of RPL certification

Importance Frequency Percentage

Secure a job 209 39.8
Secure a better job 146 27.8
Get better paid job 109 20.8
Gain more confidence 60 11.5
Total 524 100
Source: Field research, 2018

41
Asked (participants) on the importance of RPL assessment, the first group of 209 participants out
of 524, i.e. 39.8% certified that its importance is seen as a possibility of securing a job. Only 146
participants (27.8%) reported that the importance of RPL assessment is to secure a better job.
Lastly, respectively, to get better paid (109 or 20.8%) and to gain more confidence (60 or 9.4%)
is also important for RPL certification as highlighted by some participants. The results clearly
concluded that RPL certification is very useful because it helps to gain a competitive advantage
in looking for a job.

Figure 3: The importance of RPL certification

Table 4: Participants’ opinions in what RPL certification assisted them with

Opinions Frequency Percentage

In work promotion 283 50
Gain motivation to study more 63 12
To increase job security 143 27.2
In self assessment 35 6.7
Total 524 100
Source: Field research, 2018

42
The table 4 depicts different opinions of participants in what RPL certification assisted them
with. The majority of participants, 283 (50%) out 524 accepted that RPL certification is very
important because it helps the employer to consider a worker and to respect him/her and this
implies to be promoted. The second group of participants (63 or 12%) claimed that RPL
certification helped them to gain motivated to study more. They said that certification normally
helps to focus the career path and to demonstrate the willingness to continue education for
workers. The third group of participants (143 or 27.2%) asserted that RPL certification also
helped them to increase job security. When they got it, they thought they have an assurance to
keep their job without the risk of becoming unemployed. The last group of 35 participants that is
6.7% testified that RPL certification helped them in making a self assessment. Figure 4: How
RPL certification assisted them

2.1.2.4 Change resulted for Recongition of Prior Learning certificate

Table 5: The change happed in participants’ status prior and after RPL assessment

The change Frequency Percentage

To be confident while asking for a job 99 18.8
To be confident while working on site 89 16.9
To earn much money and be able to save it 118 22.5

43
 To get a job easily after showing the certificate 145 27.7
To be able to meet the family needs 73 13.9
Total 524 100
Source: Field research, 2018

The table 5 above shows the change which happened in participants’ status after RPL
assessment. Participants’ status after RPL assessment is that it helped them respectively to be
confident while asking for a job (99 or 18.8%), to be confident while working on site (89 or
16.9%), to earn much money and be able to save it (118 or 22.5%), to get a job easily after
showing the certificate (145 or 27.7%) and finally to be able to meet the family spots as 73
participants (13.9%) certified it.

From the analysis of the table above, it is concluded that it is very important to get certification
because many changes happened after RPL assessment. It can be helpful. Also, even if you don't
get the job that you want, in the beginning, having certification could give participants
opportunities within the organization to move and finally get the position that they want. That is
why workers need to prepare themselves with proper skills and knowledge if they want to land
their dream job.

To have a better understanding about the opinion of workers on the importance of RPL in
additional to the survey the research provided focus group discussion and interviews to 50
participants who confirmed the following:
Increased perceived value of the workers by employers after RPL
Opinions were also given on increased perceived value of the workers by employers after RPL.
On that question, the employers always are very happy when they realized that the employee
passed the assessment. Participants asserted that employers most of time like qualified workers
that is why they have to give value after RPL. On the other hand, the participants argued that few
of employers do not increased perceived value of workers because they thought that after getting
certificate, they would be able to ask them to increase the salary.

Is there increase in productivity after RPL?

During the interview, on the increase of productivity after RPL, all participants accepted that
once there is a certificate, productivity must increase because they will be able to apply wherever
they find a job vacancy. They also asserted that RPL certification would help them to have a

44
standard salary which is different from what they usually got while they were working. That is
why they have to be assessed and get certificate which would help them to find a better job.

The interview also confirmed about RPLwill help them to find a better job or a formal one. 50
participant responded that obviously, any necessary certifications would be most important in
getting a new job compared to the one that you have before getting a certificate. They added
that certifications should be weighed according to their value. They explained that before they
were working in different companies but they were always not considered in what they were
doing and even their salaries were not enough because employers always paid them according
to his/her wish. But, after getting RPL certificate, things changed because the employer takes
into account the RPL certification when it comes to pay them. On this question, participants
were satisfied with RPL certification.

Asked about impact of wage participants reacted positively by saying that it is a must. They
added that when they are working without a certificate an employer should give them whatever
he/she wants as salary because they do not have any paper which testifies their qualification. A
positive impact is likely to be there because when workers are hired, they would need to show to
the employer a RPL certification, then the employer must consider it and give them value
because it is something which shows that they are professionals.

Table 6: Other training or education started after recognition

Training / education Frequency Percentage

Masonry 8 1.5
Carpentry 28 5.3
Welding 12 2.3
Tiling 3 0.6
Tailoring 6 1.1
To make baked clay brick 5 0.9
No one 465 88.7
Total 524 100
Source: Field research, 2018

From this table, one realises that the majority of participants (465 or 88.7%) certified that they
did not do any other training or education. Most of them added that they did not have the

45
opportunity to learn other jobs due to different circumstances such as money and time. The table
above also reports that there are other participants who took trainings in other things such as
masonry (8 participants or 1.5%), carpentry (28 participants or 5.3%), welding (12 participants
or 2.3%), tiling (3 participants or 0.6%), tailoring (6 participants or 1.1%), making baked clay
brick (5 participants or 0.9%). Through the indicators above, it can be observed that many of
participants did not do any further training.

Figure 6: Other trainings done by participants after recognition

In the FGD participant asked if the RPL encourages them to study more?. Most of them
accepted that they really want to continue to learn many things in their career but few rose up the
question by saying that even though they were encouraged, they cannot afford money to study
more, maybe except that they attend some trainings organized by WDA or STECOMA.
Furthermore, they explained that they know well that training or learning presents a prime
opportunity to expand the knowledge base of all employees, but many employers find the
development opportunities expensive. Employees also miss out on work time while attending
training sessions, which may delay the completion of projects. Despite the potential drawbacks,
training and development provides both the company as a whole and the individual employees
with benefits that make the cost and time a worthwhile investment

Table 7: The level of acceptance of the certificate by employers after recognition

46
 Level of acceptance Frequency Percentage
High 482 91.9
Average 28 5.4
Low 14 2.6
Total 524 100
Source: Field research, 2018

According to the table 7, the majority of participants (482 or 91.9%) certified that the level of
acceptance of the certificate by employers after recognition is very high. They said that employer
always knows that a certification demonstrates the dedication, motivation and technical
knowledge on a specific field. Once a worker got it, he/she should join a select group of
individuals - a peer group with demonstrated skills. Having a certification for employer shows
that you not only possess comprehensive knowledge but you also care enough about your own
career to spend the time and money to get certified. The rest of participants found the level of
acceptance to be average (28 participants or 5.4%), and other asserted to be low (14 respondents
or 2.6%) because since they had their certificate they did not benefit from job.

Figure 7: Level of acceptance of employers on RPL certification

Figure 8: Participants’ opinions on the level of satisfaction with the certification process

In the FGD to find out if workers benefit from employers support to get certified through RPL,
the majority of respondents, of the groups the researcher had discussions with, indicated

47
unanimously that the employers always facilitate participants especially when they want to do
RPL assessment but some other employers as few participants replied do not help them anymore.
They stand waiting to see how the assessment should be done as mostly the examiners provide
assessment on site.

2.1.2.5 Suggested improvement

From the figure 8, the opinions of participants on the level of satisfaction with certification are
high as asserted by 398 participants (75.9 %). They said that most of workers who attended and
did the assessment were very happy on the way it was organized because they did two kinds of
assessments; theory and practice. Moreover, whoever experienced literacy issues was helped. For
them, they were very pleased for the system used by examiner in RPL assessment. The rest of the
group (126 participants or 24.1%) did not accept. They confirmed that the level of satisfaction
with certification was average because the assessors did not respect starting and ending time
while they were doing assessment. Furthermore, some participants also said that the assessment
was done very far from where they live. There are also other participants who did not appreciate
how the assessment was given because it was done in two different areas. They said that this
took time for them as they needed to go back home earlier

Table 8: Participants’ views if they shared enough information and timeline before being assessed

48
 Views Frequency Percentage
Yes 346 66
No 178 34
Total 524 100
Source: Field research, 2018

The table above shows participants’ views if they shared enough information and timeline before
being assessed. It is clear from the above indicators; the majority of participants (346 or 66%)
accepted that they were aware of that before doing their assessment. They said that some of
STECOMA representatives came to see them and to explain how and when they would be
assessed. They added that they were somehow prepared for that, whereas 178 (34%) participants
out of 524, did not agree with the first group by arguing that the examiners came to find them on
site and it was that time they were introduced how they were going to undertake RPL
assessment. Besides, it was like a surprise but after getting explanation about the assessment they
were very surprised and attracted by the idea.

Figure 9: Participants ‘opinion on the information shared before or after being assessed

Table 10: Suggestions for improvement of the RPL assessment approach

Suggestions Frequency Percentage

The RPL assessment should be done in the known place by all 40 7.6
citizens
The Trade Union of Constructions Workers (STECOMA) should 185 35.3

49
inform local people the date and place of RPL assessment
RPL assessment should be not far from home or the sector 26 4.9
More practice in RPL assessment should be reinforced rather than 13 2.5
theory
Examiners should be conducted according to the communicated 31 5.9
start and end time
STECOMA should make an annual plan schedule of assessment 229 43.7
Total 524 100
Source: Field Research, 2018

The observations below are deduced from this table. Some suggestions were given by a total
number of 524 participants in order to improve the RPL assessment approach. Different views
from participants were given and shown in the table. The first group of participants (40 or 7.6%)
thought that the RPL assessment should be done in the known place by all citizens in order to
facilitate them to prepare themselves once they wanted to attend because some of them live far
from where the assessment would be done. To inform local people the date and place of RPL
assessment before is another suggestion that 185 participants (35.3%) asserted in order to
improve RPL assessment. They focused on the fact that to well perform that assessment, they
should prepare themselves in advance and be able to attend at the date which would be
communicated. RPL assessment should be done not far from home or the sector as indicated by
the third group of 26 participants (4.9%). They added that there are some workers who do not
have the opportunity to attend to that assessment because they do not have means of transport
because where the assessment takes place is far from their homes.

Another suggestion as provided by another group of 13 participants (2.5%) was that more
practice in RPL assessment should be reinforced rather than theory. They suggested that theory is
given but is not much important than practice. Another suggestion was given by 41 participants
that is 6.8% indicating the percentage of respondents who wished that assessment should be
starting on time.
Finally, the majority of the group with 229 participants (43.7%) which testified that in order to
improve how assessment should be done, STECOMA should make an annual plan schedule of
assessment which should help everyone to know when he will be assessed. They continued and
said that this is more advantageous for them because it would help the workers to prepare and
organize themselves.

50
Table 10: Participants’ opinions about advising others to participate in RPL assessment

Response Frequency Percentage

Yes 524 100
No 0 0
Total 524 100
Source: Field Research, 2018

On the basis of all statistical information reflected in this table, it is evident that, all participants
(100%) argued that they should give advice to participate in RPL assessment because the
assessment is very important to one’s live. They added that when you do an assessment and get a
certificate there are many advantages that you should get such as to get easily the job, to be self-
confident wherever you are asking for a job, to be able to continue to learn other things.

Table 11: Participants ‘views why they should recommend other workers to undertake assessment

Participants’ views why they have to undertake Frequency Percentage

assessment
To get a certificate and be self-confident while 43 8.2
working
To get a certificate and be able to look for a job 326 62.2
easily
To get a certificate and be able to ask for salary to 15 2.8
be increased
To get a certificate and be able to have another 38 11.7
good job than what they have
To get a certificate and be known by the 102 19.5
government through workers’ union
Total 524 100
Source: Field Research, 2018

The table 12 above highlights views of participants why they should recommend other workers
to undertake RPL assessment. The views were different as shown by the table, but the majority
of participants (326 or 62.2%) testified that to get a certificate and be able to look for a job easily
is the first thing that they should recommend to others. Respectively other groups of participants
said that to get a certificate and be self-confident while working (43 or 8.2%), to get a certificate
and be able to ask for salary to be increased (15 or 2.8%), to get a certificate and be able to have

51
another good job than what they have (38 or 11.7%) and to get a certificate and be known by the
government through workers’ union (102 or 19.5%) were what they thought should be advised to
their friends workers. They said so because they knew well the value of PRL certification. In few
words, certification is necessary for them to start new life and build confidence in their career.

2.1.3 Impact preserved by Empoyers

To better understand the impact perceived by employer about recognition of prior learning, the
research provide interviews to 20 employers and supervisors in construction campanies and
construction sites among visited campanies and sites include …………….

2.1.3.1 Market values

The market value of recognized skills is very important said by the employers in the discussion
interview. They said that there's no better way for landing a great job than to create a demand for
yourself. It can be measured in two ways; first when the workers have already positioned
themselves on the market, that is when they start considering their career goals and realize that
they are professional in order to determine which direction is the best to increase the value in the
job market and that is why they should start to see themselves as a product. Secondly, it can also
be measured when they compete in the region. They added that to compete first of all one needs
to have skills. That is why teaching those skills is key in helping the next generation succeed in
a labour market of increased automation, technology and unconventional jobs. The workers need
to get enough skills and be able to go work wherever they find job and especially in East Africa
Countries.

2.1.3.2 Performance improvment and workers confidence

On this question most of them said that to get an RPL certificate is really important in company
performance. A certificate should be got through Training or assessment which was done. It
presents a prime opportunity to expand the knowledge base of all employees. They added that
RPL certification improves employee performance – the employee who receives the necessary
training or assessment and gets a certificate is more able to perform in their job. The certification
would give the employee a greater understanding of their responsibilities within their role, and in

52
turn build their confidence. This confidence would enhance their overall performance and this
can only benefit the company. Employees who are competent and on top of changing industry
standards help their companies hold a position as a leader and strong competitor within the
industry. Some few thought that RPL improved employee satisfaction and morale when at work.

On this question regarding performance improvement after worker RPL, participants thought that
it is very early to respond to that since the first certicates were released in one or two years ago.
They always need to continue the training since it should be ongoing so that employees
can continue to develop their skills. Ongoing training is the way to continuously improve
employee performance

This question explores the level of confidence for workers after RPL. On this question, the
interviewees emphasized that the level is very high. When the workers get a certificate after RPL
assessment they become very self-confident. They commented that Self-confidence is the belief
in oneself and abilities which describe an internal state made up of what they think and feel
about themselves. This state is changeable according to the situation they are currently in and
their responses to events going on around us. It is not unusual to feel quite confident in some
circumstances and less confident in others.

2.1.3.3 Staff development

Level of certificate acceptance by employers (promotion, salary increment)

On this question, most of interviewees (workers or supervisors) indicated that really it is not
favourizing employer because most of time after getting new qualification, the claims of
employee are raising up and for employer that task becomes very difficult for him/her to take a
decision and to accept the new promotion of employees.

Willingness to pay for RPL for your employees

In answering this question if they are willing to pay for RPL for their employees, all employers
do not accept and responded angrily that they know well that employees need to develop their
skills or risk falling behind the level of their peers, both inside and outside their current
workplace. But nowadays this is not their business since it is a personal development.

2.1.4 Impact preserved by other stakeholders

53
Bellow is the summary of reflection for government, development partners and other
stakeholders

a) building a recognition system that is likely to achieve a strong labour market impact
of the recognized skills

The response of some of government agencies on how we can build a recognition system that is
likely to achieve a strong labour market impact of the recognized skills, indicated that first of all
the system has to be institutionalized and then to achieve a strong labour market more value
should be given on a formal kind of assessment which is institutionalised with clear standards.

b) What matters in the development and implementation of skills recognition system

On this question regarding the problem found in the development and implementation of skills
recognition systems, they said that there must be a very clear system of certification. They added
that individuals’ skills are acquired through learning and constitute an asset for employers, who
value them and use them in the workplace. There are many ways to determine the level of skills
and their value for employers during the recruitment process - the most widespread being the
certificate achieved from formal education or a training system, such as an apprenticeship
certificate, diploma or academic degree.

The aim of skills recognition, as part of an interaction between individuals and education/training
providers, is to award an individual with a qualification that helps to open new formal learning
pathways. This process takes place at the national level, where its objective is to stimulate life-
long learning as an important way to reduce poverty and social exclusion and – in so doing – to
guide people towards a better life and long-term career prospects. Such recognition is provided
either directly by education and training providers or within the context of broader initiatives
Skills recognition may be conducted in a number of ways, usually by measuring skills against
agreed standards for a particular job, occupation or qualification. It is up to every skills
assessment and recognition provider to determine the standards included in the actual recognition
procedure. These standards – and those who prescribe them - are key in the recognition process.

54
 c) Lessons learned from systems development: what works and what does not

According to some staff from government agencies that were interviewed, they said that as due
to a lack of appropriate qualifications, a large proportion of people face severe disadvantage in
getting decent jobs, migrating to other regions and accessing further education, even though they
might have the necessary knowledge and skills. The RPL process can help such persons acquire a
formal qualification that matches their knowledge and skills, and thus contribute to improving
employability, mobility, lifelong learning, social inclusion and self-esteem. To do that, there are
many lessons learnt from system development such as enough mobilization which should be
done. In order, to develop the system, there must be awareness and publicity as indicated by
another partner. They said that this process builds awareness and interest about RPL in potential
candidates, employers, and other stakeholders. The RPL agency (the national institution
responsible for RPL) and providers play a key role, publicizing what is RPL, what its benefits
are, whom to contact, as well as the process, estimated costs, timeframe, eligibility requirements
and assistance available. This publicity and awareness-building takes place on different
platforms, including websites, social networking, information sessions at workplaces and
education institutions, fairs, and the media. Another lesson which was highlighted by both groups
(agencies and partners) is government ownership which was low. The government is not
involved the development of the system. Besides, both group accepted that even though there are
some challenges, but one should be proud because there is a number of workers who had got the
certificate and who are even now using it in looking for job.

d) Involvement of sector skills council

Both groups were asked if there is any involvement of sector skill council. They refused
categorically that there is no any involvement. The sector skills council did not contribute
anything.

e) Linking RPL to the NQF

As firstly explained by both groups, a National Qualification Framework (NQF) is the

frameworks help to make qualifications easier to understand and compare. They can also

55
encourage countries to rethink and reform national policy and practice on education, training and
lifelong learning.

National qualifications frameworks (NQFs) classify qualifications by level, based on learning

outcomes. This classification reflects the content and profile of qualifications - that is, what the
holder of a certificate or diploma is expected to know, understand, and be able to do. The
learning outcomes approach also ensures that education and training sub-systems are open to one
another. Thus, it allows people to move more easily between education and training institutions
and sectors. They added that RPL certicate should be placed in the NQF

f) The social, economic impact of RPL

Asking on the socio-economic impact of RPL, both groups indicated that there are many
advantages of RPL such as integration in the region and even motivation of works. Furthermore,
they pointed out that in terms of the current political, economic and social context in the country,
RPL is seen to have the capacity to contribute to redress equity by opening up more ways for
people to attain qualified status. It could:
 enable more people to reach higher levels of qualification and expertise by beginning
with an acknowledgement of existing skills and knowledge
 contribute to enhancing international economic competitiveness by building on often
invisible and unacknowledged workforce skills
 Offer the first step in attaining the goal of developing a multi-skilled and flexible
workforce by acting as an auditing tool to quantify existing competence.

g) Need for skills recognition system

This question asking why skills recognition system is needed, was answered by both group
where they said that it is because skills recognition may also be an important part of labour
market regulation. In many cases, obtaining a skills certificate or qualification may be a
prerequisite for finding a job. Occupational regulation therefore represents a significant driver of
demand for skills recognition systems - and in many cases, it is the most important driver

h) Possible actors in the RPL (environment and stakeholders)

Both groups reported that Union, sector skills council, WDA, RP and even MIFOTRA should be
actors in the RPL

56
 i) mechanisms for mobilizing assessees

The two groups indicated that just as communication is indispensable in any human activity, the
mass media are very vital to the mobilization of a large, heterogeneous people for any activity of
interest to them and the society at large. For people to be expected to contribute their quota in the
achievement of any developmental programme, they need not just to know about existence of
such programme but to be adequately informed about the nature of the programme, the level of
contribution required from them, the merits and demerits of participating or not participating in
executing the programmes. That is why ads on radio, TV, websites, graduations can be taken as
mechanism for mobilizing assessees.

j) organ suitable to regulate RPL system

The only organ suitable to regulate RPL system as pointed out by the two groups is Rwanda
Polytechnic because RP as a public institution has a mission of promoting, facilitating and
guiding the development and upgrading of skills and competencies of the national workforce in
order to enhance competitiveness and employability.

k) How can RPL system generate income for self-sustainability

Different opinions were given by interviewees on how RPL system can generate income for its
self sustainability. Mostly all reported that it can be generate to:
 Assessment fee
 Contribution from union
 Government budget

l) different examples from other countries (Best practices)

On this question, many examples of countries were given according to the views, such as:
 New Zealand: where a Recognition of Prior Learning (RPL) originates in the 1980s and
is very much dominated by the NQF discourse. In New Zealand, RPL is also known as
Accreditation of Prior Learning (APL and credit transfer)
 Australia: The focus on recognition in the Australian context is on the VET sector rather
than on the higher education sector. In Australia, VET is the overarching term for
technical and further education colleges, private colleges and community-based
provision.
 Republic of Korea: The Korean approach to RVA is heavily oriented towards academic
qualifications, and is embedded in education and training. It represents a ‘provider model’

57
 of RVA and relies on the accumulation of credits through a variety of educational
provider types, both public and private.
 Japan: Japan’s system of recognition comprises three parts, which relate to higher
education, social education and work-related learning opportunities
 United States of America: Referred to in the USA as Prior Learning Assessment (PLA),
RVA is located almost exclusively within the higher education sector, and is used not for
access, but to assign academic credit towards a degree for learners who have been
admitted through other means
 Canada: Prior Learning Assessment and Recognition (PLAR), as it is called in Canada,
is a tool that assists several target groups, including:
 older workers – with or without formal credentials – wishing to identify their
prior learning and have it assessed for employability or certification reasons;
 immigrants who require recognition of competences acquired outside Canada;
 members of marginalized groups who have not had their learning valued for a
number of reasons;
 human resource managers and counseling practitioners tasked with supporting
adults

m) mechanisms for assuring quality of RPL assessments

The interviewees on this question regarding mechanism for assuring quality of RPL indicated
that any mechanism should be regardless of any regulatory requirements for providing a quality
management system; an organisation should be committed to providing the best possible training
delivery and assessment services that are within its scope of registration. They continued and
said that within a training organisation, the purpose of a quality management strategy is premised
on the belief that an organisational system specifically supports its assessment services.
Therefore, the assessment system forms part of the framework of the organisational system

Some others asserted that quality assurance focuses on a systematic approach to improvement
that recognizes and responds to the needs and expectations of all stakeholders in the enterprise.
Stakeholders in the TVET sector expect quality training and assessment conducted in a
systematic environment that also assures its processes and services. Quality assurance processes
support workers, enabling them to provide an efficient and effective service that is appropriately
focused on the needs of clients and customers. That is why mechanisms for assuring quality of

58
RPL assessments is needed; such as development standards, development assessment and
portfolio.

But the the key components of assessment that need to be quality assured should be:
 the assessment system,
 the assessment process,
 the assessors,
 collecting the evidence and
 Making the judgment.

n) different ways of financing the RPL system

According to the question, all responded that RPL system should be financed through its:
 Assessment fees from workers
 Contribution from union
 Government budget

o) different suggested forms of institutionalizing a RPL system (Public and Private

driven approaches)

For this question, the interviewees were splitted into two groups according to different
opinions. The first group indicated that RPL system should be a public institution adopted by
Rwanda polytechnic. RPL has the inherent promise to allow working adults the means to
acquire a formal qualification without returning to a formal classroom. Implementation of
RPL leads to society transformation as working experience can equal a qualification; and
having a qualification will mean improved career prospects, better opportunities and
ultimately greater earning potential. The second group did not deny what the first group
asserted but provided another alternative by saying that in order to institutionalized a RPL
system, it should also be a private institution run by union or sector skill council.

II.2 RPL ROLL OUT AND CONDITIONS FOR CONTINUATION

2.2.1. RPL Policy in Rwanda

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2.2.2 Proposed stakeholders and cooperation structure

There are many approaches to skills recognition. The range of their focus may run from just one
occupation to nation-wide (or even international) systems that cover hundreds of occupations and
scores of economic sectors. As the various user groups have different needs and motivations,
there are usually many recognition frameworks in one country. A significant number of them are
developed and implemented without any incentive from the public sector (mostly at sectoral
level, or in the informal economy).

In addition, the importance of qualifications varies from sector to sector - and if the acquisition
of skills is strongly formalized and requires certification, skills recognition leading to
qualifications is more likely to succeed.

In many countries skills recognition seems to play an important role in the manufacturing
industry, construction sector, IT and safety and security sectors - but also in the financial, health
care and education sectors (Hansen, 2015). On the other hand, it is much less valued in service
sectors, especially in those where the job turnover is high and there is a large pool of candidates
to choose from. An example from Australia shows that in the case of clerical and administrative
jobs, even formal qualifications as proof of recognized skills are less important. The example
indicated that a majority of employers considered formal qualifications as essential for
recruitment process - more important than experience, with the stronger role of qualifications
expressed in construction and manufacturing sectors.

In order to boost the capacity and awareness of – and confidence in – skills recognition, it is vital
that there should be interaction, information exchange and cooperation between the stakeholders
and the skills recognition system. The involvement of employers (through sectoral bodies), of
workers’ representatives, of the career guidance system, of training providers and or/educational
institutions is essential for ensuring the labour market impact of the skills recognition system.

Skills recognition systems often operate at two levels. Most systems have established a
“Recognition Authority” – a body that has the responsibility for fulfilling the objectives of the
system in question. It may be an existing public authority, a newly created one for the purpose of
the recognition system, or a professional or sectoral body.

60
Sectoral specifics that increase demand for skills recognition include:

- Employers’ representatives
- Workers’ representatives (trade unions)
- Financing / governing authority
- Other ministries / authorities involved
- Training providers
These authorities may certify qualifications, provide information or coordinate with other
stakeholders involved; they are often a first point of contact for potential applicants.

There are generally a series of “Recognition providers” under such an umbrella organization.
These may include:

- Professional bodies that assess and recognize qualifications in their field of

expertise;
- Employers’ representatives;
- Employers;
- Training providers;
- Universities / colleges;
- Regional / local authorities.
This list overlaps with that of the stakeholders. Indeed, capacity building for recognition is much
easier when the stakeholders are involved in the recognition process: not only they may enlarge
the pool of recognition providers, but the information about recognition can be more efficiently
channelled to individuals and employers - the principal users of the system.

There is a number of interactions among the recognition providers, stakeholders and users within
the skills recognition system (Figure 13). Figure 13 is built on the premise of the two-level
recognition system (see above). There is also a “financing / governing authority”; this may either
be a Ministry or an occupational association that provides financing, sets objectives and controls
the work of the “recognition authority”.

As far as the “recognition authority” is concerned, these interactions between the stakeholders
and the users (as shown in figure 13) are a “must” – otherwise it may be impossible to fulfil the
recognition objectives. The “recognition authority” and “governing authority” should also
encourage other stakeholders to participate in the system, and to become involved in interactions
of their own.

61
 Recongition providers

Individual
Recognition authority

Employer

Training providrs
Governing authority
Workers representative

Employer representative
Recognition
authority

Recognition
providers

Individual

Trade union

Employer

Sectorial or
professional
body

Governing
authority

Training
providers

In Belgium, the recognition scheme is implemented by the Consortium de Validation des

Compétences (CVDC), which brings together the five most important public sector training
providers, management and labour representatives from various sectors, and the public
employment services (PES). The scheme is also embedded in developments in the education
landscape. One crucial aspect has been the alignment of the standards used in the validation

62
scheme with the occupational and training standards developed in French-speaking Belgium.
Engaging PES is seen as key to the success of the scheme. Counsellors in PES play an important
role in promoting skills validation. Today, part of their mission is to ask jobseekers whether they
hold a Skills Certificate, inform them about the existence of the scheme, and provide them with
the relevant information.

In Germany, the Assessment and Recognition of Foreign Professional Qualifications Act

(“Recognition Act”) is a subsidiary law. It gives priority to existing regulations for specific
groups, such as the Blue Card for highly skilled non-EU citizens, and for handicraft occupations
- for which the recognition is processed by local handicraft chambers. There is a relationship and
equivalence between the Vocational Training Act and the Recognition Act. Furthermore, federal
states in Germany (Länder) have, in relation to the Recognition Act, adopted relevant recognition
legislation in order to have consistency at all levels where migrant skills recognition plays a role.
The Bottleneck Analysis of the Federal Employment Agency (Bundesagentur für Arbeit) also
identifies priority occupations.

In the Netherlands, the Government, schools/colleges/universities and social partners focus on

creating favourable conditions in the RPL development phase in as many contexts as possible:
work, voluntary work, reintegration; jobseeking, education and training. The Dutch Knowledge
System APL (Kenniscentrum EVC) is the umbrella organization for this approach. As a result of
dialogue with the stakeholders, three components of the RPL have been adopted.

In Ghana, skills are recognized formally when a government agency is included in the process.
This process involves: a government agency (NVTI or COTVET), which only formally
recognizes skills; a government agency, which recognizes skills in collaboration with a trade or
business association, or in collaboration with an NGO, a faith-based organization, a civil society
organisation, a private agency or service provider. In South Africa, the Quality Council for
Trades and Occupations (QCTO), which coordinates learning within the occupational skills
recognition system, is responsible, inter alia, for liaising with the South African Qualifications
Authority (SAQA), other Quality Councils and professional bodies responsible for establishing
standards and qualifications, NGOs, regulators training providers and others.

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There is a need for greater coherence among existing policies and measures. This not only
implies the development of new recognition systems, but also better linkages of existing
recognition systems at all levels - the international the national and the sectoral.

2.2.3 RPL Implementation

On the basis of this research, it is evident there is a need for guidelines for developing,
implementing and evaluating the impact of skills recognition systems. These should focus on
providing guidance and assistance in five most key areas:
 Needs analysis;
 Stakeholders and the environment;
 Quality and accessibility;
 Reaching out; and
 Monitoring and evaluation.

There is a need for greater capacity building

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There is a need for greater capacity building and technical assistance to integrate these guidelines
into existing national skills development systems and employment policy design, in order to
improve the efficiency and outcomes of existing recognition systems.

2.2.4 Follow up mechanism and impact tracking

Trucking impact and documenting learning is very important in the context of Recognition of
Prior Learning country need to establish a system of obtaining data on the users of validation of
non-formal and informal learning to monitor activities, output and the impact

The Consortium de Validation des Compétences has set up a statistical database to collect
candidates’ registration details, and it records the outcome of their skills validation examination.
Validation centres regularly feed the centralised online database (VAL’ID), which is used by the
Consortium to generate monthly statistics about the scheme’s users. The information on outputs
contains: User profile (age, gender, existing formal qualifications and/or further training,
employment status, professional experience; certificate targeted); Number of users; Number of
validation standards created; Number of validation sessions organized; Number of certificates
awarded; Duration of the validation process (by certificate, by sector); Success rate (by
occupation, sector); Number and follow-up of users’ complaints; Cost of validation tests, of the
scheme in general, and of monitoring results.

In addition, the Knowledge Centre RPL carries out surveys in various economic sectors in order
to understand factors that influence a successful implementation of the recognition system. These
are used for assessing ways of better approaching industries, individual employers and workers
to improve the impact of the recognition system.

In Rwanda there is need to establish a database for Recognition of Prior learning and it should be
able to provide data on User profile and track progress as well as the impact. The RPL system
should also create a structure that allows coordination, timely follow up and progress and impact
trucking.

The success of a skills recognition system may be observed years after its implementation, and it
is much harder to differentiate the impact of the system itself from the impact of other measures

65
and policies - and from the impact of economic developments in general, which may either
increase or negate its influence.

The process of identification of the impact consists of several steps: (i) Definition of what the
impact is; (ii) Measurement of the impact; and (iii) Assessment of the measurement.

On the basis of the perspectives of employers, public authorities, individuals and training
providers, it is possible to draft the following indicators for measuring the impact. . Indicators of
impact should provide a sign of how well the recognition systems have achieved the changes
they were hoping for as a result of skills recognition process.

Hence there are about measuring change.

IMPACT OF SKILLS RECOGNITION ON EMPLOYERS: Changes in share of hard-to-fill

vacancies and (opinion-based) assessment of employers on influence of skills recognition on it;
Changes in share of accidents prior to and after recognition; self-assessment on staff productivity
by employers; Self-assessment on staff motivation by the employers; Changes in share of
workers complying with regulations; Self-assessment by employers; average length of the hiring
process; average length of vacancy posted. Changes in establishments’ spending on skills
recognition

IMPACT OF SKILLS RECOGNITION AT AN INDIVIDUAL LEVEL: Self-assessment on

productivity; Self-assessment of confidence, activation and motivation;

Employment status prior to and after recognition; Job held prior to and after recognition, its link
to recognition focus; The wage / salary prior to and after recognition; Training / education started
after recognition, its link to recognition focus; Job held prior to and after recognition, its link to
recognition focus; Acceptance of obtained skills recognition certificate by employers.

IMPACT OF SKILLS RECOGNITION ON TRAINING PROVIDERS: Self-assessment of

provider; number of new courses developed and marketed on the basis of skills recognition; Self-
assessment of provider; number of participants of courses developed and marketed on the basis

66
of skills recognition, Changes in number of certificates and qualifications issued on the basis of
skills recognition

IMPACT OF SKILLS RECOGNITION ON GOVERNMENT PRIORITIES: GDP growth;

company-level productivity growth; total sectoral sales and output growth; sectoral export
growth; sectoral product growth; Growth of labour mobility (occupational, sectoral, territorial),
Decreases in unemployment rate total and/or for specific target groups (focused by skills
recognition); Increases in skills and jobs matching for specific target groups (focused by skills
recognition); Changes in hard-to-fill vacancies by employers; Changes in indexes on inequality;
wage difference; poverty etc.; Comparison of migrant workers and nationals in terms of: o
Employment status Over-education / under-education o Level of earnings , Increased interest and
enrolment in TVET; Increased participation in lifelong learning;Decreased level of informality
for occupations / sectors targeted by skills recognition; Changes in share of persons with required
certifications within these occupations; Changes in number of accidents or other issues related to
these occupations.

These are more or less direct ways of capturing the labour market outcomes of skills recognition.
But there are also indirect ways of assessing the labour market impact. For example, if
employers are willing to pay for the skills recognition of their employees, this may be seen as an
indicator of positive labour market impact. Employers would not invest their resources in a
scheme that would not bring them benefits.

2.2.5 Financing mechanism

The ways in which skills recognition systems are financed influence their labour market
outcomes. The linkage is clear: the perceived value of skills recognition vs. costs associated with
it. Skills recognition costs may include costs of facilitation, guidance, translation, assessment,
adaptation and training. There are many different ways of financing skills recognition costs as
shown bellow in table. ILO suggest different ways of financing RPL.

67
As highlighted above , they are two ways of financing RPL Public-driven approaches and Private
sector- driven approach . The Private approaches to skills recognition are often developed at the
sectoral level, in relation to occupational/skills standards that are an agreed mark of quality.
Their distinctive attribute is usually a strong link to training. Recognition and training are often
provided by the bodies/organizations that operate on a commercial basis, with the main value
added being the competitive edge that the skills certification provides its holders on the labour
market. In this context the cost of skills certification and training is, therefore, relatively high.
Individuals are expected to bear the cost of the certification and training. However, this
substantially limits the target group of potential users. Consequently, employers may cover a
large – or even full – part of the cost of recognition/training, if they: (i) believe in the direct
positive impact of it on their work or organization; (ii) consider recognition/training as a form of
non-financial benefit for employees; or (iii) be motivated to do so by some public incentive
aimed at the support of lifelong learning and skills development at the workplace (such as tax
reductions and public-funded programmes targeting this type of activity).

68
Public-driven approaches Public-driven approaches target a wider range of objectives, both
immediate and long-term: Direct labour market value for users, reduced unemployment, the
prevention of skills waste, support for lifelong learning, social equity and the eradication of
poverty. If these wider and long-term objectives do indeed exist, measuring whether costs are
lower than the labour market value of the skills recognition of an individual may not be the main
issue at stake. In reality, skills recognition relies strongly on funding, at least in the initial phase –
when it is closely tied up with awareness building and gaining the confidence of users that
investing in it is worth it. The investment not only takes the form of direct costs, but also of time
and effort. Many systems therefore cover 100 per cent of costs for users – especially when these
are individuals. In many cases, full coverage by public funding is unavoidable even in the long
term – when they involve disadvantaged groups, such as low-skilled, unemployed, low-income
or migrant workers, who may benefit the most from skills recognition but lack sufficient
resources to pay for it. If skills recognition is intended to contribute to social equity, making it
accessible to disadvantaged groups is of prime importance.

Despite this, public financing cannot be full relied upon for the long-term sustainability and
extension of the skills recognition system. Public money is always limited and it cannot provide
sufficient sources for addressing of skills recognition needs of the society. Finding a cost-sharing
model – in which users and stakeholders willingly participate – presents an enormous challenge,
and the labour market impact of skills recognition is both the question and the answer.

In Rwanda Recognition of Prior Leaning if a new concept in addition the Rwanda private sector
is very small to regular current labor market. Therefore, we suggest a transitional financing
mechanism from public towards private financing

Immediate Midterm Long term

1-5 years 5-10 years Above 10 years

Stakeholders Government Government share Private sector full

owvership
Donor Employer share

Well established private Workers share

sector

69
Justification Government leading: Government Private sector
supporting leading
Piloting existing
sustainability
framework
50% share between
Establishing non existing
employers and
competence
employer

implementing Recognition of Prior learning mechnansim

II.3 POST ASSESSMENT OPPORTUNITY AND LINKAGES

As we have seen in previous sections validating Prior Learning and acquired skills could also
serve as a besiline for skills upgrade for pariticipant who come out not yet competent. This
sections provide information on potential opportunities for skills upgrading stakeholders,
available packages as well as criteria to access. It alos offer information on income generating
opportunity and business for participant who desire to start small businesses.

The research used mapping a two-tiered approach, the inventory aimed to identify and survey all
organizations with programs that either target young people in construction as direct
beneficiaries, involve them as service providers or work as intermediary organization supporting
other organization in the areas of skills development or workforce development.

More than 50 organizations were identified and formed the Master List (see Appendix).
Information were collected for the interviews with government program including WDA, NEP
and MIFOTRA, development partners as well as STECOMA and otrher trade confederation like
CESTRAR

3.3.1 Skills upgrade opportunity

Throuhg out findings we realized that most of organization operating in the area of skills
upgrating and lworkforce intervention and donors funded most of actiivties are impimented by
local NGO, TVET schools with limited coordination thus accessing opportunity as ian individual
is very difficult. Most of organization als reach out to beneficiaries by them servs or through
district through referrals or another organization linking beneficiaries to another organization. As

70
per the attached list most organization offer opportunity in the following areas

Services / Opportunity Organization Criteria to access Life span of the

opptounity intervention

Technical training in ATEDEC, JOC , Most of Most of

coystruction and BANMPOREZE, organization select morganizatiom are
carpentry Strive Foundation, beneficiaies based donor funded with a
SOS, Association de on vulnerability limited time span of 1-
scouts au Rwanda, ( OVC) age range ( 3 years
Caritas, CEFOTRAR , 16-35) as well as
CSDI , KORA , ICPCS gender ( priotize
, SDF women)

Workreadines training Huguka Dukore , Most of Most of

Never Aigain Rwanda, organization select morganizatiom are
AEE, SOS, beneficiaies based donor funded with a
on vulnerability limited time span of 1-
( OVC) age range ( 3 years
16-35) as well as
gender ( priotize
women)

Intership and Opprtunity are limited Most of Most of

apprenticeship to ICPCs and organization select morganizatiom are
Cooperatives like beneficiaies based donor funded with a
ADAPRA and on vulnerability limited time span of 1-
APARWA mnd require ( OVC) age range ( 3 years
inviduals to volunteers 16-35) as well as
and have contact with gender ( priotize
mentors (relative or a women)
friends of a friends)

Recognition of prior Suiss Contact : They Most of Most of

leanring have started to support organization select morganizatiom are
RPL in technical beneficiaies based donor funded with a
trainings in Rwanda on vulnerability limited time span of 1-
( OVC) age range ( 3 years
16-35) as well as
gender ( priotize
women)

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 3.3.2 Career growth

For career growth the are very few opportunities around especially for informal sector since they
are not organized and very difficult to get entry ppoint. As we have seen in previous sections
validating Prior Learning and acquired skills could also serve as a besiline for skills upgrade for
pariticipant who come out not yet competent. This sections provide information on potential
opportunities for skills upgrading stakeholders, available packages as well as criteria to access. It
alos offer information on income generating opportunity and business for participant who desire
to start small businesses.

Services / Opportunity Organization Criteria to access Life span of the

opptounity intervention

Workreadines training Huguka Dukore Most of Most of

organization select morganizatiom are
beneficiaies based donor funded with a
on vulnerability limited time span of 1-
( OVC) age range ( 3 years
16-35) as well as
gender ( priotize
women)

Career assessment / DOT Most of Most of

Advice organization select morganizatiom are
beneficiaies based donor funded with a
on vulnerability limited time span of 1-
( OVC) age range ( 3 years
16-35) as well as
gender ( priotize
women)

Job matching services DOT Most of Most of

organization select morganizatiom are
beneficiaies based donor funded with a
on vulnerability limited time span of 1-
( OVC) age range ( 3 years
16-35) as well as
gender ( priotize
women)

Job information Kigali Employment All youth Most of

services services center morganizatiom are
donor funded with a
limited time span of 1-

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 3 years

3.3.3 Income generating opportunity

As we have seen in previous sections validating Prior Learning and acquired skills could also
serve as a besiline for skills upgrade for pariticipant who come out not yet competent. This
sections provide information on potential opportunities for skills upgrading stakeholders,
available packages as well as criteria to access. It alos offer information on income generating
opportunity and business for participant who desire to start small businesses.

Services / Opportunity Organization Criteria to access Life span of the

opptounity intervention

Entrepreship training CFH, AJIPRODO Most of Most of

and support JIJUKIRWA, Kigali organization select morganizatiom are
Employment services beneficiaies based donor funded with a
center, on vulnerability limited time span of 1-
( OVC) age range ( 3 years
16-35) as well as
gender ( priotize
women)

Start up kis NEP , NGOs Huguka NEP: Youth with

Interantiona certificate of
organization : Dukore technical 7 years of gorvenemt
Dukore , Local NGOs training ,Work priorities for NEP an
with Business open
Development INGO and Local
Advisor to develop NGO:
proposal , have an
account in Most of
SACCO, pay morganizatiom are
10.000 RWF donor funded with a
service for limited time span of 1-
proposal , through 3 years
SACCO – BDF-
Approval and
receive (50%
loan , 50 % given

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 material in
material with grace
perion of 3 month
50%

INGO and Local

NGO: Most of
organization select
beneficiaies based
on vulnerability
( OVC) age range (
16-35) as well as
gender ( priotize
women)

Small bank loan SACCOs , other micro To access loan Open

finance instiuttions youth have to have
( see the list) bank account ,
coreteral or work
as cooperative.

Cooperative National Youth Cancil, Youth have to Open

developpement Rwanda Cooperative group the by 10
Agencies , Districts minimum and
register and have a
committee and
activities

3.3.4 Recommendation for STECOMA to access opportunity

To access above mentioned opprortunity STECOMA need to put in place mechanism and
strategies to efficiently and effectively support carpently members. Key strategies include will
include following steps:

Mapping and Organizing & Engage and Follow

grouping the forming Connecting up/Assess and
needs groups Keep
Relationship

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Group need assessment: Thouhg they are emerce opportunity for skills upgrade and busiss
startu up opportunity that would target individuals. It is costly and scare unless if concerned
member volunteer to identify and access opportunity. STECOMA will need to identify needs
through RPL and random survey to identify similar need and groups members with similar need
to facilitate linkages.

Organizing members: As seen in above sections accesss business and skills upgrate will only be
possible and easy if members with the same skills need / gaps are group and engage concern
stakeholders on specific needs for a specific group rather done an individual. If there is a group
of 25 youth that have skills gaps in finishing skills STECOMa will take a responsibility to
identify skills gaps in the aphase 1 and there after group youth. For business purpose of start up
kit group will have to be formalized into comperative to increase chances. Organizing members’
alos will involve building their capacity and double checking potential criteria and requirements.
Organizing members will also mean sharing committement if needed contributions to access a
given opportunity for instance to access Start up kits through NEP and BDF members should
contribute 10.000 RWF for business advisors who will assist them to elaborate proposal this
should be a commitment of a group.

Engage and Conncect: After organizing members through formalized or non formalized group.
STECOMA will identify relevant stakeholders based on needs of members (SACCO, BDF,
Development Partnners, Training Provides) initiate negotiation with relevant stakeholder.
STECOMA will need to take the advantage of its visibility to advocate for members. Grouping
members will also involve writing proposal, supporting them to bid among other connections
steps

Follow up, Assess and Keep relationship: In most cases STECOMA will be the one engaging
with Stakeholders through MoU or Contract or in some cases members will have direct
engagement especial for business development. STECOMA will ensure daily follow up, assess if
expected result where achieved and keep relationship with donor for future opportunities.

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