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Recognition of Prior Learning
Mauritius Qualifications Authority
Mauritius

The Problem

The Mauritius Qualifications Authority took note that each year about 20% of ten to eleven year old children fail their Certificate of Primary Education (CPE). These children are consequently not admitted to secondary education and some often enter the vocational stream. Moreover, since the CPE has been existing for years, there is currently quite a considerable number of such citizens who have failed their CPE.
The MQA, as a parastatal body operating under the aegis of the Ministry of Education, Human Resources and Culture felt it was partly its duty to help find a solution to this rising challenge. Mauritius and its economy are facing major challenges from both the local and international contexts. The continuous readjustment of the knowledge society to accommodate new trends continuously makes new demands on our competencies.
It has therefore never been as important as it is now for individuals to keep acquiring new skills or alternatively formalize those acquired throughout their lives. In such a context, the MQA wishes that more people stay longer in education and training, to restrain the widening the gap between those who are sufficiently qualified to keep afloat in the labour market and those who are falling by the wayside.

Solution and Key Benefits

 What is the initiative about? (the solution)
The first series of benefits of the RPL is for learners. RPL helps individual learners to ease the transition from informal and non-formal to formal learning obtained by enabling them to value their achievements and to recognise the importance of their learning through experience. Additionally, RPL increase and boost the applicants’ self confidence and self esteem while allowing them to plan for further learning and personal or career development. Additionally, RPL allows successful candidates to gain entry to a programme of study (if they did not previously meet the requirement of the normal entry qualifications), and obtain credit towards a programme of study thereby shortening the period of study.
The second series of benefits is to Employers. RPL can support training and staff development strategies of employers by increasing motivation and interest in workplace practice on the part of the employee/learner. Additionally, the RPL model helps in reducing the amount of time needed to complete a qualification and therefore requiring less time away from the workplace. Moreover, it is a way of improving employee retention and preventing duplication of training.
The third series of benefits is for the country. RPL produces certified Skilled workforce and this is a way of attracting foreign investors. Additionally, RPL helps in reducing the cost of training of people, while providing an efficient response to industry skill shortages. Finally, RPL improves policy decisions processes in terms of training needs, for example.

Actors and Stakeholders

 Who proposed the solution, who implemented it and who were the stakeholders?
The MQA worked in close collaboration with various stakeholders of the Mauritian industry to assess:
(i) the level of qualifications of employees;
(ii) what was required from employees; and
(iii) the level of competence reached by employees on the job.
In this context, meetings were held between the MQA and experts from UNESCO and ILO, with the Minister of Education and Human Resources, as well as with the Minister of Labour and Industrial Relations.
Additionally, consultative meetings were held with
(i) the Mauritius Employers Federation;
(ii) the Association des Hoteliers et Restaurateurs Independent de Maurice (AHRIM);
(iii) The Building and Civil Engineering Contractor’s Association (BACECA);
(iv) The Empowerment Programme (later renamed as the National Empowerment Foundation(NEF)), under the aegis of the Ministry of Finance and Economic Empowerment of Mauritius. The NEF later became a major sponsor of the RPL project.
Meetings were also held between the Directors of the Mauritius Qualifications Authority (MQA), the Industrial and Vocational Training Board (IVTB) and the Mauritius Examinations Syndicate (MES) to discuss the project and the way to implement it.
Moreover, several meetings were held with different Industry Technical Advisory Committees (ITAC) in various sectors of economy. The results of the meetings showed that many of the people were of high competence and could do their task perfectly, but had never had any formal learning process. All their competence was drawn from past experience.

(a) Strategies

 Describe how and when the initiative was implemented by answering these questions
 a.      What were the strategies used to implement the initiative? In no more than 500 words, provide a summary of the main objectives and strategies of the initiative, how they were established and by whom.
The main objectives and strategies for implementing the RPL in Mauritius were established by the Mauritius Qualifications Authority. The various steps undertaken were as follows:
1. Carry out need analysis. A desk research was initially conducted to review what had been done in other countries. This was followed by two pilot tests in the Tourism and Hospitality Industry and Construction industry to assess whether the Mauritian society and industry were receptive to RPL.;
2. Consultative meetings were held with stakeholders, namely the Mauritius Employers Federations, the association of Hotel Operators, the association of construction industry, Governmental bodies, the Industrial and Vocational Training Board and the Mauritius Examinations Syndicate;
3. International conference on RPL where representatives of countries with experience in RPL discussed the process, its loopholes and the way they went about implementing the model.
4. Presentation of the project to find a champion. For the RPL, it was the Minister of Education, Human Resources and Culture.
5. Training of MQA staff on RPL.
6. Capacity building by training of a pioneer group of Facilitators and Assessors. The MQA here relied on foreign expertise, namely from the Commonwealth of Learning, UN Institute of Lifelong Learning and l’Academie de la Reunion.

(b) Implementation

 b.      What were the key development and implementation steps and the chronology? No more than 500 words
The main development and implementation steps of the Mauritian RPL model is as follows. The data is presented in chronological order.
2007 Needs Analysis
2007 Desk Research
2007 Further Analysis
2007 Discussions with various Stakeholders: Employers, Ministries, NGO, Awarding body
2008 Training of Facilitators and Assessors
2008 Development of assessment strategy
2008 Pilot test 1: Hospitality Industry, with control group consisting of unemployed people. This included the facilitation process.
2008 Award of Full and Partial Qualifications as well as Statement of Credits completed
2009 Pilot Test 2: Construction Industry. This included the facilitation process.
2009 Award of Full and Partial Qualifications.
2009 Launching of RPL at national level in 4 sectors: Hospitality, Construction, Plumbing and Painting
2009 Preparation of assessment schemes for new proposed Sectors currently in process
2010 Launching of RPL in five additional sectors: Spray Painting, Panel beating, Agriculture, Electric Works installation and Adult Literacy.

(c) Overcoming Obstacles

 c.      What were the main obstacles encountered? How were they overcome? No more than 500 words
One of the main hurdle has been the lack of capacity at the beginning of this project. The MQA tacked this problem by inviting and relying on foreign expertise, namely from the Commonwealth of Learning, UN Institute of Lifelong Learning and l’Academie de la Reunion as well as from representatives of countries having previously implemented the RPL for an insight of the task ahead.
Being able to give parity of esteem to RPL qualifications (and in a broader view, to TVET qualifications) with those obtained through the formal mode of education was a second hurdle. This situation was tackled by first implementing the National Qualifications Framework (NQF) and then explaining to stakeholders how qualifications could be pitched and compared on the NQF.

(d) Use of Resources

 d.      What resources were used for the initiative and what were its key benefits? In no more than 500 words, specify what were the financial, technical and human resources’ costs associated with this initiative. Describe how resources were mobilized
MQA benefitted from the collaboration and the expertise of staff of L’Académie de la Reunion for the training of Facilitators and Assessors. Consequently, a Memorandum of Understanding was signed between the MQA and L’Académie de la Reunion for bilateral collaboration.
MQA also benefitted from the technical expertise of the Commonwealth of Learning and of UIL.
Most of the training provided by L’Académie de la Reunion was free of charge. MQA however provided for lodging, food and beverage to all foreign experts and delegates.
Funds for the research and implementation of the RPL model, inclusive of the marketing has been made available by the National Empowerment Fund. So far, funds to the tune of some Rs 3 million (about $100,000) have been used and another Rs 3 million (about $100,000) are earmarked for the next two financial years. Funds are also received for workshops and seminars from the Commonwealth of Learning.
Additionally, the MQA has taken steps to ensure that the RPL project is sustainable. Hence, applicants are requested to pay a token application fee of Rs 1000 (about $30) per application. This money is spent to pay Facilitators, at the rate of Rs 1000 per 10 hours of facilitation, per candidates. Additionally, the applicant has to pay for the assessment process. The awarding body has requested payment of about Rs 5000 ($160) per applicant per qualification.

Sustainability and Transferability

  Is the initiative sustainable and transferable?
The RPL model has been established at national level in Mauritius. Moreover, legal framework have been set-up for the setting up of a formal awarding body, the Mauritius Institute of Training and Development (MITD), which will award all National qualifications developped by the MQA. The MITD will also award qualifications through RPL.
To disseminate knowledge on the RPL model and its benefits, the MQA is organising frequent awareness campaigns in several locations across Mauritius.
Additionally, in recognition of the progress made by Mauritius in matters of RPL, the Commonwealth of Learning (COL) has selected MQA as the lead organization in implementing RPL in Pan Commonwealth countries. MQA has already started training several African countries in implementing RPL, namely Kenya, Zambia, Ghana and Namibia. More Pan African Countries, like Rwanda and Uganda have shown interest in the implementation of RPL in their countries and have contacted the MQA for guidance on how to ensure that the process is smoothly implemented and launched.

Lessons Learned

 What are the impact of your initiative and the lessons learned?
The first element for the success of the Mauritian RPL model remains the faith of stakeholders in the model. MQA was able to present the situation and convince major stakeholders of the benefits, to themselves and to the country of having skilled and qualified labour force.
The second element is the availability of funds, provided by the National Empowerment Fund. The NEF was a major stakeholder who was convinced of the success of the project. NEF was also convinced that Mauritius needs skilled labour backed by a formal qualification. In this regards, the MQA has been systematically including RPL and its dissemination in its annual budget.
The success of the RPL project also lies in the undying belief of the Mauritius Qualifications Authority that RPL is indeed one of the way forward in matter of providing parity of esteem and motivation for lifelong learning of people who have been less fortunate in their academic journey.

Contact Information

Institution Name:   Mauritius Qualifications Authority
Institution Type:   Government Agency  
Contact Person:   Kaylash Allgoo
Title:   Director, MQA  
Telephone/ Fax:   +230 686 1400
Institution's / Project's Website:   +230 686 1379
E-mail:   kallgoo@mqa.mu  
Address:   MQA, Pont Fer
Postal Code:  
City:   Phoenix
State/Province:  
Country:   Mauritius

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