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Mauritius RVA case study in education

Recognition processes in Technical and Vocational Education and Training

  • Date published:
    4 November 2015
© JSS Academy of Technical Education Mauritius

Background    

Mauritius has witnessed major reforms in Technical and Vocational Education and Training (TVET). Since 2009 re-entering the system without starting at the lowest level is possible for individuals who left the education and training system. By having their experiences validated, they acquire qualifications from Level 2 to Level 4 of the Mauritius Qualifications Framework (MQF). A description of the procedures for identifying and recognising learning outcomes established in the Mauritius TVET sector is provided in this case study.

Procedures and processes

The RPL procedure consists of three stages and includes guidance and counselling services for individuals:

  • pre-screening process;
  • facilitation process;
  • assessment process.

The pre-screening process starts once a candidate files an application for RPL to the Mauritius Qualifications Authority (MQA). Following a successful outcome of the pre-screening process, a RPL facilitator (registered with the MQA) is assigned to the RPL candidate.

During facilitation, the facilitator guides RPL candidates to build their portfolio within a period of three months.

The portfolio is a collection of evidence, comprising personal details, employment history, evidence of skills and knowledge, non-formal courses, life-experience learning, community and voluntary activities, and relevant experience in the selected trade.

The evidence to be submitted may comprise any or all of the following: statements of results of formal education, sample of work produced, performance appraisal reports, references from current or previous employers, job descriptions, certificates of participation, letters of recommendation, video tapes, tape recordings and photographs of work activities, specific details of work and participation in projects, written testimonials from managers or colleagues and details of formal training, seminars, conferences or workshops which are relevant to RPL application.

The completed portfolio is submitted to the MQA and then forwarded to the awarding body for assessment. The assessment is carried out in the form of an interview. At the end of the process, the RPL candidate either obtains a full qualification, no qualification or a partial qualification, known as record of learning.

Outcomes and ways forward

RPL candidates are awarded NQF qualifications through the certification system established by the MQA. The established RPL processes and summative assessments in the TVET sector help to translate non-formal and informal learning outcomes and life experiences into qualifications.  

By linking RPL to the MQF, non-formal and informal learning have been made an official part of the Mauritius education and training system.

Partner/s

Robin Phoolchund
Mauritius Qualifications Authority
Phoenix
Mauritius

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For citation please use

Madhu Singh. 2015. Mauritius RVA case study in education. Recognition processes in Technical and Vocational Education and Training. UIL. Available at: https://preprod.uil.unesco.org/case-study/rva/mauritius-rva-case-study-education [Accessed 25 May 2022]

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