Recognition and Validation of Prior Learning: The Example ... - ADEA

Triennale on Education and Training in Africa 

(Ouagadougou, Burkina Faso, February 12-‐17, 2012) 

Promoting critical knowledge, skills and qualifications for 

sustainable development in Africa: How to design and 

implement an effective response 

through education and training systems 

Sub-theme 2 

Lifelong technical and vocational 

skills development for sustainable 

socioeconomic growth in Africa 

Recognition and Validation of Prior Learning: 

The Example of Mauritius 

Research team Mauritius: 

Mr Kaylash ALLGOO, O.S.K 

Mr Ramesh RAMDASS 

Ms Urvasi G SANTOKHEE 

Working Document 

PLEASE DO NOT DISSEMINATE 

DOC 2.1.06 

 

• Original Version in English •

ADEA – 2012 Triennale on Education and Training in Africa – 

Recognition and Validation of Prior Learning: The Example of Mauritius 

This document was prepared by ADEA for its Triennale Meeting (Ouagdougou, Burkina Faso, 2012). 

The views and opinions expressed in this volume are those of the authors and should not be attributed 

to ADEA, to its members or affiliated organizations or to any individual acting on behalf of ADEA. 

The document is a working document still in the stages of production. It has been prepared to serve as 

a basis for discussions at the ADEA Triennale Meeting and should not be disseminated for other 

purposes at this stage. 

© Association for the Development of Education in Africa (ADEA) – 2012 

Association for the Development of Education in Africa (ADEA) 

African Development Bank (AfDB) 

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13 avenue du Ghana 

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1002 Tunis Belvédère 

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Tel: +216/ 71 10 39 86 

Fax: +216/ 71 25 26 69 

adea@afdb.org 

Sub-‐theme 2: Lifelong technical and vocational skills development for sustainable 


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BIOGRAPHICAL NOTE 

Kaylash Allgoo is the Director of Mauritius Qualifications Authority and Chairman of the Transnational 

Qualifications Framework Management Committee for the virtual University for Small States of the 

Commonwealth (VUSSC). Over the years, Kaylash has been constantly advocating the Mauritian 

Qualifications Framework and he has also recently implemented Recognition of Prior Learning (RPL) in 

the Mauritian TVET sector. He has been invited to attend and contribute to several conferences and 

workshops both in Mauritius and internationally. He has also received several prestigious Awards and 

Honours for his contribution to the education sector. 



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TABLE OF CONTENTS 

PAGE 

1. ABSTRACT 1 

2. Executive Summary 2 

3. INTRODUCTION 3 

3.1 The Mauritian Economic Context 3 

3.2 Overview of the Mauritian Education System 3 

3.3 Development of Recognition of Prior Learning within Mauritius 7 

3.3.1 The Mauritius Qualifications Authority (MQA) 7 

3.3.2 Implementation of Recognition of Prior Learning (RPL) 7 

3.3.3 NQF enabler of RPL 7 

4. METHODOLOGY OF THE STUDY 11 

4.1 Literature Review 11 

4.1.1 RPL and its definition 11 

4.1.2 One common thread 12 

4.2 The Mauritian RPL Model 12 

4.2.1 Partners Involved 12 

4.2.1 i) Collaboration with the COL 13 

4.2.1 ii) Collaboration with UNESCO UIL 13 

4.2.1 iii) Collaboration with L’Academie de la Réunion 13 

4.3 The Process 15 

4.3.1 Pre-Screening Process 17 

4.3.2 Facilitation Process 17 

4.3.2 i) The RPL Facilitator 17 

4.3.2 ii) Qualities of a Facilitator 17 

4.4 Assessment Process 18 

4.4.1 RPL Assessor 18 

4.4.2 RPL Assessment 18 

4.5 Benefits of RPL 19 

4.5.1 Benefits to Learners 19 

4.5.2 Benefits to Employers 19 

4.5.3 Benefits to the Country 19 

5. WORK ALREADY ACCOMPLISHED 20 

5.1 First Pilot Project – Tourism Sector 20 

5.2 Costing of First Pilot Project 20 

5.3 Initial Analysis Carried Out 20 

5.3.1 Selection of RPL Candidates 20 

5.3.2 RPL Facilitation Process for the first Pilot Project 21 

5.3.3 Contact Hours for the Facilitation Process 21 

5.4 Portfolio development 21 

5.5 Revision of RPL Policy 22 

5.6 Second Pilot Project- Construction Sector 22 



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5.6.1 Selection of RPL Candidates 23 

5.6.2 Costing of the 2 nd Pilot Project 23 

5.6.3 Facilitation process for RPL candidates 23 

5.6.4 Portfolio submission 23 

5.7 Extended MOU with L’Académie de la Réunion 24 

5.8 RPL Audit 24 

6. FURTHER TRAINING FOR RPL ASSESSORS 25 

6.1 RPL Assessment 25 

6.2 Pilot Project Results 26 

6.3 International Conference 27 

6.4 Further workshops with COL 28 

7. OUTCOME 29 

7.1 National Launching of RPL 29 

7.2 Types of Partnerships developed 29 

8. BARRIERS TO RPL 31 

9. INTERNATIONAL SCENE 32 

10. CONCLUSIONS 33 

11. REFERENCE LIST 34 



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List of Tables 

Table 1. Percentage distribution of the unemployed population 

by educational attainment and sex, 4th quarter 2008 & 2009 5 

Table 2. Labour force, Employment and Unemployment, 16 years 

and over, 2001-2009 6 

Table 3. Number of participants in the 1 st cohort of facilitators 14 

Table 4. Number of participants in workshops held for facilitator 14 

Table 5. Number of participants in workshops held for assessor 14 

Table 6. Costing of 1 st pilot project 20 

Table 7. Number of Candidates from the Sugar Sector 21 

Table 8. Number of Candidates from the Tourism Sector 22 

Table 9. Number of Candidates from VCLIT 22 

Table 10. Number of participants involved in the training of 

RPL Assessment in different organizations 25 

Table 11. Corresponding qualifications for which RPL is claimed 25 

Table 12. Corresponding qualifications for which RPL is claimed 25 

Table 13. List of candidates from VCILT 26 

Table 14. Corresponding qualification for which RPL is beingis being claimed 26 

Table 15. Results of 1 st RPL assessment 26 

Table 16. Results of candidates from VCILT 27 

Table 17. Results of candidates from sugar sector 27 

Table 18. Percentage of overall results 27 

Table 19. Results of 2 nd RPL assessment 27 

Table 20. Representatives from foreign countries 28 



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List of Figures 

Figure 1. The Current structure of the Mauritian Education system 4 

Figure 2. The Current structure of the Mauritian Education system 9 

Figure 3. The RPL Process 16 

Figure 4. Overall Results for Pilot Project 2 23 



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Acronyms and abbreviations 

AHRIM 

APL 

APEL 

BACECA 

CAPA 

COL 

ECCEA 

EDM 

GDP 

GIP FCIP 

HDI 

HRD 

HRDC 

EHRSP 

ILO 

ITAC 

IVTB 

MES 

MITD 

MQA 

NAMCOL 

NEF 

NQF 

PLA 

RPL 

TEC 

TVET 

UIL 

VAE 

VCLIT 

Association des Hôteliers et Restaurateurs de l’île Maurice 

Accreditation of Prior Learning 

Accreditation of Prior and Experiential Learning 

Building and Civil Engineering Contractor’s Association 

Commonwealth Association of Polytechnics in Africa 

Commonwealth of Learning 

Early Childhood Care and Education Authority 

Espace des Métiers 

Gross Domestic Product 

Groupement d’intérêt Public Formation Continue, Insertion 

Professionnelle de l’académie de la Réunion 

Human Development Index 

Human Resource Development 

Human Resource Development Council 

Education & Human Resources Strategy Plan 

International Labour Organisation 

Industry Training Advisory Committee 

Industrial and Vocational Training Board 

Mauritius Examinations Syndicate 

Mauritius Institute of Training and Development 

Mauritius Qualifications Authority 

National College of Open Learning 

National Empowerment Foundation 

National Qualifications Framework 

Prior Learning Assessment 

Recognition of Prior Learning 

Tertiary Education Commission 

Technical and Vocational Education Training 

UNESCO Institute of Lifelong Learning 

Validation des Acquis de L’Expérience 

Virtual Centre for Innovative Learning Technologies 



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1. ABSTRACT 

1. It is now a universally acknowledged fact that a skilled workforce resides at the heart of 

the socio-economic growth and sustainability of a country, subsequently highlighting the role 

played by technical and vocational education and training within a country. But what about 

existing skills? How do we bridge the gap between lifelong learning and the existing skills of the 

workforce? Whilst providing substance to sub-theme 2, this paper offers an analysis of the issues 

relating to existing skills, lifelong learning and the role of TVET. Thus the choice of the proposed 

title being, “Recognition and Validation of Prior Learning: The Example of Mauritius” which 

brings forth the successful implementation of the Recognition of Prior Learning (RPL) within the 

Mauritian system by the Mauritius Qualifications Authority (MQA). RPL is to be seen as a key 

pillar underpinning the process of maintaining and enhancing a competitive and skilled workforce 

for Mauritius so that they can make informed choices and adapt to changing economic conditions 

and labour markets. The main contributor of this paper are Mr Kaylash Allgoo, O.S.K, Director 

of the Mauritius Qualifications Framework (MQA) who is being assisted by Mr Ramesh 

Ramdass, Manager, Framework Services, MQA, and Miss Urvasi Santokhee, Accreditation 

Officer, Framework Services, MQA. 



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2. EXECUTIVE SUMMARY 

2. RPL is firmly embedded within the socio-economic context of Mauritius. Faced with 

major challenges within its economy at the local and international level, Mauritius has had to 

review its Strategic Planning in order to adapt itself to a new culture of fast-changing societal 

landscapes. Concerns about the island’s development have brought the Government to focus on 

the need to re-train and up-skills its manpower in order to achieve a competitive human capital. 

The fact that the continuous readjustment to the knowledge society and the new trends in the 

knowledge world around us make new demands on our competences, it has never been as 

important as it is now that individuals keep acquiring new skills throughout their lives. In such a 

context, MQA acknowledges the fact that more people should stay in education and training 

longer, but the gap is widening between those who are sufficiently qualified to keep afloat in the 

labour market and those who are falling irrevocably by the wayside. As highlighted by ILO and 

various studies being undertaken, it is evident that human capital plays an important role in the 

productivity of a nation, capital and skills can be seen as complementary given that they both 

strive towards expansion. 

3. The MQA has identified RPL as a powerful tool for inclusion which can bring people 

back into the training system and/or upgrade and sustain their skills already acquired through 

previous working and/or life experience. Directly linked to the school of thoughts pertaining to 

adult education, informal education and lifelong learning, RPL forms part of the new wave in 

education brought about by constant socio-economic changes around the globe. In recent years, 

RPL has known a renewed interest and has been seen as one of the key elements of the HRD 

practice, such that in June 2004, there was the International European adoption of the ILO 

Recommendation (No. 195) on Human Resources Development: Education, training and lifelong 

learning where the importance of recognizing skills, including prior learning and previous 

experience, irrespective of the countries where they were acquired and whether acquired formally 

or informally was formally spelled out. 

4. In fact the issue of skills recognition is a major theme of international debates on 

education and training strategy. It is widely accepted that learning takes place not only in formal 

educational or training institutions but also in the workplace and in non-formal activities. 

However, not all learning is formally recognised, often leaving people who acquired skills and 

competencies non-formally or informally, disadvantaged in accessing and advancing in 

employment and the training system. RPL addresses such issues whilst providing pathways for 

the economic and social mobility of skilled workers. The United States, Canada, France, South 

Africa and Australia each can lay claim to some distinctive contributions to the concepts and 

practices of RPL. In addition, as per ILO Standards, to promote Environmentally Sustainable 

development, a country’s ability to develop more sustainably depends on the development of its 

people and of opening up chances for them. Life-long learning is undeniably at the heart of 

debates pertaining to Human Resource Development. It is against this background that the MQA 

developed its own model for RPL, in the aim to enable recognition of work experiences and 

informal learning and to consequently strengthen its human capital. 

5. Undoubtedly this new system, which is being used in other countries, will revolutionise 

the education and training system in Mauritius and will promote lifelong learning thereby 

preparing Mauritius for a certified labour force. 



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3. INTRODUCTION 

3.1 The Mauritian Economic Context 

6. The Republic of Mauritius is a group of small islands in the Indian Ocean, consisting of 

the main island of Mauritius, Rodrigues and several outer islands, with a total land area of about 

2040 square kilometres and an estimated population of 1.3 million (World Bank 2010). Rodrigues 

Island, known as the tenth district, gained increased autonomy with its own Regional Assembly 

and local elected representatives. With some 37,000 inhabitants, Rodrigues has its own specific 

socio-economic characteristics and has an economy led by small agriculture, crafts and fishing, 

with tourism and small and medium enterprises as emerging pillars of job creation and the 

economy. The country has made significant progress and has undergone successful 

transformation from a low-income, agriculture-based economy to a diversified upper middleincome 

economy. The rapid economic growth in Mauritius has been accompanied by an overall 

improvement in the social development of the country. 

7. Classified among those countries having achieved high human development and ranking 

72 nd among 169 countries, the Human Development Index (HDI) of Mauritius has made constant 

progress from 0.525 in the 80’s to 0.701 today (Human Development Report 2010). The rate of 

Adult Literacy is 88.6% whilst the Annual real GDP growth rate at Basic Prices is +4.5% 

(Central Statistics Office, National Accounts Estimate (2008 – 2011) - March 2011 issue 

Highlights). In fact, the Mauritian economy faced important structural changes from the 1990s 

onwards and diversified into three major pillars namely, manufacturing (textile and clothing), 

tourism, and financial services. In addition, the government has established the development of 

the ICT sector as a new growth sector of the economy. In 2010, the share of manufacturing, 

including export processing zone as a percentage of GDP stood at 19.4%, tourism at 8.7% and 

financial services at 10.9% respectively (SADC, May 2010). 

8. However, the new economic and social transition in a more globalised and glocalised 

international environment are having far-reaching implications on the economy. The economic, 

social and political changes on the international scene carry with them the necessity to build 

national human resource capacities, especially, in a context where Mauritius is facing difficulties 

with respect to increasing mismatch in labour skills and jobs as well as scarce human resource 

capabilities in certain economic sectors. Therefore, there is a clear need to prepare for a 

productive, flexible workforce crucial to competition in the 21st century, which implies the restructuring 

of the Mauritian economic base. 

3.2 Overview of the Mauritian Education System 

9. The Mauritian education system is governed by the Education Regulations of 1957, the 

Education Act of 1982 and subsequent amendments (Ramdoyal 1977). Though largely based on 

the British educational system due to its colonial roots, at present Mauritius has a 6-5-2 

educational structure (Figure 1) where Primary and Secondary education is free. Although the 

formal educational cycle begins at the age of 5 when the child integrates primary school, a large 

majority of children spend up to two years in pre-primary schools, which is placed under the 

responsibility of the Ministry of Gender Equity, Child Development and Family Welfare and 

Early Childhood Care and Education Authority (ECCEA). Thereafter, the pupil follows 6 years of 



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compulsory primary schooling from Standard I to Standard VI which leads to the Certificate of 

Primary Education (CPE). The CPE serves the “dual purposes of certification and eligibility for 

admission to secondary school”. Thus, all those having passed automatically join mainstream 

education, that is Form I leading to the Cambridge School Certificate (SC) and a further 2 years 

leading to the Cambridge Higher School Certificate (HSC). The Government has taken specific 

measures for those failing to integrate the system by channelling them into the pre-vocational 

stream for three years with the aim to join the vocational sector by enrolling onto National 

Certificates, as highlighted on the right side of Figure 1. 

Current Structure of the Mauritian Education System 

Age 

Grade 

Labour Market 

Upper 

18 Secondary 

Form VI 

Upper 

17 Form VI 

Lower 

Cambridge Higher 

School Certificate 

(HSC) 

Upper Secondary 

Higher Education 

MITD + 

Private 

Providers 

Vocational Training 

NC LEVEL V 

NC LEVEL II 

Lower 

16 Secondary 

Form V 

15 Form IV 

14 Form III 

13 Form II 

12 Form I 

Cambridge School Certificate (SC) 

Lower Secondary 

Education 

Pre – Vocational 

Education (3 years) 

Primary 

11 Std VI 

10 Std V 

9 Std IV 

8 Std III 

7 Std II 

5-6 Std I 

Certificate of Primary Education (CPE) 

Primary Education 

Primary Education 

5 Pre-primary 

4 

3 

Pre –Primary Education 

Figure 1: The Current structure of the Mauritian Education system 

10. Although the 20 th century has brought along many radical changes to the education 

system in Mauritius there still remain some weaknesses within its system. As per the statistics of 

the Digest of Education 2010, in 2009, the promotion rate of pupils from Form V to Lower VI 



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was lowest (around 54%) implying that they also have the highest repetition rate (28%) or 

dropping out of the system (18%). On the other hand, the statistics of the Mauritius Examinations 

Syndicate (MES) shows a percentage of 31.46% failing at the CPE examinations whilst 22.18% 

and 21.53% respectively failed at the SC and HSC examinations in 2010. In fact, according to the 

Central Statistics Office (CSO) some 9,000 or 22% had not reached the Certificate of Primary 

Education (CPE) level or equivalent whereas a further 16,700 (40%) did not have the Cambridge 

School Certificate (SC) or equivalent. As Dr Sukon, Research Manager of the Human Resource 

Development Council, notes, “at present 55% of a cohort successfully complete the School 

Certificate but only 35% access the Upper Secondary (i.e. HSC/GCE ‘A’ Level)…the remaining 

65% are not sufficiently catered for…these students follow various courses leading to the award 

of vocational certificates or enter the world of work” (UNESS Draft). 

Source: CSO - Labour force, Employment and Unemployment - Fourth Quarter 2009 

Table 1: Percentage distribution of the unemployed population by educational 

attainment and sex, 4th quarter 2008 & 2009 

11. The Government acknowledges the need to reform the education system if it is to survive 

economic change. In fact, the quality of education on offer is a key factor in the continued 

development of the country, as it better equips the human capital to adapt and evolve in emerging 

economic sectors. Hence the publication of the National Human Resources Development Plan 

(NHRDP), the Education & Human Resources Strategy Plan (EHRSP) 2008 – 2020 and the 

Government Programme 2010 - 2015 which addresses reform as well as issues regarding skilled 

labour. As highlighted in the EHRSP 2008 – 2020, “strong foundations at the lower levels of the 

system must ensure that all children acquire confidence in their learning abilities to ensure that 

they will succeed at the higher levels of the system, and be prepared to enter a competitive jobmarket 

with a respect and thirst for knowledge that will maintain them throughout their life, 

during market fluctuations and employment diversity”. 



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12. In its endeavor to match pace with the rapid expansion of World Trade trends, the 

Government has made considerable efforts to recoup those falling out of the system by enhancing 

access to education and focusing on training skills. The economic crisis has undoubtedly led to 

the marginalization of those having work experience but no formal qualification. For example 

with new sectors emerging a void is being created for those working within sectors in decline 

such as the Sugar and Textile Industry (the percentage of those falling out of the system is 

underlined in Table 2 below). In fact, in line with countries across the globe, Mauritius also 

mirrors the need to develop a culture of lifelong learning. This is re-emphasised in the EHSRP 

2008 -2009 plan, where the role of Technical and Vocational Education and Training (TVET) is 

clearly solicited in addressing existing and emerging needs in the context of lifelong learning, 

continuing education and training. However, it is further noted that the “training of unemployed 

and retrenched workers, targeted training for women and disadvantaged groups, and the necessity 

to provide ‘second chance’ options for acquiring qualifications are adding to the complexity and 

challenges facing the TVET sub-sector”. In order to better regulate the education and training 

system, the Government provided regulatory powers to different stakeholders. Thus, the 

Mauritius Qualifications Authority (MQA) Act 2001 was introduced in 2001, establishing MQA 

as regulator of education and training, i.e. both for TVET and private providers in the Tertiary 

sector, with a view to enhance and articulate pathways between the formal education system and 

the TVET sector. However, in 2005 the MQA Act was amended under the Education and 

Training (Miscellaneous) Act 2005. Subsequently, MQA was to regulate the TVET sector only 

whilst private providers went under the purview of Tertiary Education Commission (TEC). In 

addition, MQA was also entrusted the responsibility of Recognition/Equivalence of 

Qualifications for the TVET sector. 

Year Labour Force Employment including foreign workers Unemployment 

Mauritian Foreign 

Workers 

Total in large 

establishments¹ 

outside large 

establishments 

Total Number Rate² 

(%) 

Both sexes 

2001 510.3 16.5 526.8 302.0 190.1 492.1 34.7 6.8 

2002 513.0 ³ 17.0 530.0 297.2 196.0 493.2 36.8 7.2 

2003 520.9 18.2 539.1 296.9 202.1 499.0 40.1 7.7 

2004 531.3 17.5 548.8 293.3 210.9 504.2 44.6 8.4 

2005 542.5 16.6 559.1 292.2 215.0 507.2 51.9 9.6 

2006 548.4 16.7 565.1 295.1 220.2 515.3 49.8 9.1 

2007 548.9 21.6 570.5 302.0 221.7 523.7 46.8 8.5 

2008 559.4 24.0 583.4 311.6 231.4 543.0 40.4 7.2 

2009 566.3 21.0 587.3 306.0 239.8 545.8 41.5 7.3 

Table 2: Labour force, Employment and Unemployment, 16 years and over, 2001-2009 

¹ Employing 10 or more persons 

² Unemployment as a percentage of Mauritian labour force 

³ The low increase results from the implementation of the Voluntary Retirement Scheme (VRS) in the sugar 

industry 



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3.3 Development of Recognition of Prior Learning within 

Mauritius 

3.3.1 The Mauritius Qualifications Authority (MQA) 

13. Set up by the MQA Act (2001), the MQA became operational on 08 May 2002. The 

Objects of the MQA is to develop, implement and maintain a National Qualifications Framework 

(NQF) (See Annex A), to ensure compliance with provisions for registration and accreditation of 

Training Institutions and to ensure that standards and registered qualifications are internationally 

comparable. 

14. Subsequently, as per its Objects, the MQA carried out the following tasks; Registration of 

Training institutions, Registration of Managers, Registration of Programme Officers, Registration 

of Trainers, Approval of Courses and Accreditation of Training Institutions. MQA started to 

generate Unit Standards and Qualifications in various sectors of the Mauritian economy and 

involved private and public institutions in the generation of same. On the other hand, the 

introduction of the Mauritian NQF enabled the formalisation of recognition of prior learning in 

Mauritius which reflects the work undertaken by UK and Australia. In short, the MQA acts as a 

facilitator between the vocational and academic system by simplifying the transition between the 

two and to provide equal opportunity at for all. 

3.3.2 Implementation of Recognition of Prior Learning (RPL) 

15. In line with the Government’s policy on lifelong learning, the MQA introduced the 

concept of RPL into the Mauritian system. As a matter of fact, one of the main functions of the 

MQA is “to recognise and validate competencies for the purpose of certification obtained 

outside the formal education and training systems”. This is achieved through the 

implementation of RPL, which acts as a mechanism for inclusion by offering access to those 

people who were previously left outside the mainstream education system. RPL, thus, renders 

visible an individual’s knowledge and skills, arising from any kind of learning environment, so 

that they can combine and build on learning achieved and be rewarded for it via RPL certificates 

which allows them to move within the labour market. 

16. In short, RPL responds to the changing demographics of the Mauritian economy by 

directly tackling the issue of up-skilling/retraining of its workforce whilst acknowledging their 

existing skills. 

3.3.3 NQF enabler of RPL 

17. The Mauritian NQF is a highly conducive factor in the establishment of RPL in 

Mauritius. In effect, RPL and the NQF co-exist in a symbiotic relationship, where the former is 

directly linked to the outcomes of NQF qualifications, thereby promoting the smooth transition of 

many learners onto the NQF. For example, a person having worked in the Tourism Industry for 

twelve years may have his/her experiences assessed against the outcomes of the Unit Standards 

(See Figure 2 for further details). In short, RPL acknowledges learning occurred in different 

contexts, namely work, involvement in social and community activities, or learning through life 



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experience generally. Much of this non- formal or informal learning is relevant to the outcomes of 

the Unit Standards as developed by the MQA, which are subsequently pitched on the Mauritian 

NQF. The main focus of RPL is therefore the learning outcomes, in the form of skills and 

knowledge of experiences, and not how, when and where the learning occurred. Awarding bodies 

use the Unit Standards to develop evaluation grids which are needed for building Portfolio and 

assessment. 



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RPL 

Eg. Candidate 

with work 

experience in 

Restaurant & 

Bar 

LEVEL PRIMARY / 

SECONDARY 

EDUCATION 

TVET / TERTIARY EDUCATION LEVEL 

WORKPLACE 

10 Doctorate 10 

9 Masters Degrees 9 

8 Bachelor with Honours, 8 

Conversion Programmes 

7 Bachelor (ord. Degree) 7 

6 Diploma Diploma 6 

5 HSC / GCE ‘A’ Level Certificate Certificate 5 

/BAC / IBAC 

4 NC 4 in 

4 

Restaurant & Bar 

3 SC / GCE ‘O’ Level 3 

2 2 

1 Certificate of Primary Education 1 

Figure2: The National Qualifications Framework 

World of work 

• Tourism 

Industry 

• Cruise 

Ships 



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In a nutshell, RPL helps to bring people back to education & training system and allows them to 

progress within the NQF by acquiring a duly recognised national qualification. 



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4. METHODOLOGY OF THE STUDY 

18. Prior to the implementation of RPL in Mauritius, the methodological approach adopted 

by the MQA, which was mainly qualitative in nature, consisted of two main components namely 

a literature and desk research conducted via documentation review and an international workshop 

with various national stakeholders and international interlocutors. In order to ascertain the 

relevancy of RPL in Mauritius, a significant amount of data on the systems and procedures 

employed by different countries were taken into consideration and analysed. It is to be noted that 

major stakeholders were exposed to international RPL best practises and were provided insights 

into the various advantaged linked to RPL implementation. A considerable amount of information 

was compiled from the workshops and the desk research which facilitated the MQA in the 

implementation process. However, a qualitative approach was deemed to be more appropriate 

given that there was not enough quantitative data at hand. The next step was the conduct of pilot 

projects which would serve to test the viability of RPL within the Mauritian context. 

4.1 Literature Review 

4.1.1 RPL and its definition 

19. The concept of RPL is certainly not new to the world of education and training. A wealth 

of literature has been produced over the years pertaining to recognition of prior learning. RPL can 

be traced back as far as 1792 (Pouget and Osborne, 2004) in the French history in the context of 

formation continue (lifelong learning) and to the 1940s in USA with the evaluation of the skills of 

soldiers returning from war for recognition by universities (Andersson and Harris, 2006). It is 

evident that RPL has many roots some leading to discussions regarding experiential learning 

whilst others lead to the concept of lifelong learning or social justice where it is perceived as a 

means of economic integration and social inclusion. In fact, the issue of skills recognition is a 

major theme of international debates on education and training strategy. 

20. Today, it is widely accepted that learning takes place not only in formal educational or 

training institutions but also at the workplace and in non-formal activities. However, not all 

learning is formally recognized, often leaving people who acquired skills and competencies nonformally 

or informally, disadvantaged in accessing and advancing in employment and the training 

system. RPL is primarily concerned with this type of learning, that is, learning which is achieved 

outside the mainstream education and training, and it aims to validate and give credit for 

achievements acquired outside the classroom. Thus, through the RPL process one may validate 

his/her experience without having to undergo extra learning. According to Andersson & Fejes 

(2005), RPL creates a “competent adult” who accepts responsibility for his/her own learning for 

the present and the future. On the other hand as highlighted by SAQA Guidelines and Criteria for 

the implementation of Recognition of Prior Learning, RPL should address the visible and 

invisible barriers to learning and assessment and to create an effective vehicle for lifelong 

learning. 



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4.1.2 One Common Thread 

21. In fact, the USA, France, Canada, Australia, South Africa or the United Kingdom may all 

lay claims to some distinctive contributions to the concepts and practices of RPL. However, 

despite being differently defined there seems to be common thread in between all the definitions, 

that is, the recognition of previous experience, skills, knowledge and informal learning. The 

United States define RPL as accreditation of Prior Learning (APL), which is the generic term 

used for the award of credit on the basis of demonstrated learning that has occurred at some time 

in the past. This learning may have come about as the result of a course, or self-directed study, or 

as the result of experience either at work or in leisure pursuits. The latter is usually referred to as 

Prior Experiential Learning, while Canada uses the term Prior Learning Assessment (PLA), 

which is a process that involves the identification, documentation, assessment and recognition of 

learning acquired through formal and informal study. This may include work and life experience, 

training, independent study, volunteering, travel, hobbies and family experiences. The recognition 

of prior learning can be used toward the requirements of an academic or training program, 

occupational/professional certification or for employment/labour market entry purposes. United 

Kingdom uses Accreditation of Prior and Experiential Learning (APEL), a process that enables 

people of all ages, backgrounds and attitudes to receive formal recognition for skills and 

knowledge they already possess. The definition of SAQA although reflects the same principles, 

that is RPL, as captured in the National Standards Bodies Regulations (SA, 1998:3), clarifies 

what RPL means in the South African context: Recognition of prior learning means the 

comparison of the previous learning and experience of a learner howsoever obtained against the 

learning outcomes required for a specified qualification, and the acceptance for purposes of 

qualification of that which meets the requirements. 

22. Regardless of the terminology used, RPL is a form or purpose of assessment. RPL is a 

holistic approach where both the social and the learning context of the learner are taken into 

consideration. This approach will thus avoid the assessment from becoming a purely technical 

application. Recognition of prior learning builds on the basic notion that the individual should not 

learn the same thing twice but should have the opportunity to use and build on his or her 

competences, irrespective of where and how they were acquired. RPL is thus seen as a critical 

aspect in the implementation of the NQF. 

4.2 The Mauritian RPL Model 

4.2.1 Partners Involved 

23. The implementation of RPL in Mauritius has solicited the collaboration of various 

governmental, private, local and foreign institutions. These collaborations have been consolidated 

over the years and a sustainable relationship has been built with these stakeholders. 

24. In the first instance, the MQA collaborated with the Commonwealth of Learning (COL) 

to organise a workshop on RPL in May 2007. This workshop allowed COL and MQA to enhance 

their collaboration through a Memorandum of Understanding (MoU) with a view to gain and 

share expertise in the field of RPL in Commonwealth countries. 



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25. The MQA had also sought the collaboration of the UNESCO Institute of Lifelong 

Learning (UIL) for its policy development. In addition, the French Embassy has constantly 

supported the MQA during the pilot phase of the RPL project. In fact, the French Embassy 

provided tremendous help in linking MQA with competent bodies in Réunion Island. This led to 

the subsequent affiliation between MQA and l’Académie de la Réunion. Over the years, 

l’Académie de la Réunion has given invaluable support to MQA firstly by guiding the latter in the 

implementation of RPL in Mauritius and secondly by dispensing training to its Staff, where 

representatives of the MQA have also been sent to Réunion Island to acquire more expertise on 

the RPL system and to learn from the mechanism put in place in Réunion Island. It is also worth 

mentioning that L’Académie de la Réunion assisted the MQA to successfully implement two 

pilot projects in RPL following which MQA signed a MoU with L’Académie de la Réunion. Till 

date, the latter has trained 113 RPL facilitators and 107 RPL Assessors. L’Académie de la 

Réunion also conducted an audit of the RPL system initiated by MQA in March 2008 which 

revealed that the RPL model was appropriate for the Mauritian context. 

4.2.1 i) Collaboration with the Commonwealth of Learning (COL) 

26. In order to acquire further experience with respect to international best practices in the 

field of RPL and to benchmark our policy to international norms, the MQA in collaboration with 

the Commonwealth of Learning organized a workshop on RPL on 17 – 18 May 2007 which 

welcomed various international resource persons, amongst them an Education Specialist Learning 

and Livelihoods, the Director, of Adult Basic Education and Training Institute, Faculty of 

Education, University of South Africa and the Manager of Singapore Workforce Development 

Agency and other specialists from UK, Namibia and Australia. 

27. The workshop was intended to sensitise major stakeholders about the benefits of RPL. 

Some 160 persons attended the workshop, of which 10 were foreign delegates from Pan 

Commonwealth Countries. In the speech of the Minister of Education, Culture and Human 

Resources the stress was laid on the reliability of the RPL system which answers the need for a 

certified labour force and allows at the same time to boost up the self-esteem of the labour force. 

28. The whole cost of the workshop was borne by COL. But more importantly, this 

workshop allowed COL and MQA to enhance their collaboration through the signature of an 

official agreement. 

4.2.1 ii) Collaboration with UNESCO Institute for Lifelong 

Learning (UIL) 

29. The MQA had sought the collaboration of the UNESCO Institute for Lifelong Learning 

for its policy development and to provide more training to MQA Staff from 23 to 28 July 2007. 

4.2.1 iii) Collaboration with L’Académie de La Réunion 

30. As per the MoU signed with L’Académie de la Réunion several workshops have been 

conducted over the years with a view to train RPL Facilitators and Assessors. It is worth 

mentioning that the support brought by L’Académie de la Réunion has remained constant and 



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unflinching throughout the RPL pilot projects and at present with the continuous training for 

Facilitators and Assessors. 

31. The first cohort of Facilitators consisted of 38 participants and lasted over two days, 26 & 

27 September 2007. The participants were as follows: 

Organisation 

No of participants 

Industrial & Vocational Training Board 8 

Mauritius Examinations Syndicate 2 

Mauritius Institute of Health 1 

Mauritius Qualifications Authority 3 

Technical School Management Trust Fund 1 

Ministry of Education & Human Resources 1 

ITAC: Tourism & Hospitality Management 2 

ITAC: Health & Social Care 1 

ITAC: Building Construction & Civil Engineering 1 

Tertiary Education Commission 2 

University of Mauritius 1 

University of Technology, Mauritius 1 

Table 3: Number of participants in the 1 st cohort of facilitators 

As at date L’Académie de la Réunion has conducted the following worskshops : 

WORKSHOP FACILITATOR 

SN Dates No of Participants 

1 26 & 27 September 2007 37 

2 16 to 18 February 2009 21 

3 8 & 9 September 2009 22 

4 9 & 10 February 2010 17 

5 24 & 25 June 2010 27 

6 21 & 22 February 2011 22 

Table 4: Number of participants in workshops held for facilitator 

SN Dates No of Participants 

1 23 November 2007 34 

2 4 & 5 April 2008 29 

3 30,31 March & 01 April 2009 24 

4 14 & 15 March 2011 39 

Table 5: Number of participants in workshops held for assessor 

The aims of the workshops have been: 

• To define RPL and the RPL Process 

• To judge the suitability of RPL Candidates 

• To explain the RPL evidence requirements 



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• How to help candidates in portfolio development whilst remaining neutral 

• How to facilitate the RPL process 

4.3 The Process 

32. The MQA has established the RPL process in collaboration with COL, UNESCO 

Institute for Lifelong Learning (UIL) and L’Académie de La Réunion with a view to keep pace 

with international norms. The RPL process is a three-stage process comprising of the Pre- 

Screening Process, the Facilitation Process and the Assessment Process. 

THE RPL PROCESS 



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Applicant seeking RPL 

STAGE 1 

MQA screens 

application 

Not complete 

Complete 

MQA facilitates the 

portfolio 

development 

Not complete 

Complete 

STAGE 2 

Applicant assessed 

against selected 

qualification 

Applicant does not 

meet standard 

Applicant meets 

standard 

STAGE 3 

Credit granted through 

record of learning or 

qualification 

Applicant informed 

Progression lifelong 

learning 

Figure 3: The RPL Process 

4.3.1 Pre-Screening Process 



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33. The pre-screening process will provide the applicant with all services and support in 

terms of advice and counselling. The latter will be fully informed of the application process, the 

stages within the RPL process and the portfolio development. The MQA will ensure that the 

potential applicant is eligible for claiming RPL and has selected the appropriate qualification. 

4.3.2 Facilitation Process 

4.3.2 i) The RPL Facilitator 

34. The RPL Facilitator is the first contact of the applicant. The facilitation process is carried 

out by MQA and the facilitator guides and supports the applicant in developing the Portfolio of 

evidences. More precisely, the facilitator helps and advises the applicant on the necessary 

evidence that should be submitted or any missing information or documents that are related to the 

applicant’s portfolio. 

35. In short, the facilitator facilitates the transition between non-formal and formal learning 

contexts and identifies core skills gained informally which can be transferred to formal learning 

contexts in various contexts. 

36. The initial contact is very crucial to the applicant since s/he will be informed about the 

principles behind RPL, the procedures and cost implication. The facilitator should be in a position 

to provide the possible outcomes and should ensure that the applicant has realistic expectations 

37. The MQA is subsequently responsible for the training as well as the registration of the 

RPL Facilitators. Appointed by the MQA, the facilitator will communicate to the learner the 

different options of building the portfolio by guiding the latter in the compilation of evidences in 

a coherent and systematic manner and will spend a minimum of 10 hours with the candidate 

during the process. 

38. Once the learner has met the requirements for recognition of the prior learning, the 

learner is subsequently guided towards the RPL assessment. 

4.3.2 ii) Qualities of a Facilitator 

39. The Facilitator should: 

(i) Have strong communication abilities, 

(ii) Have good interview skills, 

(iii) Be able to make applicants reflect on experience to identify knowledge, skills, attitudes, 

behaviour, real life situations and experience in non-formal and informal contexts, 

(iv) Be able to do notional levelling or mapping in relation to Unit Standards and 

Qualifications. 

4.4 Assessment Process 



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4.4.1 RPL Assessor 

40. The role of the assessor is to compare the applicant’s evidences provided in the portfolio 

with the standards and to assess the competencies acquired. 

41. It is the assessor's responsibility to: 

• use the criteria for assessment, 

• use appropriate assessment techniques, 

• ensure that the evidence provided is sufficient to make impartial judgements, 

• record assessment results, 

• provide detailed feedback to the applicant, 

• ensure that assessment procedures are recorded correctly and all parties are advised, 

• maintain the integrity of the assessment system , 

• comply with assessment instructions provided by the Assessment Centre. 

42. The registration of RPL assessors is a critical component for the success of implementing 

the RPL procedure. As such, the assessors need to be trained in accordance to prevailing norms as 

they have to show professional judgement in assessing the value of experience vis à vis formal 

learning. Training ensures that a holistic approach is maintained when dealing with learners, that 

is abiding to rules of transparency, reliability, validity, consistency and coherence whilst guiding 

the latter build his/her portfolio. 

4.4.2 RPL Assessment 

43. All RPL assessment are carried out at nationally recognised institutions, that is, the 

Mauritius Institute of Training and Development (MITD formerly IVTB), the Mauritius 

Examinations Syndicate (MES) or the Mauritius Institute of Health (MIH). 

44. Successful applicants are issued either a part qualification or a full qualification at the end 

of the process. Qualification issued to RPL candidates do not differ from those issued to 

candidates through formal examination. In case the applicant fails to meet the required standards, 

s/he will be informed of same. 

45. The process of Recognition of Prior Learning is about: 

a) Identifying what the learner knows and can do; 

b) Matching the skills, knowledge and experience of the learner with the unit standards as 

developed by the MQA; 

c) Assessing the learner; 

d) Acknowledging the competencies of the learner; 

e) Crediting the learner for skills, knowledge and experience already acquired; 

f) Issuing a record of learning/ qualification. 

4.5 Benefits of RPL 



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RPL offers an array of benefits to Mauritians, employers and the Nation. 

4.5.1 Benefits to Learners 

46. RPL helps individual learners 

a) to ease the transition from informal and non-formal to formal learning by enabling the 

learners to value their achievements and to recognise the importance of their learning 

through experience; 

b) to plan for further learning and personal/ career development; 

c) to gain entry to a programme of study ( if they do not have the normal entry 

qualifications); 

d) to obtain credit towards a programme of study thereby shortening the period of study. 

4.5.2 Benefits to Employers 

47. RPL can support training and staff development strategies of employers by: 

a) Increasing motivation and interest in workplace practice on the part of the 

employee/learner; 

b) Reducing the amount of time needed to complete a qualification and therefore requiring 

less time away from the workplace; 

c) Improving employee retention and preventing duplication of training. 

4.5.3 Benefits to the Country 

48. The country will benefit in the following ways: 

• Certified Skilled workforce 

• Empowered and multi-skilled population 

• Attract investors to position Mauritius in the global village 

• Reduction on cost of training of people 

• An efficient response to industry skill shortages 

5. WORK ALREADY ACCOMPLISHED 



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5.1 First Pilot Project – Tourism Sector 

49. The Hospitality and Tourism industry is facing major challenges with the advent of 

globalization and requires skilled labour force while the Mauritian tourism industry is targeting 2 

million tourists by 2015. In this context and to test the RPL system, the MQA launched the first 

pilot project on RPL in Mauritius in July 2007 so as to provide this booming industry with 

adequate, reliable and resilient employees. 

5.2 Costing of First Pilot Project 

50. Empowerment Programme had approved the financing of the RPL pilot project and 

training of RPL facilitators and assessors. A Memorandum of Understanding was signed between 

the Mauritius Qualifications Authority and the Ministry of Finance and Economic Development 

(MOFED). 

1 st RPL PILOT PROJECT COSTING 

Portfolio development and Assessment for 30 candidates 105,000 

Training of 40 Facilitators by 2 consultants (Air tickets, accommodation, rental of 

premises, meals & refreshments, stationary etc) 25 - 28 September 2007 97,000 

Training of 20 Assessors by 2 consultants (Air tickets, accommodation, rental of 

premises, meals & refreshments, stationary etc) 25-26 November 2007 71,600 

Audit by 2 consultants in March 2008 (Air tickets, accommodation, meals & 

refreshments, stationary etc) 34,800 

Total 308,400 

Table 6: Costing of 1 st pilot project 

5.3 Initial Analysis Carried Out 

5.3.1 Selection of RPL Candidates 

51. Lists of potential candidates for this first RPL pilot project were forwarded to the 

MQA by 

(i) L’Association des Hôteliers et Restaurateurs (AHRIM), 

(ii) Mauritius Sugar Producers’ Association through Highlands Sugar Estate; and 

(iii) Virtual Centre for Innovative Learning Technologies VCLIT (List of unemployed 

persons). 

52. Thirty volunteer candidates for the RPL Pilot Project, thus obtained, were called for 

general information and briefed on RPL Procedures as well as the rationale of the RPL process. 



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The response had been positive and a second meeting, in smaller groups, was carried out in 

September 2007. Out of the thirty candidates, 25 pursued further with the pilot project (See 

Tables 7, 8, 9). 

5.3.2 RPL Facilitation Process for the first Pilot Project 

53. Given the nature of the RPL facilitation process, various high profile specialists from the 

Tourism Industry were invited to act as RPL Facilitators, namely the Directors of Beachcomber 

Training Academy and Blue Lagoon Hotel, the Director of Studies from the Hotel and Tourism 

Academy Ltd, the General Manager of Academy and External Relations and the Training and 

Development Manager of IBL Ltd. It is to be noted that the above persons are also members of 

the Industry Training Advisory Committee (ITAC) for the Hospitality & Tourism sector of the 

MQA. 

5.3.3 Contact Hours for the Facilitation Process 

54. The Facilitators spent a minimum of 10 hours with the RPL candidates. Following the 

first meeting which was held at the MQA, each facilitator met his/her respective candidates 

individually to guide the latter in building of their portfolios. 

5.4 Portfolio development 

Out of the 30 candidates, only 25 of them have forwarded their portfolio to the MQA. 

Qualification for which RPL claimed 

No of Candidates 

National Certificate Level 3 in Housekeeping 9 

National Certificate Level 3 in Food Production 1 

TOTAL 10 

Table 7: Number of Candidates from the Sugar Sector 



National Certificate Level 3 in Pastry 2 

National Certificate Level 3 in Housekeeping 3 


National Certificate Level 4 in Restaurant & Bar Services 1 



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National Certificate Level 4 in Front Office 2 

TOTAL 9 

Table 8: Number of Candidates from the Tourism Sector 




National Certificate Level 3 in Pastry 1 



National Certificate Level 4 in Front Office 1 

TOTAL 6 

Table 9: Number of Candidates from VCLIT 

5.5 Revision of RPL Policy 

55. Following the first pilot project in the Tourism Sector, the Policy on RPL was 

consequently revised and approved by the MQA Board in January 2009 (Annexed B -copy of 

RPL Policy). 

5.6 Second Pilot Project- Construction Sector 

56. The Construction Industry noted a singular boom at the beginning of the year 2008 

however this industry has a considerable amount of low qualified labour force and very often 

tends to import its foreign labour. 

57. It was decided to conduct a second pilot project in that particular industry in order to 

allow those people working to acquire recognition of their years of experience. This second pilot 

project also enabled to ascertain the reliability of the RPL process as established as MQA for the 

first pilot project. 

58. The Mauritius Qualifications Authority had sought the collaboration of the Building and 

Civil Engineering Contractor’s Association (BACECA) to identify potential candidates for the 

RPL pilot project in the Construction and Building Industry. 

5.6.1 Selection of RPL Candidates 



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59. 23 candidates were identified for this RPL pilot project, among which 18 were Mason 

Grade 1 while 5 were “Mason Superieur Grade”. All of them were employees of the General 

Construction Co Ltd, a leading building and civil engineering company which was founded in 

1958. 

5.6.2 Costing of the 2 nd Pilot Project 

60. With a view to carry out the RPL Pilot Project for the construction sector, the MQA had 

approached the National Empowerment Foundation and the latter had agreed to finance the pilot 

project which amounted to Rs 305 973. 

5.6.3 Facilitation process for RPL candidates 

61. The MQA, together with trained RPL facilitators, provided support to RPL candidates for 

the development of their portfolio. A total of 10 hours were attributed to each candidate with a 

series of individual and collective meetings. 22 candidates were involved in the process; one of 

the applicants withdrew for personal issues. 

5.6.4 Portfolio submission 

62. The RPL candidates submitted their portfolio to MQA in May 2009. The portfolios were 

forwarded to the Mauritius Examinations Syndicate (MES) for assessment purposes. The MES 

conducted the assessment at the end of May 2009. Out of 22 candidates, 19 obtained a full 

qualification and the 3 others only a part qualification. This RPL second pilot project produced a 

100% success rate, with details as indicated in Figure 4 hereunder. 

Figure 4: Overall Results for Pilot Project 2 

5.7 Extended Memorandum of Understanding with 

L’Academie de La Réunion 



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63. Following the first pilot project, the MQA has further extended the Memorandum of 

Understanding signed with L’Académie de La Réunion. 

As at date, L’Académie de la Réunion has assisted the Authority in the training of more 

than 130 RPL facilitators and Assessors for the following sectors: 

• Tourism 

• Construction 

• Plumbing 

• Electrical 

• Printing 

• Literacy 

5.8 RPL Audit 

64. In order to assess the reliability of the RPL mechanism put in place by the MQA, the 

Director of the Groupement d’Interet Public Formation Formation Continue, Insertion 

Professionnelle (GIP FCIP) from L’Academie de La Réunion conducted an audit of the Mauritian 

from 13 - 14 February 2008. 

65. During the process, the Director of GIP FCIP had working sessions with both RPL 

facilitators and candidates. A meeting was also held with the IVTB and the MES with a view to 

determine the methodology for the RPL Assessment. The audit report indicated that the RPL 

system was appropriate for the Mauritian context. 

6. FURTHER TRAINING FOR RPL ASSESSORS 



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66. A specific hands-on training on RPL Assessment was conducted on 4 – 5 April 2008 with 

the Director of GIP, L’Académie de La Réunion as resource person. Twenty-nine persons were 

trained as follows: 

Organisation 

No of participants 

Industrial & Vocational Training Board 12 

Mauritius Examinations Syndicate 4 

Tertiary Education Commission 1 

Mauritius Qualifications Authority 9 

Representatives from the industry 3 

Table 10: number of participants involved in the training of RPL Assessment in different 

organisations 

At the end of the workshop, the participants came up with the Evaluation Grid that would be used 

for the RPL Assessment (See Annex C for further details) 

6.1 RPL Assessment 

67. In the initial stages of the pilot projects, the Mauritius Examinations Syndicate and the 

Industrial & Vocational Training Board (IVTB) were contacted for the RPL Assessment. Given 

that the IVTB/MES were not able to carry out the assessment based on the National Certificates 

as developed by the MQA due to the absence of regulations, the assessment were carried out on 

the NTC system based on the corresponding NTC qualifications: 


National Certificate Level 3 in Housekeeping 

National Certificate Level 3 in Food Production 

Corresponding NTC Qualification 

NTC - Level 3 Housekeeping 

NTC - Level 3 Food Production 

Table 11: Corresponding qualifications for which RPL is claimed 


National Certificate Level 3 in Pastry 

National Certificate Level 3 in Housekeeping 


National Certificate Level 4 in Restaurant & Bar 

Services 

National Certificate Level 4 in Front Office 


NTC - Level 3 Pastry 

NTC - Level 3 Housekeeping 


NTC - Level 2 Restaurant & Bar Services 

NTC - Level 2 Front Office 

Table 12: Corresponding qualifications for which RPL is claimed 



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Services 

National Certificate Level 3 in Pastry 


Services 


National Certificate Level 4 in Front Office 



NTC - Level 3 Pastry 



NTC - Level 2 Front Office 

Table 13: List of candidates from VCILT 



National Certificate Level 3 in Masonry and NTC – Level 3 Masonry and Concrete Work 

Concrete Work 

Table 14: Corresponding qualification for which RPL is being claimed 

The MES had set up a panel of 5 persons as follows: 

• one representative of MES (President of Jury) 

• one representative of IVTB 

• one Training Officer (General/pedagogy) 

• one Training Officer (Specialist) 

• one representative of industry (specialist) 

6.2 Pilot Project Results 

i) The results following the 1st RPL Assessment were as follows: 

AWARD NUMBER PERCENTAGE 

Full Qualification 4 50.0% 

Partial Qualification 2 25.0% 

No Award - - 

Absent 2 25.0% 

TOTAL 8 100.0% 

Table 15: Results of 1 st RPL assessment 

Note: Percentage taken on 8 candidates since 1 already acquired same 




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No Award 4 66.6% 

TOTAL 6 100.0% 

Table 16: Results of candidates from VCILT 


No Award 9 90.0% 


TOTAL 10 100.0% 

Table 17: Results of candidates from sugar sector 




No Award 13 54.2% 


TOTAL 24 100.0% 

Table 18: Percentage of overall results 

The above depicts the results of the first pilot project. It is noted that 5 candidates were 

awarded full qualifications and 3 partial qualifications. 

68. RPL candidates who were from the Sugar Industry were not able to achieve any 

competencies for the National Trade Certificate in Food Production, though they did claim at the 

beginning of the pilot project that they had skills and competencies in food production. The 

candidates were people who had been working for more than 20 years as sugar cane labourers and 

transferability of their competencies in the tourism industry was merely difficult and impossible. 

Upon which the MQA decided that RPL candidates can claim RPL only in the specific field in 

which they acquired knowledge, skills and experiences. 

ii) The results following the 2nd RPL Assessment were as follows: 


Full Qualification 19 82.7 

Partial Qualification 3 13.0 

No Award - - 

Absent 1 4.3 

TOTAL 23 100.0% 

Table 19: Results of 2 nd RPL assessment 

6.3 International Conference 

69. With a view to share MQA’s experience of RPL with other African Commonwealth 

countries as well as to gain from the experiences of the latter and to determine the way forward, 

the MQA had organized a conference on RPL on 25 June 2008. 70 participants attended the 

conference where 6 out of them were representatives from different countries. 



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The foreign participants were as follows: 

COUNTRY 

NAME OF PARTICIPANT 

Kenya 

Mr Gabriel Muthwale 

Seychelles 

Mr Jean Michel Domingue 

Nigeria 

Dr D Nafisatu D Muhammad 

Namibia 

Mr Franz E Gertze 

Gambia 

Mr Ousman G M Nyang 

Ghana 

Mrs Charlotte Enninful 

Mr Asamoah Duodu 

Table 20: Representatives from foreign countries 

6.4 Further Workshops with COL 

70. Following the MoU signed with COL in February 2008, several workshops were 

conducted in collaboration with the COL and the Commonwealth Association of Polytechnics in 

Africa (CAPA) namely in Kenya and Ghana. In July 2008, during an international conference 

held in Zambia, the MQA was identified as the lead partner in mentoring selected countries to 

implement RPL. This resulted in MQA mentoring the Namibian National College of Open 

Learning (NAMCOL) in the development of its RPL. 

7. OUTCOME 



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7.1 National Launching of RPL 

71. In June 2009, RPL was launched successfully by the Minister of Education and Human 

Resources in four trades namely Tourism, Construction, Printing and Plumbing. For the 

launching of RPL, the MQA presented a video clip introducing the concept (RPL Clip, June 

2009), the steps involved and the results obtained and the sectors in which the RPL is being 

launched. 

72. The first ceremony was held in August 2010 where successful candidates were awarded 

the RPL certificates. Nine candidates obtained a full qualification and ten obtained a part 

qualification. 

73. The results and impact of the implementation of RPL in Mauritius is positive and viable. 

Since its launching, 49 RPL candidates have received either a full or part qualification which is 

nationally recognised. The next RPL Assessment is scheduled in May 2011 and MQA has till 

date received around 100 applications from different sectors. 

74. RPL will be extended to 6 other disciplines notably in Adult Literacy, Agriculture, Spray, 

Painting, Panel Beating, Automotive Mechanics and Electricians by the end of 2011. In upcoming 

years RPL will be applicable in almost all sectors of the economy. 

7.2 Types of Partnerships developed 

75. RPL is being supported by the education and training standards and reference points for 

learning outcomes in various ways. Firstly, to ensure sustainability of RPL there is need to further 

develop qualifications in all sectors as well as in sectors where previously no qualifications 

existed for example Seafood, Agriculture, Security, Beauty and Hairdressing amongst others. 

Development of qualifications in the TVET sector is an on-going process and is made by 

Industrial and Training Advisory Committee (ITACs) as set up by the MQA in different sectors. 

ITACs comprise experts from both the public and privates sectors in the relevant field who meets 

on a monthly basis. It is noted that 19 ITACs and 2 Committees are fully operational and have till 

date generated some 3528 Unit Standards and 130 Qualifications in all sectors of the Mauritian 

Economy. These qualifications are vital for the RPL system. Side by side through the 

development of qualifications, MQA is ensuring that pathways are being created for learners who 

want to pursue their education/training through the development of qualifications. 

76. Moreover, tools used in the RPL process in the form of evaluation grids are being 

prepared by awarding bodies to carry out the RPL assessment. Previously the Industrial and 

Vocational Training Board (IVTB) was preparing evaluation grids whilst conducting RPL 

assessment. However, following the establishment of Mauritius Institution of Training and 

Development (MITD), which replaced the former IVTB, the latter is subsequently responsible for 

the development of evaluation grids and has become the centralised awarding body for NQF 

qualifications. Thus, at present MITD and the MES, the Mauritius Institute of Health (MIH) 

which is awarding qualifications in the Health and Social Care sectors, are amongst the main 

recognised awarding bodies in Mauritius. 

77. Another institution which provided support for the integration of the RPL system within 

Mauritius is the Espace des Métiers (EDM). Being a permanent interaction platform for 



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jobseekers and employers, and serving as a one stop shop to respond and facilitate access to the 

emerging employment needs on the local market, the EDM conducted a series of workshops with 

the aim to sensitise the public at large of the benefits of the RPL. It is to be noted that the 

foundation of the EDM is the result of an initiative undertaken by the NEF in collaboration with 

the Ministry of Labour, Industrial Relations and Employment. 

8. BARRIERS TO RPL 



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78. Since its inception in 2007, there have been quite a few barriers which have been 

identified in the implementation of RPL. In fact there have been several factors which have acted 

as deterrents. Firstly there have been issues relating to awareness and understanding of RPL by 

the general public and employers alike. Secondly, the need for professional assessors and 

facilitators was quickly felt once the mechanism was in process. Thirdly, the fact that NQF 

qualifications have not been developed in all the sectors of the Mauritian economy has also 

hindered the implementation process of RPL within the Mauritian system. Last but not least, 

funding and costs have also been identified as a detrimental factor. In order to address the lack of 

RPL Facilitators and Assessors, MQA is in collaboration with l’Académie de la Réunion to 

continually organise training programme. On the other hand, several sensitisation campaigns have 

been led across the island to reach out to the mass and raise awareness about RPL and its benefits. 

It is to be noted that Informational Workshops are also constantly being organized for various 

stakeholders. 

9. INTERNATIONAL SCENE 



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79. In addition to the different MoUs signed with various institutions, the MQA has also been 

active on the international forefront by participating in exchange programmes with other SADC 

countries. In fact the expertise of the MQA in RPL is now recognised on the international scene. 

During the international conference held in Zambia in July 2008, MQA was designated by the 

Commonwealth of Learning (COL) as the lead organisation for implementing RPL in Pan 

Commonwealth Countries. So far the MQA has already organised several sensitisation campaigns 

and workshops throughout different Pan Commonwealth Countries amongst them Namibia, 

Zambia, Tanzania, Ghana and Kenya. Following the last SADC Technical Committee on 

Certification and Accreditation held in Johannesburg the MQA has been identified as part of Task 

Team to lead the development of guidelines for RPL in SADC. 

10. CONCLUSIONS 



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80. The major challenge in the world today is to find ways of living and working sustainably, 

so that the needs and wants of people from all walks of life and in all countries can be satisfied 

without having to over-exploit or threaten the natural resources upon which all life depends. 

81. Reflecting on above, there needs to be an innovative paradigm of TVET based on 

learning culture that encourages and educates people to be productive and competitive and to care 

for the well-being of its people. A vibrant training culture is a key factor in attaining same. With a 

view to achieve same, RPL as we measure is deemed crucial since it brings people back to 

education and training. 

82. RPL has now become a global phenomenon and several countries are on the eve of 

implementing the same, for its varied benefits. It is clear from the pilot projects conducted that 

this new system will undoubtedly transform the education and training system in Mauritius by 

allowing its labour-force to become more sustainable. The Mauritian RPL Model, as set currently 

up by the MQA, fits our Mauritian Context and the processes involved take into consideration the 

economic, social and environmental circumstances of the individual and the country. 

83. The MQA experience within the implementation of the RPL system has been sought by 

the Pan Commonwealth Countries. The MQA has agreed to assist those countries in the 

implementation of RPL and to conduct workshop, training and sensitisation campaign. 

84. To some extent, RPL will help in alleviating the poverty gap that is currently prevailing 

in the country. More so, this new system will also help in reducing the number of illiterate people. 

In so doing, those people will be able to pursue further with their studies and not only climb the 

social ladder but also they will be able to climb the ladders of the NQF. 

85. In some way, the concept of lifelong learning will be further promoted in Mauritius. 

Lifelong Learning, also known as LLL, is the lifelong, lifewide, voluntary, and self-motivated 

pursuit of knowledge for either personal or professional reasons. It not only enhances social 

inclusion, active citizenship and personal development, but also competitiveness and 

employability and the Mauritian RPL Model support same. 

86. The NQF allows recognising the different ways in which people learn and develop 

competences. This may include formal full or part-time training (externally or in the workplace) 

as well as informal learning, learning on the job and self-study. RPL has a role in supporting all 

these different forms of learning. 

Reference List 



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Annex A 

THE NATIONAL QUALIFICATIONS FRAMEWORK 

LEVEL PRIMARY / SECONDARY 

EDUCATION 

TVET / 

WORKPLACE 

TERTIARY EDUCATION 

LEVEL 

10 Doctorate 10 

9 Masters Degrees eg MA, MSc, M.Phil 

9 

Postgraduate Certificates, Postgraduate Diplomas 

8 Bachelor with Honours, Conversion Programmes 8 

7 Bachelor (ord. Degree) 7 

6 Diploma Diploma 6 

5 HSC / GCE ‘A’ Level /BAC / IBAC Certificate Certificate 5 

4 4 

3 SC / GCE ‘O’ Level 3 

2 Form III NCA 2 

1 

Certificate of Primary Education 

1 



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Annex B 



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Established under the Mauritius Qualifications Authority (MQA) Act 2001, one of the 

functions of the MQA is “to recognise and validate competencies for the purpose of 

certification obtained outside the formal education and training systems”. 

This function is achieved through the implementation of the Recognition of Prior 

Learning (RPL). RPL is a process of acknowledging prior learning that occurred in many 

contexts namely work, involvement in social and community activities, or learning 

through life experience generally. However, such learning should be matched against the 

relevant standard. The main focus of RPL is therefore the learning outcomes, in the form 

of skills and knowledge of experiences, and not how, when or where the learning 

occurred. 

In order to develop a national approach to RPL, the MQA has formulated a Policy on 

RPL following the first pilot project that was conducted in 2008. The formulation of the 

Policy, benchmarked against international norms is driven by the development of the 

knowledge economy and society, the rapid pace of technological evolution, and the 

globalisation of the economy. 



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2. RATIONALE 

At present there are many people who have acquired adequate experience but do not hold 

a formal qualification. MQA in collaboration with Commonwealth of Learning (COL), 

UNESCO Institute for Lifelong Learning (UIL) and L’Académie de La Réunion has 

developed the Policy on RPL as well as the Guidelines for the RPL process (Annex II) 

meant for the Applicants, Facilitators and Assessors, the Criteria for Registration of 

Assessors (Annex III) and the Application Form for RPL (IV). 

The objective of this Policy is to facilitate access and progression of learners through the 

RPL within the National Qualifications Framework (NQF). The Policy on RPL includes 

the development of specific criteria and guidelines based on international best practices. 

The RPL Policy provides guidance to all stakeholders for converting informal learning 

and non-formal to formal learning as well as integrating people in training thereby 

promoting lifelong learning. 

3. WHAT IS RECOGNITION OF PRIOR LEARNING? 

RPL is defined as “the acknowledgment through evaluation of a person’s skills and 

knowledge acquired through previous training, work or life experience, which may be 

used to grant credit in a standard or a module” 

Learning is hence recognised through RPL regardless of how, when and where it was 

acquired, provided that the learning is relevant to the outcomes of standards. RPL is 

therefore a form of assessment and it involves a holistic approach where both the social and 

the learning context of the learner are taken into consideration. This approach will thus 

avoid the assessment from becoming a purely technical application. 

The process of Recognition of Prior Learning is as follows: 

i) Identifying what the learner knows and can do; 

ii) Matching the skills, knowledge and experience of the learner against standards; 

iii) Assessing the learner; 

iv) Acknowledging the competencies of the learner; 



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v) Crediting the learner for skills, knowledge and experience already acquired; 

vi) Issuing a record of learning/ qualification. 

4. BENEFITS 

RPL offers an array of benefits to Mauritians, employers and the country. 

4.1 BENEFITS TO LEARNERS 

RPL helps individual learners 

i) to ease the transition from informal and non-formal to formal learning by enabling 

the learners to value their achievements and to recognise the importance of their 

learning through experience; 

ii) to plan for further learning and personal/ career development; 

iii) to gain entry to a programme of study ( if they do not have the normal entry 

qualifications); 

iv) to obtain credit towards a programme of study thereby shortening the period of 

study; 

4.2 BENEFITS TO EMPLOYERS 

RPL can support training and staff development strategies of employers by: 

i) Increasing motivation and interest in workplace practice on the part of the 

employee/learner; 

ii) Reducing the amount of time needed to complete a qualification and therefore 

requiring less time away from the workplace; 

iii) Improving employee retention and preventing duplication of training. 



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4.3 BENEFITS TO THE COUNTRY 

The country will benefit in the following ways: 

• Improved policy decisions 

• Certified Skilled workforce 

• Attract investors to position Mauritius in the global village 

• Reduction on cost of training of people 

• Optimisation on the use of human capital 

5. THE PROCESS 

The RPL process (Annex I) is a three-stage process comprising of the Pre-Screening 

Process, the Facilitation Process and the Assessment Process. 

5.1 PRE-SCREENING PROCESS 

The pre-screening process will provide the applicant with all services and support in 

terms of advice and counseling. The latter will be fully informed of the application 

process, the stages within the RPL process and the portfolio development. The MQA 

will ensure that the potential applicant is eligible for claiming RPL and has selected the 

appropriate qualification. 

5.2 FACILITATION PROCESS 

The MQA will be the Facilitation focal point. A number of facilitators would be trained 

as RPL Facilitators so as to help the applicants in building their portfolio of evidences 

and will guide them to the RPL assessment centre. The portfolio is a collection of 

assembled evidence that proves that the applicant has the skills and knowledge in the 

outcomes of competency in which she/he is seeking RPL. 

The MQA will register the RPL Facilitator. The facilitator will be appointed by the 

MQA and she/he will communicate to the learner the different options of building the 



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portfolio. The facilitator will provide assistance to learners in presenting evidence in a 

coherent and systematic manner and will spend a minimum of 10 hours with the 

candidate during the process. 

When the learner meets the requirements for recognition of the prior learning, the learner 

will be guided towards an RPL assessment centre. 

5.3 ASSESSMENT PROCESS 

5.3.1 RPL ASSESSOR 

The role of the assessor is to compare the applicant’s evidences provided in the portfolio 

with the standards and to assess the competencies acquired. 

It is the assessor's responsibility to: 

• use the criteria for assessment, 

• use appropriate assessment techniques, 

• ensure that the evidence provided is sufficient to make impartial judgements, 

• record assessment results, 

• provide detailed feedback to the applicant, 

• ensure that assessment procedures are recorded correctly and all parties are advised, 

• maintain the integrity of the assessment system, 

• comply with assessment instructions provided by the Assessment Centre, 

The registration of RPL assessors is a critical component for the success of implementing 

the RPL 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. 



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5.3.2 RPL ASSESSMENT 

RPL assessment centres are recognised awarding bodies in Mauritius. All RPL 

assessment should be carried out by the RPL Assessment centres. 

The successful applicants will be issued either a part qualification or a full qualification at 

the end of the process. Qualification issued to RPL candidates should not differ from 

those issued to candidates through formal examination. In case the applicant fails to 

meet the required standards, she/he will be informed of same. 

5.4 APPEAL 

The learner can make an appeal to the MQA with respect to the decision taken at the 

level of the RPL assessment centre if he is not satisfied with same within 15 days after 

having been notified of the results of assessment. 

6. CAPACITY BUILDING 

Staff involved in the planning, development and operation of RPL procedures need to be 

provided with training, and continuing support for this role. This requires adequate 

resources. 

7. CONCLUSION 

RPL is critical to the development of an open, accessible, inclusive, integrated and 

relevant post-compulsory education and training system. It is a key foundation for 

lifelong learning policies that encourage individuals to participate in learning pathways 

and includes formal, non-formal and informal learning. RPL is thus considered as a 

necessity towards a qualified labour force. With the implementation of RPL in 

Mauritius, there will be an increase in the speed with which industry is able to reshape 

the skills profile of workforce. 



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8. GLOSSARY OF TERMS 

 

Formal learning which takes place through programmes of study or training that are 

delivered by education or training providers, and which attract awards. 

 

Recognition of prior learning is the acknowledgment through evaluation of a 

person’s skills and knowledge acquired through previous training, work or life 

experience, which may be used to grant credit in a standard or module. 

 

Training institution is a training provider which is responsible for developing and 

dispensing knowledge, understanding skills and competencies through any mode. 

 

Award is the conferment of a qualification following successful formal assessment 

 

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 non-formal learning are: learning and training activities undertaken in 

the workplace, voluntary sector or trade union and in community-based learning. 

 

Informal learning that takes place through life and work experience. (Sometimes 

referred to as experiential learning.) Often, it is learning that is unintentional and the 

learner may not recognise at the time of the experience that it contributed to his or her 

knowledge, skills and competences. 

 

Credits are values assigned to a unit standard/module or a qualification that represents 

the notional learning time required to meet the performance requirements and 

standards of the module/unit standard or qualification. One credit is equivalent to 10 

hours of notional learning, out of which one third of the time is devoted to theory, one 

third of the time devoted to practical and one third for self-learning. 



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Standard is a statement of the learning outcomes, the type and quality of evidence 

that represents performance worthy of the award of credits, and the contexts in which 

that evidence should be demonstrated. 

 

Qualification is the formal recognition of the achievement of the required number 

and range of credits and other requirements at specific levels as determined by the 

awarding body. 

• Record of Learning is a transcript of the learning achievement based on the 

qualifications awarded for each learner. 

• Assessment Centre refers to a recognised awarding body in Mauritius that will 

evaluate the portfolio. 



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Annex I 

THE RPL PROCESS 

Applicant seeking RPL 

STAGE 1 

MQA screens 

application 

Not complete 

Complete 

STAGE 2 

MQA facilitates the 

portfolio 

development 

Not complete 

STAGE 3 

Complete 

Applicant assessed 

against selected 

qualification 

Applicant does 

not meet standard 

Applicant meets 

standard 

Credit granted through 

record of learning or 

qualification 

Applicant informed 

Progression lifelong 

learning 



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Annex II 

GUIDELINES 

FOR 

RECOGNITION OF PRIOR LEARNING 

(RPL) 



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January 2009 


RPL is defined as “the acknowledgment through evaluation of a person’s skills and 

knowledge acquired through previous training, work or life experience, which may be 

used to grant credit in a standard or a module”. RPL is undertaken by a learner for 

personal and career development and for gaining credit within formal programmes of 

study irrespective of where, when and how learning was obtained. 

The RPL process entails three phases, namely Pre Screening, Facilitation and 

Assessment. 

2. APPLICANT 

The applicant seeking RPL should contact the MQA for guidance in building his 

portfolio of evidence. The process flowchart at annex I gives an overview of the RPL 

process. 

This guideline has been designed to help the applicant to gain recognition for the skills 

s/he currently has, regardless of how or where the learning occurred, provided they meet 

current industry practices. S/he may have gained these skills through formal or informal 

training, or through life experiences in a non-working environment. These skills may be 

recognised through the Recognition of Prior Learning (RPL) process. Gaining 

recognition for his/her skills will enable to: 

• eliminate or reduce the need to retrain in knowledge and skills already 

possessed, 

• know what skills have developed through life and work experiences, 

• know what skills needed to achieve a qualification. 



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Recognition of Prior Learning (RPL) is thus a process to obtain formal recognition for the 

competencies, skills and knowledge acquired through: 

• previous training (at an educational institution or place of work) 

• education (at school, college or place of work) 

• work experience (paid and unpaid work) 

• life experience (leisure pursuits and voluntary work) which may be used to 

demonstrate achievement in a Unit of Competency(s) without having to attend 

training or study. 

EVIDENCES 

An applicant needs to provide sufficient evidence of his/her knowledge and skills by 

submitting relevant documents and/or materials. The integrity of the RPL process cannot 

be compromised; therefore the onus is on the applicant to supply as much evidence as 

possible. S/he needs to identify which pieces of evidence demonstrate his/her skills 

against the standard of the selected qualification. 

The evidence may consist of any or all of the following: 

• formal statements of results 

• sample of work produced 

• performance appraisal reports 

• references from current or previous employers 

• job descriptions 

• details of formal training, seminars, conferences and workshops attended 

which are relevant to the RPL application 

• certificates of participation/achievements/awards/letters of recommendation 

• video tapes, tape recordings and/or photographs of work activities 

• specific details of work and/or participation in projects 

• written testimonials from managers or colleagues 



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The applicant should ensure that permission should be obtained before using any 

document as evidence. 

3. FACILITATOR 

The RPL Facilitator is the first contact of the applicant. The facilitation process is carried 

out by MQA and the facilitator will guide and support the applicant in developing the 

Portfolio of evidences. S/he will help and advise the applicant on the necessary evidence 

that should be submitted or any missing information or documents that are related to the 

applicant’s portfolio. 

The facilitator facilitates the transition between non-formal and formal learning contexts 

and identify core skills gained informally which can be transferred to formal learning 

contexts in various contexts. 

The initial contact is very crucial to the applicant since s/he will be informed about the 

principles behind RPL, the procedures and cost implication. The facilitator should be in a 

position to provide the possible outcomes and should ensure that the applicant has 

realistic expectations. 

3.1 ROLE OF THE FACILITATOR 

It is the role of the facilitator to: 

(i) Inform the applicant about what RPL is about, namely, the pupose, the procedure 

and the process as well as the benefits associated with RPL 

(ii) Inform about the National Qualifications Framework and related items 

(iii) Provide assistance in the development of the portfolio by 

• Identifying learning experience 

• Identifying relevant unit standards and qualifications 

• Advising if the prior learning is likely to be at the level that is sought. 

• Clarifying outcomes within the units/modules 

• Advising on the criteria for assessment 



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• Identifying which types of evidence for which type of learning outcome 

o Evidences can be a reflective account, project work, observation of 

practice/simulation, CV, existing work-based practices, profiling. 

• Identifying and selecting evidence of prior learning 

• Finding ways to present evidence 

• Integrating relevant theory required in the application 

• Identifying transferability of skills 

• Providing feedback 

(iv) Indicate the time frame to the applicant in building his portfolio. 

The RPL facilitator should offer information and advise applicant through individual 

meetings, group sessions and electronic communication. 

3.2 QUALITIES OF A FACILITATOR 

The Facilitator should: 

(v) Have strong communication abilities, 

(vi) Have good interview skills, 

(vii) Be able to make applicants reflect on experience to identify knowledge, 

skills, attitudes, behaviour, real life situations and experience in non-formal and 

informal contexts, 

(viii) Be able to do notional levelling or mapping in relation to Unit Standards 

and Qualifications. 



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4. ASSESSOR 

Assessment is carried out in an RPL assessment centre. The assessment is carried out by 

a registered assessor who determines comparability of learning against Standards. The 

RPL assessor should show professional judgement in assessing the value of experience 

vis a vis formal learning. 

The assessor must : 

• Plan and prepare an assessment 

• Prepare applicant for assessment 

• Conduct assessment and document evidence 

• Evaluate evidence and make assessment judgements 

• Provide feedback to relevant parties 

• Review assessment 

The assessor will 

• Identify and solve problems using critical and creative thinking: 

planning for contingencies, applicants with special needs, problems that 

arise during assessment, suggesting changes to assessment. 

• Work effectively in a team using critical and creative thinking: 

working with applicants and other relevant parties during assessment, as 

well as post-assessment. 

• Organize and manage oneself and ones activities: planning, preparing, 

conducting and recording the assessment. 

• Collect, analyse, organize and critically evaluate information: gather, 

evaluate and judge evidence and the assessment process. 

• Communicate effectively: communicate during assessment, and provide 

feedback. 

• Demonstrate the world as a set of related systems: understanding the 

impact of assessment on individuals and organisations. 

• Be culturally and aesthetically sensitive across a range of social 

contexts: plan, conduct and give feedback on assessments in a culturally 

sensitive manner. 

The assessor determines whether evidence is satisfactory and the assessment criteria are 

based on the following guiding principles:- 



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Acceptability: Match between learning outcome being demonstrated and 

evidence 

Sufficiency: Breadth and depth of evidence – evidence of reflection 

Authenticity: Is the evidence really the learner’s own effort? 

Currency: Is the competency currently valid? 

The portfolio must be assessed by an appropriate subject expert. 

Being successful at the end of the process, the applicant is awarded a Record of Learning 

or a full qualification. 

Annex III 



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CRITERIA 

FOR 

REGISTRATION AS ASSESSOR 



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RPL Assessor is a subject specialist who will not normally be involved in the preparation 

of the applicant’s RPL claim. The RPL Assessor will assess the applicant’s claim whether 

this is through written work, practical or oral presentation etc. 

The registration of assessors is a means of ensuring that whoever assesses learner 

competence across all fields and economic sectors and at all NQF levels meets a 

consistent set of criteria agreed by MQA. This will ensure that all standards and 

qualifications are assessed consistently, even though the context of assessment will vary 

greatly according to the level and field of the qualification. 

The register of assessors that MQA will maintain should consist of those individuals who 

have demonstrated the applied competence to assess learners for their skills and 

knowledge that culminates in decisions regarding the awarding of credits and/or 

qualifications or a record of learning. The rationale for such a register is to ensure the 

credibility of assessments in the system, i.e. fairness, validity, reliability and practicality 

of assessments. 

It is also to ensure that individuals who make decisions about the competence of learners 

who will acquire credits and or qualifications, have the requisite knowledge, skills and 

experience for the specified standards and qualifications to make such a judgment. 



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2. CRITERIA FOR REGISTRATION AS ASSESSOR 

Assessors should 

(i) Have an understanding of RPL, viz, purpose, procedure, process and benefits 

(ii) Be familiar with the National Qualifications Framework, concept of Unit 

Standards and Qualifications as well as the credit system 

(iii) Be proficient in the subject matter 

(iv) Have the ability to work in a team 

(v) Have self management skills 

(vi) Be impartial in judgment 

(vii) Have good communications skills 

(viii) Be culturally and aesthetically sensitive across a range of social context 

3. ROLE OF ASSESSOR 

Assessors should: 

1. Know exactly what is expected of the learners by way of standards which the learners 

have to meet. 

2. Have cross-field knowledge but remain subject-matter and/or occupational experts 

3. Understand what forms of assessment are appropriate to their discipline/field and to 

the NQF level being assessed. 

4. Understand the ‘language’ of the field they are assessing, i.e. both the technical 

terminology as well as the ways of thinking and doing that are required of them to be 

competent as assessors. 

5. Keep up to date with developments in their field. 

6. Regularly ask learners for feedback on assessment in order to constantly monitor and 

improve their (assessors’) practice. 

7. Know the curriculum and trainers/educators/facilitators through regular contact and 

8. Provide them with detailed feedback. 

9. Take into consideration other factors when conducting assessments, i.e. language by 

10. Making use of interpreters and learners with special needs. 

11. Ensure that learners are clear about what is expected of them. 

12. Treat learners with respect and sensitivity. 



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13. Demonstrate a broad understanding of outcomes-based forms of assessment and the 

NQF. 



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APPLICATION FOR RECOGNITION OF PRIOR LEARNING 

Annex IV 

Section A: Personal details 

Firstname: Surname: Title: 

Mr Mrs Ms Dr 

Previous name, if changed (enclose documentation for 

change of name): 

Email Address: 

Postal Address: 

Home Telephone Number: Mobile Telephone No. Date of Birth (dd/mm/yyyy): 

Section B - Employment History 

Year Organisation Position Responsibilities 

Note: 



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In order to assess your application, you need to forward evidence of your skills and 

knowledge which may be: 

a) A letter from your current or a recent employer. 

b) Recent evaluations of your performance from supervisors (no more than six). 

c) A sample of the work you have developed. 

Please attach COPIES of this evidence. Do not attach originals as they will not be returned. 

Section C - Non formal courses 

Non Formal Courses 

Year Course Title Training Institution 

Section D – Life Experience Learning 

Community or Voluntary Activities 

List and briefly describe any community or voluntary activities in which you have been 

involved and which you think contribute to your skills. 

Attach any documentary evidence where possible and include in your RPL Portfolio. 

Year Organisation Responsibility 



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Section E - Claims of Recognition of Prior Learning for 

Please mention the QUALIFICATION against which you wish your prior learning and 

experience to be benchmarked. 

Module/Standard 

Qualification title 

----------------------------------------- 

Claims of prior learning 

Note: 

1. Attach evidences to support the RPL claimed. 

2. Use additional sheets if required. 



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Section F - Completion Checklist 

Before submitting this application: 

Check that all personal details are correct and that you have 

provided at least one phone number. 

Please proofread your application and all attached evidence 

Check that all evidence is attached. All certificates be certified 

true copies. 

Check that you have written the exact title of the qualification 

Tick 

Declaration & Signature (to be signed on completion) 

Declaration 

I declare that all claims made in this document and in the evidence presented 

(attached) is true and correct, and reflects my actual experience and prior learning. 

Signature: 

Date: 

The information on this form is collected for the primary purpose of assessing your RPL 

application 

Send complete application to: 

The Director 

Mauritius Qualifications Authority 

Pont Fer 

Phoenix 



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RESTAURANT AND BAR SERVICE 

Annex C 

TK 

TP 

128 h 

224 h 

SAVOIR 

CONNAISSANCES 

CAPACITES 

ETRE CAPABLE DE 

THEMES CONTENU CAPACITE (SAVOIRS) 

1. LES FORMULES DE 

RESTAURATION 

2. L’ORGANISATION DU 

TRAVAIL 

Caractéristiques des différentes 

formules de restauration 

commerciale (traditionelle et 

novatrice) et sociale ; type de 

produits ; prix et distribution 

Locaux et matériels ; vocabulaire 

Organisation de l’entreprise au 

niveau du personnel ; les liaisons 

hiérarchiques et les liaisons 

fonctionnelles ; les besoins en 

personnel 

Etude des postes de travail, les 

fonctions 

Notion de coût de personnel 

La législation du travail 

Différencier les formules de 

restauration au niveau de la 

clientèle, la localisation, les 

horaires, les locaux, le matériel, 

les produit, la distribution, les 

prix pratiqués 

Mettre en évidence les aspects 

de confort permettant de créer 

une atmosphère (lumière, décor, 

sonorisation,…) 

Citer et définir les différents 

postes en restauration, 

sommellerie et bar ; en fonction 

de la structure de 

l’établisssement, proposer un 

type de brigade en qualité et en 

nombre ; lire un organigramme 

Définir et interpréter une 

définition de poste 

Citer les principales charges 

salariales et patronnales ; 

connaître les bases de 

rémunération du personnel de 

restaurant 

Connaître les principaux points 

de législation du travail 

3. LA MISE EN PLACE Détermination des besoins Elaborer des fiches de prévision 

de matériel en fonction du 

service à effectuer, des 

réservations 

Organisation dans le temps et dans 

l’espace 

Interpréter un plan de 

réservations 

Réaliser les carcasses en 

fonction de l’état des 

réservations 



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4. SUPPORT DE VENTE 

Les mises en place particulières 

Techniques de vente 

L’argumentation commerciale 

Réaliser les carcasses en 

fonction de l’état des 

réservations 

Dresser des tables de banquet, 

des buffets de toutes formes 

Connaître les mettre en oeuvre 

les différentes techniques de 

vente 

Connaître les techniques de 

gestion des conflits 

Citer et définir les étapes de la 

puise de commande 

Généralités de la prise de 

commande 

5. SERVICE DES METS Service au guéridon Organiser rationnellement le 

guéridon 

Servir au guéridon ou à la russe 

Utiliser le réchaud, la plaque 

accumulation 

Service à la voiture de tranche Mettre en place et utiliser une 

voiture de tranche 

SERVICE DU VIN Service des vins effervescents Conditionner, déboucher et 

Techniques particulieres 

servir les vins effervescents 

Carafer, décanter un vin 

6. LES PRODUITS DES 

RESTAURANT 

7. LES PRESTATIONS DE 

GROUPES 

Les produits spécifiques au 

restaurant : foie gras, saumon 

fumé, caviar, fromage, et les 

viandes et les fruits 

Evolution du marché des 

prestations de groupe 

Définition des termes techniques 

spécifiques à ce département 

Locaux, matériel et mobilier 

spécifiques ; les standards 

Commercialisation des prestations 

de groupe et supports 

commerciaux 

Généralités de la prise de 


Organisation et planification du 

travail 

Choisir la verrerie adaptee en 

fonction du type de vin servi 

Connaître les origines, 

l’élaboration, les qualités et les 

produits 

Connaître les modes de service 

Donner une fourchette du coût 

d’achat des différents produits 

Situer l’importance des 

manifestations de groupe au 

niveau commercial 

Définir les caractéristiques des 

différents types de manifestation 

Connaître les matériels et les 

mobiliers spécifiques ces 

manifestations ; connaître les 

standards pour ces types de 

manifestations 

Lire et interpréter une plaquette 

commerciale 

Citer et définir les étapes de la 

prise de commande 

Citer et expliquer les principales 

phases de l’organisation d’une 

prestation de groupe 

La mise en place 

BANQUETS Faire des propositions pour Organiser des receptions au 



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[Type text] 

8. LES BOISSONS 

ALCOLISÉES ET NON 

ALCOLISÉES 

l’organisation des cocktails, 

dìner,fête du personnel. Expliquer 

l’organisation de la salle du 

matériel et du personnel 

Beer production 

Storage 

Service 

Definition & distillation 

The main spirits 

Other spirits 

Service of spirits 

Vermouths, Bitters, Anise based, 

Fortified wines 

What is a digestif ? 

History 

Sales promotion and benefits of 

cocktails 

How cocktails are made 

Examples of classic and more 

modern cocktails showmanship 

bureau ou dans l’entreprise 

State the process for beer 

production. Different methods 

to produce different types of 

beer 

Storage and management of beer 

Correct service of beer 

Define what a spirit is. Describe 

the distillation process (Alembic 

& Continous still). Maturation 

of spirits 

Whisky, Gin, Vodka, Rum, 

Brandy 

Cognacs, Armagnacs. Different 

types of whiskies 

Name and state the main 

ingredients / flavours of Aquavit, 

Eau de Vie, Grappa, Marc, Saki, 

Tequilla 

Rules of service. Glasses used. 

Mixers etc 

Production, flavourings, and 

service of the stated beverages. 

Main examples of each type. 

Service of aperitifs 

Definition of digestifs. Service 

of digestifs. Main examples of 

each type. Service of digestifs 

Brief history of cocktails 

Why cocktails are sold 

Equipment used. Methods for 

making a cocktail. Building, 

pouring, mixing, shaking, 

stirring, blending 

State examples and know how to 

prepare. The influence of 

showmanship on cocktail 

making 

Soft beverages Knowledge and service of :- 

Water, Spring and Mineral 

Waters, Soda Water. Tonic 

water, Squashes and Cordials, 

Mineralised / Carbonated drinks. 

Fruit Juices 

Les cocktails 

La voiture de digestifs, d’apéritifs 

Elaborer et servir des boissons 

composées (cocktails) à partir 

d’une fiche technique 

Présenter et servir les apéritifs 

ou digestifs sur une voiture 

NON-ALCOLISÉES Boissons chaudes et froides Connaitre les boissons 



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[Type text] 

servir les boissons 

9. SERVIR DU BAR Différentes formes d’exploitation Citer différentes formes 

d’exploitation 

Règlementations concernant 

l’ouverture d’un débit de 

boissons ; la vente de boissons 

alcoolisées ; les licences et la 

clientèle 

Mobilier et matériel 

Les prestations servies au bar 

Fiche technique 

Contrôle des coûts 

Détermination des besoins ; 

commandes 

10. APPROVISIONNEMENTS Détermination des besoins, 

commandes 

11. COMMUNICATION 

PROFESSIONNELLE 

La communication verbale et non 

verbale 

Besoins de la clientèle, relations 

avec la clientèle, service à la 

clientèle 

Typologie des clients et typologie 

des vendeurs 

Prise de commande 

Profil vendeur 

Argumentation commerciale 

Connaître la règlementation en 

vigueur concernant l’ouverture 

et l’exploitation des débits de 

boissons 

Connaître les spécificités du bar 

en matière d’implantation et de 

mobilier ; connaître les matériels 

spécifiques en usage au bar et 

leur fonctions 

Citer et Connaître les principales 

prestations commercialisées au 

bar 

Elaborer une fiche technique, un 

cahier des dosages 

Réaliser un inventaire ; établir 

des coûts ; calculer un ratio 

Déterminer les besoins du 

service en fonction des 

réservations, des manifestations 

particulières 

Evaluer les quantités à 

commander en fonction des 

standards, des stocks 

Compléter les documents de 

réquisition en fonction des 

standards 

Etablir des états de 

consommation 

Déterminer les besoins du 

service en fonction des 

réservations, des manifestations 

particuliere 

Evaluer les quantités à 

commander en fonction des 

standards, des stocks 

Compléter les documents de 

réquisition 

Établir des états de 

consommation 

Repérer, définir, utiliser les 

principaux éléments de la 

communications professionnelle 

Différencier les différents types 

de clients et connaitre ses 

besoins 

Se situer par rapport à une 

typologie de vendeurs 

Prendre une commande 

Analyser les besoins du client 

Réaliser une argumentation 

commerciale 



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[Type text] 

Information client 

Prise de réservation 

Gestion des conflits 

12. LA CAISSE La main courante, l’enregistrement 

des bons, la facturation 

Les modes de règlement 

13. La restauration à l’étage Définir la restauration à l’étage. 

Identifier les rôles et fonctions du 

personnel. Identifier les 

procédures d’enregistrement d’un 


Elaborer une fiche 

d’argumentation commerciale 

Renseigner le client 

Prendre une réservation par 

téléphone 

Faire face à une situation 

particulière 

Connaître les techniques de 

gestion des conflicts 

Faire face à une situation 

particulière 

Définir, lire une main courante ; 

enregistrer une prestation ; 

clôturer et contrôler une main 

courante 

Accepter les différents modes de 

règlement 

Prendre une commande de petit 

déjeuner. Identifier les services 

proposés 



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Recognition and Validation of Prior Learning: The Example ... - ADEA

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