Accreditation of Prior Experiential Learning (APEL) is an accreditation system involving assessment of a person's recognition of experience through formal, informal and non-formal learning. Generally, APEL pro-vides opportunity for individuals to gain access to higher learning institu-tions and gain credits in learning based on experience gained through equivalence checking. Therefore, this study aimed at obtaining feed-back/input on items for nine (9) content learning indicator domains that will be used for the determination of learning content in assessing the equivalence checking between the skills module and the academic module for the APEL process. The nine (9) domains are knowledge (current) in the field; practical skills; social skills & accountability; values, attitudes & professionalism; communication skills, leadership & teamwork; problem solving skills & scientific skills; management skills, entrepreneurship & innovation; information management & lifelong learning; and interdisci-plines. This study uses a quantitative approach which uses questionnaire to get feedback from respondents. A total of 32 respondents comprising lec-turers from seven (7) faculties of Universiti Tun Hussein Onn Malaysia. The data are analysed using Statistical Packages for Social Science 23.0 (SPSS 23.0). The finding of this study found that all the items in the Con-tent Learning Indicator in equivalence checking between skills module and academic module of the APEL process are very appropriate. Improvements are made such as feedback and recommendations provided by respondents.
Accreditation of Prior Experiential Learning (APEL) is a systematic process that involves identification, documentation and assessment of prior experiential learning. APEL has great potentials to widen access and increase mobility for higher education. However, APEL in Malaysia is practically quite unknown in the higher education (HE) sector. There are yet many barriers and this pose a great challenge to implement it in Malaysian higher education institutions (HEIs). These barriers need to be addressed in order for APEL to be in place in HEIs. Since APEL in Malaysian HEIs, is rather immature, therefore, this research focuses on the development of APEL implementation framework for Malaysian HEIs. This research also identifies the barriers and strategies to the effective APEL implementation in Malaysia. This qualitative research employed questionnaires, which were later triangulated with interviews from 62 respondents comprises staff from MQA and six (6) local universities. Three(3) experts from Unirazak, OUM and MQA were also involved in the interview. The findings of this research indicates that the biggest barrier in implementing APEL system in Malaysia is the assessment system, followed by quality assurance, assessor and APEL promotions. This study also indicates that among the effective strategies are to coordinate advising services from local and international experts and implementing research studies for improvement. Finally, the sustainable APEL implementation framework developed is flexible, interactive as well as user-friendly and consisted of four main phases, i.e. student responsibilities, assessor responsibilities, exemption sub-committee and students (approval and decision).
Malaysia is committed to practicing conservation concepts in line with UNESCO's recommendations to ensure a sustainable future. Hence, the role and contribution of TVET institutions to sustainability are very proactive and practical to address environmental preservation issues as well as improving the economy, social and culture without affecting future generations. In this regard, this study was conducted to produce sustainable TVET lecturer's competence at Vocational College. In this study, the researchers have conducted a study using a real instrument TVET Program Sustainability Model based on competence in vocational college (KV) lecturer who has been certified the validity and reliability of the 351 respondents in 6 KV according to selected zones nationwide. Data from the questionnaire were analyzed using Winstep version V3.69.1.11 and SPSS version 20.0 with Rasch Analysis Model. Finally, this study clearly demonstrates a model that has been built and tested for its validity and reliability can determine the elements of sustainable lecturers' TVET competence for producing quality students.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.