1. A STUDY TO IDENTIFY STRENGTHS, CHALLENGES FOR IMPLEMENTATION OF RECOGNITION OF PRIOR LEARNING: REFERENCE TO THE SELECTED GOVERNMENT TECHNICAL TRAINING CENTRES IN BANGLADESH
THESIS PROPOSAL
PRESENTED BY
MARIUM SARKAR STUDENT ID:
MASTER OF SCIENCE IN TECHNICAL EDUCATION (MECHANICAL ENGINEERING)
SUPERVISOR
DR. MD. ABU RAIHAN

2. INTRODUCTION
UNESCO defines Recognition of Prior Learning (RPL) as: “The formal acknowledgement of skills, knowledge and competencies that are gained through work experience, informal training and life experience.” (Vlasceanu et al , p.56).
The Skills and Training Enhancement Project (STEP) under DTE has 10 (ten) BTEB affiliated assessment centers approved for RPL assessment, where RPL activities run with the financial assistance of STEP for 3 days (2 days orientation and one day assessment) for a batch of 20 individuals in one occupation. STEP initiated the RPL program for the first time in Bangladesh in September The current task of RPL assessment aims to review the whole RPL process conducted through the financial assistance of STEP in order to identify strengths and limitations, to determine how effective and participatory the program intervention is, and to make recommendations for actions needed for better implementation of RPL.

3. Reason for topic selection Study Gap :
In Bangladesh, the concept RPL in TVET is new (NSDP, 2011). To implement something new always a matter of challenging. Till now, only 3 TTCs have been implementing the RPL in Bangladesh. And so, there have no study conducted to identify strengths, challenges for implementation of RPL: reference to the selected Govt. TTCs in Bangladesh.

4. Significance of the study
This research will add value to the growing body of knowledge around RPL and its wider implementation in technical education sector in Bangladesh.
The study could provide benefit in various ways to the following groups:
The STEP, DTE, TVET and BMET, who are responsible for the facilitation of RPL implementation and monitoring.
The RPL implementers, those who grapple with the realities and practicalities of RPL provisioning to enable them to improve their practices.
The technical education academics, especially those dealing with curriculum development matters, as there is a need to integrate provisioning of RPL within the existing curriculum frameworks and designs (designing flexible curriculum that allows for multiple entry points at various levels).

5. Objectives of the Study
Specific objectives of the study are as follows:
to review the whole RPL process / to identify strengths and limitations of the RPL.
to identify how effective and participatory are the program interventions.
to make recommendations for actions needed for better implementation of RPL.

6. METHODOLOGY Type of research Research field
Quantitative research method will used throughout the study.
Research field
The study will be carried out in three (3) government technical training centers (TTCs) in Bangladesh.

7. Sample and sampling technique
Population
The total population of both teachers,students and assessor's in mechanical trade course of the three technical training centers will be 150 (approximately). The RPL concept is only implemented in the following three TTCs in Bangladesh:
Bangladesh-German TTC
Shekh Fazilatunnesa Mujib TTC
BKTTC Chittagong.
Sample and sampling technique
Only the mechanical engineering/trades of the selected TTCs will be chosen in the sample. 5 teachers, 10 students and 2 assessor's from each TTC will be selected purposively in this sample. So, the sample size will be 51 (3x17) based on purposive sampling technique.

8. Data Collection procedures
Tools of research
The researcher will use structured questionnaires for data collection. The researcher will provide questionnaires to get necessary information to fulfill the objective of the research. The questionnaires will use to collect the research data from the assessor of RPL especially those are coming from the industry.
 Data Collection procedures
Data will be collected by questionnaire from both teachers and students. Three questionnaires will be prepared for both teachers, assessors and students as data collection tools. The researcher will go to the selected institution for collecting data using the questionnaires.

9. Data analysis
By using statistical data analysis formula such as mean, standard deviation and Chi-square test, the research will make necessary interpretations. The SPSS software will be used to analyze the collected data.

10. Validation of the research tools
Initially the questionnaires and the interview schedule will prepare by the researcher by the instruction of the research advisor. After that, the questionnaires will be given to the Principals of the three TTCs to validation and to judge the suitability.

11. Q & A THANK YOU