2nd International Workshop on Capacity Building and APEL Framework


In general, most people have the opportunities to get formal education at school or university to become someone important in an organization but some of them don’t.  These groups of people acquire knowledge and skills through informal education or lifelong learning process such as unstructured experiences, leisure pursuits, family experiences, and work.  To help mature students enrol a course of study of further or higher education, a method of assessment named APEL (Accreditation of Prior and Experiential Learning)provides them with the opportunity to have their prior experiential recognized which is approved by accreditation agency.  Not only that, the knowledge, skills, and competencies they acquired from work and life experiences can be qualified for an award in an appropriate subject in further or higher education and exemptions (credits) can be given from certain parts of a new course of study.  There are various abbreviations used for the purpose of this assessment for instance, Prior Learning Assessment (PLA) practiced by U.S.A, Recognition of Prior Learning (RPL) by Australia and New Zealand, Validation des Acquis professionels (Validation of acquired professional learning/experience) by France, Accreditation of Prior Learning (APL) by Britain and so forth, but the implementation is similar.  The use of the APEL is for these specific groups of learners:

  • Undergraduate/postgraduate students
  • People who want to improve upon existing qualifications
  • People who left courses before achieving formal qualifications
  • People who have been out of the education system for a long time
  • People who are lack of formal qualifications
  • People who what to retrain or change careers
  • Women returning to education
  • Unemployed people seeking for accreditation for past skills or informal learning
  • People who have disabilities
  • Minority ethnic groups and asylum seekers

Although the needs of APEL is expanding due to demand from different groups of learners, yet there are some misconceptions of APEL that caused higher education institutions which offer APEL do not optimize its potential to widening participation and social inclusion. Therefore, APEL need to be researched and discussed among RCP partner institutions to embrace the idea and practice of APEL more effectively.

Goals and Objectives

The proposed capacity building measure intends to make researchers and lecturers of the RCP partner institutions familiar with a selected range of methods of occupational sciences research, in order to put them, as researchers, in the position to use these research methods to create the knowledge they need for their professional activities, or as lecturers, to teach them to their students, i.e. the future TVET teachers and TVET researchers.

Besides introducing the methodologies, the second focus will be on critically analysing and discussing their applicability in the participants’ diverse cultural environments, and on developing awareness on what elements possibly have to be adjusted to a specific cultural setting.

The methods to be introduced and discussed will be:

a)      Capacity building on APEL, presentations (non-participation countries (Tongji University (China), UNY (Indonesia), and Nanyang Polytechnic (Singapore) will be presenting APEL experiences (CB9)) – brief introduction, history, policies, implementation, evaluation, strengths, and limitations.

b)      APEL dialogue (engagement from education (Open University, Malaysia (OUM) and training sectors (Ministry of Human Resource) (CB9))

c)      APEL implementation on participating countries (input and knowledge from Malaysia, Thailand, and Vietnam (P12)),

d)     Research on comparative studies among three countries (Malaysia, Thailand, and Vietnam (P12)),

e)      Research design / APEL theoretical framework model (P12).

f)       Feasible APEL framework application for participating countries (P12).






September 2, 2013




Conference Room

Permai Inn Hotel,

Kuala Terengganu, Terengganu Malaysia

8:00 a.m.

CiE-TVET 2013 Registration

8:30 a.m.

The arrival of Conference Guests

8:45 a.m.

The arrival of VVIP

9:00 a.m.

Opening Ceremony


Prof. Dato’. Dr. Mohd Noh Dalimin

Vice Chancellor

Universiti Tun Hussein Onn Malaysia

10:00 a.m.



10:30 a.m. to 11:15 a.m.

Keynote Speaker 1

Dr. Thomas Shrodder


11.15 a.m. to 12:00 p.m.

Keynote Speaker 2

Datuk Hj. Mohlis bin Jaafar
Director General of

Polytechnic Education Department,
Ministry of Education, Malaysia


12:00 p.m. to 12:45 p.m.

Keynote Speaker 3

Mr. Nor Azri bin Zulfakar,
Deputy Director of Training,
Economic Planning Unit,
Prime Minister Department, Malaysia

12:45 p.m.

Lunch and Break


2:00 p.m. to 3:00 p.m.

Parallel Session 1


3:00 p.m. to 4:00 p.m.

Parallel Session 2


4:00 p.m. to

5:00 p.m.

Parallel Session 3


5:00 p.m.

Refreshment and Dismiss

September 3, 2013




Workshop Room

Permai Inn Hotel,

Kuala Terengganu, Terengganu Malaysia

9:00 a.m.

Introduction of Workshop Participants and Division of Groups


9:30 a.m. to 9:50 a.m.

Final Validation of Malaysia APEL Model

(By UTHM Project Leader)


9:50 a.m. to

10:10 a.m.

Final Validation of Vietnam APEL Model

(By NUTE, Vietnam)

10:00 a.m. to 10:30 a.m.

Final Validation of Thailand APEL Model

(By RMUTT, Thailand)


10:30 a.m.


11.00 a.m.

Group discussion 1


12:30 pm

Lunch and Break


2:00 p.m.

Visit to Technical and Vocational Institutions

6:00 p.m.


September 4, 2013




Workshop Room

Permai Inn Hotel,

Kuala Terengganu, Terengganu



9:00 a.m.

Group discussion 2:

Finalization of feasible APEL Model


10:30 a.m.

Closing Ceremony


11:00 a.m.



12:00 p.m.

Cultural Visit in Terengganu