Towards management of the
effective implementation of RPL
Dr Heidi Bolton
Senior Researcher
SAQA
28 April 2010
Overview of presentation
• Why RPL? The current context
• The roles of ETQAs/ SETAs/ providers
• Agency
Why RPL?
The current context
The new NQF Act No.67 of 2008
• Communication
• Coordination
• Collaboration
• RPL for:
◦ Access
◦ Redress
◦ Recognition
Definition of RPL
“Recognition of prior learning means
comparison of the previous learning and
experience of a learner howsoever obtained
against the learning outcomes required for
a specified qualification, and acceptance for
the purposes of qualification of that which
meets the requirements” (NSB regulation
18787, 1998)
(identifying, matching, assessing, crediting)
Current context:
Realities on the ground
• 16 years into democracy (population 52m)
• Over 13.5m enrolment in the education and
training system
• 87% enrolment rate (7-18 years)
• Economically active population 11.5m in
1995, 15.4m in 2002/ no. of jobs 9.5m to
11.2m/ unemployed 1.9m to 4.3m (36%)
• 58.2% formal sector employees with M and
post-M qualifications
• 21% of workers with M and post-M
qualifications in informal economy
Current context:
Realities contd.
• <10% in rural areas complete school
• Disparities no longer simply along racial
lines; majority of poor are African
• Lower than desired success rates (63%
matric pass rate; NCV far lower); higher than
desired drop-out rates
• 45% drop-out rates in adult literacy
• 23% 14-18 year-olds not in school
• 2.8m youth not employed, not studying, not
disabled
• 50% 1st-time undergraduates drop out
National RPL strategy
• Incremental RPL research, and coordination
and use of this research
• Creation of National Help-Line (SAQA)
• Formation of a National RPL Task Team to
serve as a source of reference for SAQA.
Main role: to develop a coherent National
RPL Strategy, including funding strategy,
and greater articulation between national and
institutional policies
Incremental RPL research
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•
•
•
•
•
SAQA, QCs, Universities, SETAs, other
(SAQA-DoE RPL Conference, 2008)
(OECD 22-country study, 2008)
NQF Research Conference, 2010
RPL Conference, 2011
SAQA Partnership research model
(UWC, UKZN, WITS, Rhodes, JET)
• SAQA-UWC (Workers’ College; UCT;
IHRG; UWC; PLC)
Policy, Criteria, Guidelines
• RPL in the context of the NQF: Policy,
2002
• RPL in the context of the NQF: Criteria
and Guidelines document, 2003
www.saqa.org.za
Roles and functions of
ETQAs
• Accredit constituent providers for specific
standards/ qualifications on the NQF
• Promote quality amongst constituent
providers
• Monitor provision by constituent providers
• Evaluate assessment and facilitate quality
moderation amongst constituent providers
RPL needs to be integrated within ETQA/
provider assessment policies
Roles of ETQAs contd.
• ETQAs are important agents for the
implementation of the NQF. To be accredited,
they need to provide evidence of RPL
policies and procedures
• In fact, ETQAs have policies and procedures
for RPL, but are not implementing them.
There are fully developed implementation
plans and RPL projects in very few sectors
Criteria for
Quality Assurance of RPL
• Institutional policy and environment
• Services and support to learners
• Training and registration of RPL assessors and
key personnel
• Methods and processes of RPL assessment
• Quality Management Systems (moderation)
• Fees for RPL services
• RPL and curriculum development
A strategic framework for
implementation of RPL
• Audit current practice
• Develop detailed sector-specific plans for
RPL
• Develop capacity for RPL (staff; resources)
• Design and moderate appropriate RPL
assessment tools
• Develop review/ reporting mechanisms
• Develop a research base
Generic RPL process
• RPL evidence facilitator meets
candidate for pre-screening
• RPL evidence facilitator prepares
candidate for assessment; assessor
does specialized preparation
• RPL assessment is conducted
• Evidence is judged, moderated
• Feedback stage (credit awarded/ not)
• Post-assessment support (appeal)
Audit of current
practice
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•
•
•
•
Administration
Funding
Costing
Curriculum development
Regional collaboration
Development of
sector-specific plans
• Policies and procedures (purposes of
RPL, target market, support structures,
quality assurance)
• Articulation arrangements (intrainstitutional, inter-institutional,
administration, transcription of credits)
• Resources (person-hours, capacity
building, infrastructure, assessor/
moderator guides)
Capacity building:
resources and staff
• Staff training (evidence facilitators,
assessors, moderators)
• Assessor and moderator guidelines
Design and moderation of
RPL assessment
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•
•
•
•
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Methods and processes
Form, quality, and sources of evidence
Candidate support
RPL and curriculum development
Moderation and review
Quality assurance (fairness, validity,
reliability, practicability)
• Building a research base
From the OECD report
ETQAs need to:
• Operate verification/ moderation
effectively, to ensure valid and reliable
assessment
• Be responsive to the timelines and
practices of providers
• Provide comprehensive and reliable
data on numbers of successful RPL
learners, for the NLRD
From OECD contd.
• Impact of statutory and sectoral
barriers needs investigation
• Policy links between RPL for access
and redress are well established, but
there are disconnections between
policy and implementation
• Evidence of RPL for access/ progress
in HE, and for employees needing to
meet new regulations, but not of
recognition towards employment
From OECD contd.
• “Scattered islands of excellent
practice”
• SA at “Stage 5 of 7”
----nothing
----initial stages of RPL
----embryonic RPL practices
----existence of fragmented RPL practices
----set of consistent RPL practices (SA plus 5)
----a quasi RPL system (Irel., Denmk, Netherl., Norway)
----a fully fledged RPL system
You are invited
• Agency
• NQF Help Desk
0860 111 673
help@nqf.org.za
• NQF Research Conference, 2010
• National RPL Conference, early 2011
Thank you!