Implementing RPL:
Agriculture
Loffie Naude
18 September 2014
1
NQF & RPL
RPL case
studies
Purpose
4
Terms
2
Objectives
5
RPL in
South Africa
3
Scope
6
RPL and the
NQF
Projects
7
Looking
forward
Policy
priorities
8
Responsibilities
for
implementation
9
Transitional
arrangements
NQF and RPL
The NQF
The NQF is a single integrated system which
comprises of three co-ordinated qualifications
sub-frameworks:
1.
2.
3.
General and Further Education and Training Qualifications Subframework (GFETQSF) overseen by Umalusi
Higher Education Qualifications Sub-framework (HEQSF)
overseen by the CHE
Occupational Qualifications Sub-framework (OQSF) overseen by
the QCTO
The sub-frameworks were determined on 14 December 2012 and amended on 30
August 2013; the sub-framework policies for the GFETQSF and HEQSF were determined
on 2 August 2013 (the OQSF policy will be finalised in the near future)
National Qualifications Framework
10
Doctoral Degree
Doctoral Degree (Professional)
*
9
Master’s Degree
Master’s Degree (Professional)
*
8
Bachelor Honours Degree
Postgraduate Diploma
Bachelor’s Degree
Occupational Certificate (Level 8)
7
Bachelor’s Degree
Advanced Diploma
Occupational Certificate (Level 7)
6
Diploma
Advanced Certificate
Occupational Certificate (Level 6)
5
Higher Certificate
Occupational Certificate (Level 5)
4
National Certificate
Occupational Certificate (Level 4)
3
Intermediate Certificate
Occupational Certificate (Level 3)
2
Elementary Certificate
Occupational Certificate (Level 2)
1
General Certificate
Occupational Certificate (Level 1)
* Qualification types beyond Level 8 on the OQSF have not been determined
Occupational Qualifications Sub-Framework
Higher Education Qualifications SubFramework
Sub-framework and qualification types
General and
Further Education
and Training
Qualifications SubFramework
Level
“Of all the expectations placed on the NQF,
the aspiration for a system of prior
learning was perhaps the most
significant”
Study Team on the Implementation of the NQF, April 2002
RPL since 2011
• RPL implemented by over 253 providers
• SAQA is currently assisting with over 20 organisational RPL
initiatives, with potential to reach 200,000
• 22 of 23 HEI implementing
(12 have decentralised models, 10
centralised)
• RPL known in the following sectors: Manufacturing and Engineering/
Chemical Industry/ Mining Industry/ materials Handling Equipment/
Banking sector/ Financial Services/ Business Practice/ Wholesale and
Retail sector/ Labour broking/ Education and Training/ Public
Service/ Media; Print, radio, TV/Public Service/Real Estate
• NAMB is championing ARPL (seven steps towards
becoming an artisan, including RPL)
• Estimated numbers: 51,000+
Back
COORDINATED APPROACH TO RPL
SAQA
Research
Partnership
with UWC
SAQA RPL
Reference
Group
RPL
Conference
2014
New
National
RPL Policy
2013
Existing SAQA RPL
Policy (2002, 2003)
Strategic
RPL
projects
Ministerial
RPL Task
Team
SAQA website,
NQF website, RPL
portal
RPL Policy
Implementation
Plan 2014-2019
WHAT IS RPL?
Principles
and
processes
through
which
Prior
knowledge
and skills
are
Made visible
Mediated
Assessed
for the
purposes of
Alternative access
Admission
Recognition
Certification
Further learning
Development
FORMS OF RPL
Alternative
access route for
those that do not
meet formal entry
requirements
Applies to
accredited
providers and
workplaces
RPL
for
access
RPL
for
credits
Credits for, or
towards, a
qualification or
part qualification
registered on the
NQF
The revised
National Policy
for RPL
Implementation
PURPOSE
• Position RPL in relation to NQF principles and
priorities
• Ensure that implementation is achieved by:
• a comprehensive, quality-assured, resourcedriven approach
• ensuring quality assurance and
benchmarking of RPL overseen by SAQA
and the three Quality Councils
• addressing barriers
• Recognising different kinds of RPL/ purposes
for RPL
• Providing for national co-ordination
Back
OBJECTIVES
• Provide for implementation of RPL (resourcing,
effective delivery, quality assurance)
• Enable shared understanding, holistic RPL
• Enable sector criteria/ institutional policies
• Set national guidelines for implementation, and
gathering/documenting/reporting RPL
• Enable candidates to attain recognition for personal
development, access, or progression in learning or
work
• Recognise roles of the various role-players
• Enable national coordination of RPL by SAQA
(research, support, advocacy, mainstreaming)
Back
SCOPE
• Provides for the role of SAQA in co-ordinating the
development of RPL policies and practices across all
sub-frameworks of the NQF in co-operation with:
• the three Quality Councils
• education institutions and skills development
providers
• workplaces
• assessment sites
• recognised professional bodies
• RPL practitioners
Back
TERMS
RPL – the principles and processes through which the
prior knowledge and skills of a person are made visible,
mediated and assessed for the purposes of alternative
access and admission, recognition and certification,
or further learning and development
RPL practitioner – a person that functions in one or
more aspects of RPL provision (including policy
development, advising, portfolio course design and
facilitation, assessment and moderation,
administration, monitoring and evaluation, research
and development)
Back
RPL IN SOUTH AFRICA
• The RPL process is multi-dimensional and multicontextual and holistic
• RPL may be carried out at any level of learning and at
any NQF level
• The following principles are important:
• The focus is on what has been learned, not on the status
of the institution/organisation/place where the learning
was obtained.
• Credit is awarded for knowledge and skills acquired
through experience and not for experience alone.
• Prior learning is made explicit through assessment and/or
other methods
• Candidate guidance and support, preparation of
evidence, appropriate teaching and learning, mentoring
and assessment are key.
Back
RPL & THE NQF
• NQF qualifications/part-qualifications may be
awarded in whole or in part through RPL
---must include provision for alternative entrylevel requirements so candidates can be
admitted to study towards the qualification, or
part-qualification, through RPL
• No distinction (other than for data analysis) can
be made between achievements obtained via
RPL/ conventional means
• Providers must record/ submit RPL data through
the relevant QC
Back
POLICY PRIORITY 1:
QUALITY ASSURANCE OF RPL
• Establishment of and adherence to policies,
standards, processes, and associated practices
• Standardised practices must grow within sectors
(one approach may not work across different
contexts)
• Quality indicators such as fitness for purpose,
transparency, and fair outcomes – are needed
• Integrity of processes and outcomes
needs to be protected
POLICY PRIORITY 2:
RESOURCING OF RPL
• Includes direct and indirect physical,
infrastructural, human, financial capacity to
build and maintain sustainable mainstream RPL
• Opportunities must be created for equitable
access to RPL (redress)
• Government/ other subsidisation of RPL must
be identified by SAQA
• Private sector RPL needs to be encouraged
• Consistent pricing of RPL needed
• Sharing RPL facilities, staff, expertise across
institutions is encouraged
POLICY PRIORITY 3:
EFFECTIVE DELIVERY OF RPL
• Delivery must take cognisance of lessons
learned (in research, practice)
• RPL for returning-to-learning youth and adults is
encouraged and needs to be resourced in
collaboration with all relevant stakeholders
• RPL needs to be expanded with targets in
workplaces and institutions of learning
• RPL as tool for transformation needs to benefit
those speaking all languages, not only the
dominant language(s)
• Identify
• Initiate
• Major
industrial
sector
• Public
sector
• Sectorspecific
centres
• Community
education
and
training
•
•
•
•
Conduct
Monitor
Evaluate
Benchmark
Advocacy
Initiate
Encourage
Guide
Support
Support and advice
•
•
•
•
Strategic projects
• Conduct
• Coordinate
• Disseminate
Professionalisation
Research
POLICY PRIORITY 4:
NATIONAL RPL COORDINATION
• Marketing
• Public
perception
of RPL
• Conference
in 2014
Back
SUMMARY: SAQA RESPONSIBILITIES
• Develop national policy and criteria
• Co-ordinate the sub-frameworks of the NQF,
including the alignment of sub-framework policies
on RPL, and articulation across the system
• Recognise professional bodies and register
professional designations (specification of an RPL
route is a requirement for listing of professional
designations)
• Oversee the national coordination of RPL
SUMMARY: QUALITY COUNCIL
RESPONSIBILITIES
• Develop RPL policy for the sub-framework,
monitor/evaluate implementation (providers)
• Collaborate/ foster relationships with SAQA, NAMB,
SETAs, professional bodies and others
• Facilitate and monitor enabling agreements, and
training of RPL advisors, facilitators, assessors,
moderators, and administrators
• Ensure consistency in RPL policy application
• Support co-ordinated development of generic RPL
toolkits and instruments
• Ensure no distinction between conventional and RPL
achievements
• Conduct and oversee RPL-related research
SUMMARY: RESPONSIBILITIES OF
PROVIDERS
• Progressively develop capacity to implement RPL,
ensure staff capacity, effective planning, funding
• Collaborate with SAQA, NAMB, the Quality Councils,
professional to advance RPL implementation,
monitoring, evaluation
• Incentivise and support the registration and CPD of
RPL practitioners
• Provide advice, counselling and other support services
for RPL candidates throughout
• Establish an appeal process for RPL
• Ensure an equitable fee structure
• Develop an information management system
SUMMARY: RESPONSIBILITIES OF
PROFESSIONAL BODIES
• Comply with national policy and criteria for the
recognition of professional bodies and the registration
of professional designations
• Include an RPL route as an integral requirement for
attainment of professional designations
• Collaborate with SAQA, the Quality Councils and the
relevant providers to incentivise and advance quality
RPL provisioning
• Progressively develop and enhance capacity to
initiate and support RPL provision in accordance with
this policy
SUMMARY: RESPONSIBILITIES OF
RPL PRACTITIONERS
• Adhere to requirements set out in this policy and
determined by the relevant bodies and governance
structures, which may include a Quality Council, a
workplace and a professional body
• Meet professional requirements, including
participation in continuing professional development
activities, to be developed and agreed with the
community of RPL practitioners, relevant bodies and
governance structures through the national
coordination of RPL as set out in this policy
SUMMARY: RESPONSIBILITIES OF
RPL CANDIDATES
• Accept co-responsibility as an equal partner in the RPL
process.
• Expect to be treated without unfair discrimination.
• Respect the processes and procedures of institutions
and workplaces.
Back
TRANSITIONAL ARRANGEMENTS
• The Criteria and guidelines for the implementation of
RPL developed in 2004 by SAQA will be replaced by
new guidelines as soon as these have been
developed.
• This policy comes into effect on the date of its
publication(March 2013).
• This policy replaces The recognition of prior learning in
the context of the South African NQF policy
developed in 2002 by SAQA.
Back
PROJECTS
SAQA STRATEGIC RPL PROJECTS
SAPS band members in
partnership with Trinity
College London
Department of Public Service
Administration
Marine Industry Association
of South Africa (MIASA) in
cooperation with NAMB
Community Development
Practitioners in partnership
with Department of Social
Development, Department of
Cooperative Governance,
ETDP SETA
DENOSA and Nursing
Colleges
Education Labour Relations
Council
Game Rangers in partnership
with Rhodes University, the
World Wildlife Federation
(WWF) and SANParks
Grain Silo industry with
Deloitte
e.TV
Support to SASCOC for SA
Coaching Framework
development
Support to the SANDF war
veterans
Correctional services to
develop an RPL model for
offenders towards NCV, and
N courses
Looking
forward
A FOCUS ON IMPLEMENTATION
•
With stability in the system, as confirmed by the
White Paper on PSET, SAQA will have the
opportunity to focus on implementation
•
This will include:
• Monitoring and evaluation
• Interventions where required (e.g. for RPL, short
courses, international qualifications)
• Strategic partnerships
• Strong emphasis on advocacy and
communication
ALTERNATIVE ACCESS
Process
QUALIFICATION
ASSESSMENT
Leveling
INFORMAL LEARNING
WORKPLACE EXPERIENCE
LIFE EXPERIENCE
FORMAL LEARNING
UNIVERSITY
TVET COLLEGE
SCHOOL
WHO WILL BE THE DRIVER?
• AgriSETA?
• Department of Agriculture?
• Unions?
• OR
• RPL Centre with collaboration between all
relevant entities?
LEARNER-CENTREDNESS
LEARNER-CENTREDNESS
• The learner is at the centre of the RPL process –
human dignity
• RPL provides opportunities for further
development
• RPL aims to redress past imbalances
• RPL provides support to learners
towards success
• RPL is a change agent
LEARNER-CENTREDNESS
• For a while it is possible for an outsider to
build a man’s house but an outsider cannot
give a man pride and self-confidence…
Those things a man has to create for himself
by his own actions. He develops himself by
what he does…by making his own decisions,
by increasing his understanding of what he
is doing and why; by his own full
participation – Julius Nyerere.
RPL CHALLENGES
Systemic issues
Organisational issues
Funding
Personal factors
Transfer of knowledge
RPL is a boundary
shifting agent aiming
at recognition of
knowledge gained
informally and nonformally – addressing
the educational needs
of all workers
THANK YOU!