REPORT ON THE ETDP SETA RPL COLLOQUIUM,
HELD AT THE AIRPORT GRAND HOTEL,
ON THE 8 MARCH 2011
Introduction
1.
Mr Thabani Gula, Programme Director, outlined the programme for the day and requested
participation and punctuality from attendees after break sessions.
Opening and Welcome
2.
The ETDP SETA COO, Dr Burton Malgas, welcomed all delegates including Board members,
training providers, invited speakers and staff to the colloquium. He indicated that a
colloquium is an informal gathering and the intention of this Colloquium was for discussing
issues concerning Recognition Prior Learning (RPL). He viewed the colloquium as a good start
to begin to discuss and look at ways to improve the implementation of RPL processes. Dr
Malgas wished all well in the day’s deliberations.
Purpose of the Colloquium
3.
The ETDP SETA CEO, Ms Nombulelo Nxesi, warmly welcomed all to the Colloquium including
Board members, Chamber members, Service providers and staff. Ms Nxesi outlined the main
purpose of the colloquium and declared the day for robust debate and discussion, including
acknowledging different perspectives, around the topic of RPL. She indicated that journey on
RPL now required agreement on a common understanding and approach to RPL. The CEO
called upon all delegates to fully participate and engage in the discussions and debate. She
confirmed that the issues and challenges around RPL still remain part of the transformation
agenda in terms of enabling access, mobility and progression within career paths, particularly
for those who remain disadvantaged. She acknowledged that there was still a need to deal
with unfair discrimination and confront realities and find solutions relating to RPL practices in
order to move forward.
The CEO indicated that RPL straddles apparent opposites and presents a dichotomy between
the world of academia and theory as well as the world of experience and work or practice
(knowledge and skills). There is a need to bridge the dichotomies or two worlds in order to
ensure redress and social justice for RPL. She provided a definition and description of RPL
(Osman and Castle) and outlined two approaches to RPL namely a developmental approach
which is geared towards a humanistic approach towards lifelong learning and thus socially
constructed and considered a softer option, whereas the second option being a credit
exchange approach which requires one to earn the credits. The CEO challenged Higher
Education Institutions and called upon all those involved in RPL processes to take the RPL
debate further and break the barriers of discrimination to enable access to those who have
previously been denied opportunities through RPL.
4.
Key Note Addresses
4.1
How to Implement RPL in the Organisation - Dr Elizabeth Smith (UNISA)
Dr Elizabeth Smith made a presentation titled “How to implement RPL in the organisation”.
Dr Smith began her talk by introducing us to two success stories of individuals who went
through the RPL process, namely one who had passed Standard 8 and had to leave school
early and required a matric; the other individual needed access into a Masters programme. Dr
Smith indicated that RPL is requested from various spectrums of life and age groups.
1
RPL is not a cheap or an easy process and there is value in any type of learning irrespective of
where/how it was acquired. A balancing act must be achieved between having a user friendly
RPL process as well as ensuring academic rigour and accountability. Guidelines are important
for RPL implementation. One of the challenges of RPL in South Africa is between philosophical
and policy issues on one hand and practical issues on the other.
Dr Smith indicated that when a candidate is RPL(ed) using a developmental approach you
cannot just RPL and then leave them. Training gaps have to be identified and the learner has
to be supported going forward.
Dr Smith presented her RPL model which is encompassed within the RPL strategy matrix. The
core of the model or specialised activities included three areas namely quality assurance,
planning RPL and implementing RPL. Within each area, the model outlined three different
levels namely: institutional, agency and candidate. Within each level it spoke to functions and
procedures. In some instance where the organisation is small it might be that the level of
organisation and agency is collapsed.
One of the key areas of RPL is planning and it is vital to keep records when conducting RPL.
An institution/organisation must have an RPL policy outlining its vision and mission. RPL
should be benchmarked against standards and indicate candidate’s requirements. Thorough
planning must be done prior to RPL implementation which includes the following questions how, which, when and where?
Organisational benchmarking includes:
 determine the baseline for acceptance of the candidate into programme such as minimum
number of years in the workplace e.g. sufficient prior learning (e.g. 3-5 years experience as
determined by the organisation);
 determine form of deliverables – fit the purpose to what the candidate wants
 Residency clause – 50% of Qualification must be achieved at the University – determine
minimum number of modules to be completed
 Determine the fee structures in terms of being realistic and possible subsidies available
 Determine learner support structures to enable candidates to bridge the gaps between
prior learning and formal learning.
An awareness campaign is critical. The provider must also have proper staffing including
assessors, advisors and verifiers. The candidate’s first meeting with RPL advisor is very
important in terms of being explained the process and clarifying needs as well as being advised
correctly.
Providers must be careful not to over or under assess the candidate. Minimal competence is
key in order to determine sufficiently competent. Throughout the process, review constantly
and change whatever is not working.
4.2
RPL: In search for valid and Sustainable mechanism in South Africa - Dr Ronel Blom
Dr Ronel Blom made a presentation titled “RPL: In search for valid and sustainable mechanism
in South Africa”. Dr Blom indicated that she was not speaking on behalf of Umalusi but from
her own research she had conducted. Dr Blom’s talk focused on her research design, samples,
and findings, expectations of RPL and conclusion of the research.
2
Dr Blom spoke about the importance of quality assurance and creating trust in the RPL
process. It is important to create an enabling environment for RPL. Key to this process is also
about deciding on your “target market” so that the RPL process can be contained and
managed accordingly. If it is RPL for redress there is need to define its purpose. Likewise if it
is RPL for access you also need to define its purpose.
Assessment methods and instruments need to be determined based on in-depth and
justifiable assessment methodologies including:
- assessing the results/outcomes of learning and applied knowledge
- combination of assessment approaches and instruments
- practicality (one-on-one/massified)
- challenge exams, assignments, projects, portfolio (not the only way),
- form and quality and sources of evidence
- being creative, not making RPL difficult or different
- equivalent learning
RPL is not about the learner being weak but rather that the learner may have been interrupted
in their formal learning at some point and therefore require an RPL process. RPL is part of
lifelong learning and also speaks to access and redress.
Expect mismatches such as expectations of learners, employers and institutions.
In implementing RPL, the quality assurance framework is critical for ensuring accountability
and maintaining trust and credibility in the process.
Dr Blom indicated that the greatest challenge is lack of government funding for RPL. She called
for valid and sustainable RPL systems and a conceptual framework for a respected and
credible system.
4.3
RPL and National Policy Development - Dr Heidi Bolton (SAQA)
Dr Heidi Bolton, Director of Research at SAQA, made a presentation on RPL and National Policy
Development. Dr Bolton provided a trajectory of RPL from 2002 to date. The RPL National
Policy was approved in 2002. She questioned whether the policy was still relevant.
Dr Bolton gave a comparison of RPL between South Africa and 21 other countries based on
the World OCECD study. The characteristics of the study rated the countries in terms of No
RPL; Initial; Embryonic; Fragmented; Consistent; Quasi system and Fully Fledged system.
South Africa was rated with countries which have a set of consistent practices. Based on all
the countries incorporated in the study it was found that there is no country in the world
which has a fully fledged RPL system.
Dr Bolton reminded of the focus on RPL which is indicated in the NQF Act (2008). SAQAs role
is to ensure communication, coordination and collaboration regarding RPL. RPL is for access,
redress and recognition.
Dr Bolton provided a snapshot of RPL across different contexts namely Higher Education
Institutions, Further Education Institutions/Training Colleges and Private Providers.
3
HIGHER EDUCATION
INSTITUTIONS
22 of the 23 institutions have
RPL policies, 10 implement
RPL on an ad hoc basis, 02
have decentralised RPL
models and 10 have
centralised models.
FET COLLEGES
PRIVATE PROVIDERS
There is less focus on RPL.
New partnerships are
emerging between SETA’s
and FET Colleges e.g. TETA
SETA
There are 33 RPL providers
including 18 training centres,
03 RPL centres, 07
professional bodies, 4
workplaces and 01
consultancy.
Dr Bolton indicated that SAQA has implemented an NQF and Career Advice Helpline which is
flooded with calls related to RPL.
Dr Bolton indicated that very few SETAs track RPL achievements and there are different RPL
models across SETAs. Within the FET sector there is even less focus on RPL.
Dr Bolton gave feedback on the National RPL Strategy which includes:
 RPL research (scan, conduct, coordinate, disseminate)
 NQF and career advice and establish RPL “clearing house”- inform clients where to go to
get assistance
 RPL networks and development initiatives
 Conduct and communicate RPL strategy
 Create viable funding mechanisms including incentives and subsidies
 Create standardised tools and techniques which are flexible and can be customised for
sub-sectors not “one size fits all” approach
 Starting conversations that will lead to addressing barriers
 Professionalising of RPL practitioners
Dr Bolton also reported on the outcomes of the National RPL Conference which was held at
the Koponong Hotel, Benoni, Gauteng Province, from 23-25 February 2011. The conference
focused on three sub-themes which were Resourcing RPL; Effective RPL delivery models; and
Quality Assurance of RPL. A national task team will be appointed by the Minister of DHET and a
reference group are to be established. Inputs on the draft RPL document titled “Working
Document on RPL Principles” are welcomed until the 31 March 2011.
RPL is central to NSDS III. RPL guidelines and targets will be communicated by DHET to SETAs
and they will form part of the Service Level Agreements (SLA) with each respective SETA.
4.4
Questions:
1.
What is difference between RPL advisor and assessor
The RPL advisor takes on a mentor role and advises and guides the RPL candidate on the
process. The Assessor is responsible for conducting assessment of the candidate. These
can be different people depending on availability of resources and the size of
institutions/organisations.
2.
Is there a need to be registered? How?
4
There are goals towards professionalization relating to the training of assessors and RPL
practitioners. This is something that needs to be further elaborated in discussions in the
breakaway sessions.
3.
Does competence in 50% hold for certification or access.
Both apply.
4.
Should RPL be indicated?
No it is discriminatory. However, the Certifying Body can keep records of which learners
completed training through RPL processes for research purposes but not for public
consumption.
5.
Is it individuals or organisations who initiate RPL?
It can be either or both. Some sectors may request RPL depending on the purpose
intended but it depends on the context.
6.
How can providers be included in SAQA database?
Providers can contact SAQA directly or you can email Dr Heidi Bolton, Director of
Research, directly.
7.
How accessible has RPL become? Recommendation for RPL information to be available
in user-friendly or accessible format.
SAQA has developed its first RPL poster which shows a checklist for RPL – 7 things to do.
The second poster is in process and will focus on “What is RPL”. It will be like an
umbrella with different RPL definitions. Perhaps we need billboards on the freeway.
Other options will be explored to make it easier and accessible.
SAQA plays a key role in terms of ensuring articulation between the three Quality
Councils. In addition, SAQA has a role to ensure communicate, collaboration and
coordination regarding NQF issues.
Whilst information may be available there is a need for a central RPL office to be used as
a clearing house to help inform the different roleplayers and stakeholders and public
about RPL information, initiatives and projects, etc.
8.
What is the role of SAQA in ensuring FET colleges develop RPL policy and strategies for
workers who cannot access qualifications?
With regards to the public FET sector, it was destabilised with the new NCV Qualification
and therefore has been challenged with RPL. The FET RPL Policy was not implemented.
However, there is talk about credit transfer.
9.
What opportunities are being created in the workplace for RPL?
There are different points of view with regard to workplace learning and RPL. Workers
have different points of view from employers and tensions exist between.
5
In the workplaces, people need to be clear of expectations and clarify why doing it
(purpose), e.g. promotion, higher salary, etc.
10.
Why is 3-5 years experience needed?
Unisa decided on the bench mark of 3-5 year experience. Each organisation/institution
will need to determine their criteria in line with the context.
11.
There are different models of RPL. An example was given of the ODETDP Qualification
but learners are not recognised once they have completed it. What message is delivered
to relevant authorities?
There is an NQF Steering Committee consisting of CEOs and Chairpersons of the three
Quality Councils, SAQA and Minister. The committee meets approximately every two
months and tomorrow they will be meeting (9 March 2011). The message is in the same
room and currently they are discussing strategic issues.
12.
What is the purpose of RPL with regards to number of graduates who exit but are
unemployable? How is RPL balanced to ensure learners get decent employment, better
conditions and better pay?
The intention is not about unemployability. If there are gaps in implementation these
need to be addressed.
There are systemic and regulatory issues that inhibit RPL. Certain regulatory issues need
to be changed. There are chains of events that need to happen in order for RPL to be
implemented, particularly at political, institutional and fiscal level.
HESA is responsible for regulations regarding access into higher education.
Conversations are important in order to ensure policy can be implemented. RPL requires
rands/cents, people capacity and funding otherwise it won’t happen. Need to challenge
systemic and regulatory issues if not working. Engage with and have conversation with
relevant parties or authorities.
13.
RPL for access, redress and recognition. How is RPL understood currently within the
South African context? Can South Africa revolutionise RPL in order to contribute to the
millions of poor South African workers? Can RPL contribute positively under a capitalist
mode of production?
There are different understandings in relation to the different purposes. RPL goes to the
boundary of a system and it has great potential.
RPL enables achievement of a Qualification and makes it easier to get a job. If achieve a
qualification then it is a foot in the door but wont ensure a job. Tools, paper and
certification can’t assure or control economy.
Anti-capitalist then look at Radical RPL.
6
5.
Presentations by Training Providers who Implement RPL
5.1
Training Provider: Learnsys (Prior Learning Centre) - Dr Karen Deller
Prior Learning Centre is a dedicated RPL provider.
The RPL model is developmental and based on:
 Candidates learning along the journey and includes current competence
 RPL for full qualifications
 The view that RPL is a pedagogy
 SETA rules
 Acknowledging that learning takes place during the RPL journey
The Institution engages candidates in PoE development for 02 days. Discussions are also held
with candidates regarding unit standards in order to understand, discuss and analyse as a
group. Candidates are also engaged in Naturally Occurring Evidence (NOE), group discussions,
presentations and interviews, structured assignments and challenge tests. There are
dedicated coaches and assessors. The Institution conducts RPL to large groups and business to
business.
Dr Deller pointed out the following lessons for policy makers:
 RPL is not a single concept and not a one size fits all approach
 Reconsider the traditional PoE as it can be an unfair assessment practice as it favours a
particular learning style, academic literacy, structure and logical.
 Acknowledge the difference between workplace and classroom learning. These require
different methods of assessment
 RPL assessors need different skills from mainstream assessors
 Some SETA’s do not fund RPL
 Funding models don’t accommodate the unemployed
 SETA’s should set RPL targets
 SETA’s should move away from technicist model
 Need to have dedicated RPL centres
 Train SETA staff on RPL
 Be aware of draft QCTO qualification structure and framework. They are not RPL enabling
 Trust your training providers, we can help.
5.2
Provider Input: Omni Learning and Consulting - Lize Moldenhauer
Liz Moldenhauer outlined their institutions’ RPL implementation process flow (QMS) from
registration to certification.
In the process of implementation the focus is on quality. The following was noted in the
process:

An increasing focus is on employer needs

There is a need for efficiency in the process

A positive learning culture is important

When implementing RPL the focus is on employability and making a difference

Need to be flexible for clients.

Not a one size fits all approach to RPL.

Need to understand implementation flow and have good administration policies.
7




5.3
When using RPL for full qualification the focus on gaps are taken into consideration and
training conducted
Whilst the learner has acquired experience in relation to the qualification against which
they are being RPL for they are not necessarily experienced in compiling a Portfolio of
Evidence (PoE) . Therefore, additional support is provided for this process.
An RPL example was provided which lead to employment and promotion for workers.
Options were available for those that wished to enter on a learnership or go through
the process of RPL.
Provider Input: Intertrain – Erica Botha
Ms Erica Botha focused on RPL lessons and suggestions for providers and assessors. Erica
outlined lessons learnt from involvement in 03 RPL projects (Forestry industry, Chemical
industry, Metal and Engineering Industry).
The lessons learnt and suggestions are:
 It is important to plan
 Communicate the benefits and processes
 Involve management
 Address prior negative experience of assessors and moderators
 Simplify assessment jargon
 Integrate assessment
 Recognise learning, identify training gaps and address them
 RPL must complement education and training
 Involve unions
 Use a self assessment tool
 Establish and maintain ETQA trust
 Run RPL awareness sessions
 Simplify PoE compilations
 Review processes for improvement
5.4
Provider Input: Dionysus - Irene James
Ms Irene James, from Dionysus, focused her presentation on RPL experiences with workers
who were considered semi-literate so the focus was on ABET training. The project was about
ensuring that employees had foundational learning competence in order to perform better at
the workplace, and thereafter the learners were enabled to access a learnership at NQF Level
4.
Lessons learnt:
 One the challenges was initially understanding what the employers wanted to achieve
and this the need to unpack the job requirements and competencies required
 Some barriers experienced along the way especially from management which required
intervention from top management
 Success factors depended on commitment from all stakeholders
 Need for incentives particularly for recognising RPL champions in the workplace
 Need to ensure industry involvement and participation in the process
8
6.
Commission Report Backs
6.1
Commission 1: Understandings of RPL
Questions:
- What is your understanding of RPL?
 RPL is a system that links experience and knowledge to receive a formal qualification.
 A system that acknowledges previously obtained skills and knowledge
- What is the purpose(s) of RPL?
 Redress past inequalities
 Mobility and employment
 Address scarce skills and critical skills
 Access and recognition
- Who is RPL for?
 People who are working already and unemployed
 Adult learners
 Youth
- Where is there most need for RPL?
 Workplaces
 Informal sector
 Communities
- How can RPL be used in different contexts?
 Lost skills
 To create employment
 To assist people to earn a qualification on the job
 Trade and academic achievement
 Using an integrated approach
6.2
Commission 2: Different Models of RPL
Questions:
- What are the different models of RPL in the ETD sector?
 Credit exchange
- formal learning
- theory focused
 Development learning
- Experiential learning
- Identifying learning gaps
- What are the implications of the different models of RPL on:
- Resourcing?
- Quality assurance?
- Learners?
9




6.3
Need for ETDP SETA to pilot a model to inform processes and learn from the process
Funding model will be influenced by the pilot and the RPL purpose
Need for a policy to guide the different role players and quality assurance processes
Need for capacity building initiatives at different levels with providers, employers and
Quality Assurance staff
Commission 3: Challenges Associated with Implementing RPL
Questions:
- What are some of the challenges associated with implementing RPL?
 Collaborative consultancy
employer driven
 Voice of employers?
 Voice of private providers?
 There is no national strategy from Government to ensure implementation of RPL.
 Strategy to be monitored.
 Lack of capacity from private providers to implement RPL
 Clearly describing qualifications that are achieved through RPL
 Need to cater for unemployed and retrenched
- What strategies can be suggested for resolving challenges associated with RPL?
 Guidance and support from ETDP SETA
 Flexibility on implementation
 More capacity building workshops similar to this Colloquium
 Awareness campaign
 Referral system to more knowledgeable and experienced providers
 Integrated approach to RPL implementation
 Funding for RPL to providers
 Common understanding of RPL amongst quality assuring bodies
 Binding contract for workplace
 Access for employed
- What support or guidance do you require from the ETDP SETA as Providers or Constituencies
in order to implement RPL?
 Funding
 Clear guidance on RPL implementation
 Review policy on RPL
 Identify qualification areas for RPL
 QCTO to be sensitive to RPL processes
Support from Providers
 Refer to each other
 Share experiences
 Collaboration
 A formal structure
 View competition as positive
 Research data accessible to providers
10
6.4
Commission 4: Resourcing of RPL
Questions:
- How should RPL be funded and/or resourced in the ETD sector?
Resources
 ETDP SETA to plan within main budget as part of strategy to have specific focus on RPL
 Pilot project with specific targets in order to learn from process and come up with guide
 Dependant on different purpose and contexts such as access, redress and developmental
 Need for workplace champions to be trained in RPL
 Need for registered assessors and RPL practitioners to professionalise the field
Funding
 Needs to be explored from different sources
 Depends on different interests and purposes
 Employers accessing discretionary grants as incentive
 Individuals
 SETA pilot project to develop policy and guidelines and provide a platform for
implementation. Cannot fund widespread
- What are some of the possible models/options for funding RPL?
 The SSP provides the basis for determining the needs around RPL in the ETD sector
 Diverse sector therefore need for different models depending on different purposes such
as access, redress, development, recognition.
 Need for informed research to guide models e.g. Scarce and Critical Skills Guide
 Need to prioritise needs and develop strategy within for ETD sector
 Need to learn lessons from modes to date
 Determine short term, medium term and long term goals for RPL
 Need different funding models to test RPL
 ETDP SETA to develop a funding model guide for provider to help inform the sector. Such a
guideline will help inform calculations of costs for different purposes including levels,
credits, qualifications and or unit standards. The guideline needs to be useful so that it can
be contextualised
- What key objectives and activities should be included in the ETDP SETA’s RPL
implementation strategy?
 Capacity building initiatives at different levels including employers and training providers
 Marketing and Advocacy: Communicate what RPL is available and how to access it
 RPL guidelines that can be contextualised including defining objective, determining
activities and target and determining funding mechanism
 Research areas defined and informed by priorities
 Need for improved and revised standards in assessment and RPL in order to meet
workplace needs and to enable the field to be professionalised.
7.
Closure and Way Forward
Mr Mandla Msweli, Chairperson of the Permanent Committee and Exco Member of the ETDP
SETA Board, thanked everyone for the fruitful discussion and engagement on the issues
relating to RPL. He called for everyone to fully participate in the implementation of RPL and to
ensure that RPL benefits those that it was intended for, thus ensuring access, redress and
developmental learning.
11
Mr Thabani Gula, Programme Director, thanked everyone who had participated in the process
of the Colloquium and for the quality engagements in the commissions and report backs. He
informed everyone that they would receive a report on the outcome of today’s proceedings as
well as copies of presentations which were not included in the pack. Unit the next RPL
Colloquium he indicated that further updates will be communicated by the SETA regarding
RPL issues.
12