Contents
Contents......
Glossary......
Section One: Executive summary......
1.1 Introduction......
1.2. Defining RPL within the sa environment......
1.2.1. Types of RPL......
1.2.2. Quality assurance within the SA Context......
1.2.3. Assessment Methods......
1.2.4. Evidence For RPL......
1.2.5. Legislation That Supports RPL......
1.3. a profile of current trends and practices......
1.3.1. SETAs......
W&RSeta RPL Project......
1.3.2. RPL and Implementation in the Private Sector......
1.3.3. Further Education Institutions......
1.3.4. Public Private Partnerships......
1.4. RPL Trends & Practices: An International Perspective......
1.4.1. Australia......
1.4.2.Japan......
Japan......
1.4.3.Finland......
1.4.4.France......
1.4.5.Germany......
1.4.6.Canada......
1.4.7.USA......
1.4.8.UK......
1.4.9.Ireland......
1.4.10. South Korea......
1.5. International Case Studies......
Accreditation of Prior Learning in Europe: European Qualification Authority...
1.6. RPL IN THE W&R Sector......
1.6.1.Manchester Metropolitan University Business School: Partnership with Spain..
1.6.2.Project EQUAL......
1.6.3. Relyant SA......
1.7 Conclusion and considerations for W&Rseta......
Section two: introduction......
2.1. Revisiting the Project Scope......
2.2. Objectives of the research Report......
2.3.Methodological process undertaken in the research......
2.4. structure and guide to the report......
Section Three: contextualsing rpl Trends and practices within south africa......
3.1. Defining RPL within the sa environment......
3.2. Types of rpl......
3.3. Quality assurance within the Sa Context......
3.4. ASSESSMENT METHODS......
3.5. EVIDENCE FOR RPL......
3.6. LEGISLATION THAT SUPPORTS RPL......
3.7. a profile of current trends and practices......
3.7.1. SETAs......
3.7.2. RPL and Implementation in the Private Sector......
3.7.3. Further Education Institutions......
3.7.4. Public Private Partnerships......
3.7.4.1.Workforce advising and support services for retrenched workers......
3.7.4.2.Y4EA- The South African Case Study......
3.8. Conclusion......
3.8.1. Current Issues......
3.8.2. Lessons and Considerations for W&RSeta......
section four: RPL trends & Practices: an international perspective......
4.1. Introduction......
4.2. country perspective: rpl trends and practices......
4.2.1. Australia......
4.2.2.Japan......
Japan......
4.2.3.Finland......
4.2.4.France......
4.2.5.Germany......
4.2.6.Canada......
4.2.7.USA......
Assessment tools......
4.2.8.UK......
4.2.9.Ireland......
4.2.10. South Korea......
4.3. International Case Studies......
4.3.1. Case-Studies: Broad Country Approaches......
4.3.2. International Initiatives of RPL Provisioning......
4.3.2.1.CEDEFOP Leonardo da Vinci-programme: RPL Comparability Within Europe
4.3.2.2.CEDEFOP Leonardo da Vinci-programme: RPL Initiatives related to non-formal qualifications or skills
4.3.2.3.Canada: First Nations Technical Institute (FNTI)......
4.3.2.4.USA: Vermont State Colleges (VSC) System......
4.3.2.5. Canada: Open learning Agency (OLA)......
4.3.2.6.FAS: Training & Employment Authority Ireland......
4.3.2.7. Accreditation of Prior Learning in Europe: European Qualification Authority.
4.3.3.International Examples of RPL Instruments......
4.4. Possible lessons from international practices......
Section five: rpl in the wholesale and retail sector......
5.1. Introduction......
5.2. International Examples......
5.2.1.Manchester Metropolitan University Business School: Partnership with Spain..
5.2.2.Project EQUAL......
5.3. SA Examples......
5.3.1. Relyant......
Section six: conclusion and considerations for w&RSETA......
Glossary
ETQAEducation and Training Quality Assurance
NQFNational Qualifications Framework
NSDSNationals Skills Development Strategy
POEPortfolio of Evidence
RPLRecognition of Prior Learning
SAQASouth African Qualifications Authority
SETASector Education Training Authority
W&RWholesale and Retail
W&RSetaWholesale and Retail Sector Education Training Authority
WPAWorkplace Assessment
Section One:
Executive summary
1.1Introduction
The purpose of this task was to conduct an in-depth survey/ study of the trends and practices of RPL within South Africa and internationally. This included scanning the trends and practices of a range of entities such as Accreditation Centres/SETAs, private companies across all industries. Ultimately the research should afford W&RSeta insight and understanding on:
- Definition of RPL across countries and within South Africa.
- General principles of RPL nationally and internationally e.g. evidence of prior learning.
- Mechanisms used for conducting assessments.
- Requirements for RPL assessors
- Similarly identifying RPL trends within the wholesale and retail sector.
- Insight into tools and quality assurance processes.
- Identification of the main purposes of the RPL assessment.
- Identification of examples or best practices/case studies.
In terms of methodology, secondary research was conducted through internet searches, document synthesis in tandem with primary research which included contacting the respective international and national sources. Where possible telephonic contact was made with international bodies and site visits conducted locally.
1.2. Defining RPL within the sa environment
In terms of the Regulations under the SAQA Act, 1995, Act No 58 of 1995, Government Gazette No 6140, No R452, the definition for RPL is as follows:
“Recognition of prior learning” means the comparison of the previous learning and experience of a learner howsoever obtained against the learning outcomes required for a specified qualification, and the acceptance for purposes of qualification of that which meets the requirements.”
RPL recognises that there are different ways in which prior learning may have been acquired, for example:
- informal 'on-the-job' education and training
- self-study
- work experience (experiential learning)
- In-house education and training.
Hence, RPL is the practice through which learning in the workplace, in the community, in organisational and cultural activities is assessed for access and accreditation purposes.
The outcomes of RPL includes but are not limited to:
- An overview of what a person knows and can do
- Some form of recognition for the skills and knowledge a person has
- A learner receiving credit for a certain level of education and training
- The transferrral of credits from one place of learning to another without learning being repeated
- A statement that a person has all the skills to a job but not necessarily the required education or vice versa.
Similarly RPL is seen in the SA context as a way of assessing a person’s skills and competencies and providing a person with credits for programmes or subjects. This means that even if a person does not have the usual formal qualification, the person will have the opportunity of entering a programme at a university or other tertiary institute at an advanced level.
The interviews conducted and assimilation of secondary material reveals that the RPL process is generally perceived to be important for the following reasons:
- It recognises that that there are different ways to acquire knowledge and that our society should give equal value to different forms of knowledge, experience and skill.
- It can be used to redress past imbalances by recognising skills gained in working life. It provides accelerated access to further education and training by acknowledging what people already know and thus opens new opportunities for them.
- It allows learners to obtain credits against unit standards and qualifications for evidence of knowledge, experience and skills that have been acquired in ways other than through academic or vocational education.
- It can be used to identify any gaps in a learner's competence and can assist in developing an education and training plan to address these gaps.
- It provides access to education and training in the learner’s own way and time.
- It recognises learners' existing competence at the equivalent formal level, e.g. certificate, diploma or first-degree.
1.2.1. Types of RPL
There are two types of RPL and these are explained below[1]:
- RPL with existing verifiable evidence: With this type of RPL the learner will be able to provide evidence of past learning or experience gained. The process of assessing this form of RPL can be done in the following way:
- RPL without existing verifiable evidence: With this type of RPL the learner may have some past work experience and skills that relate to a unit standard or qualification but there is no verifiable evidence to prove competence. In this case RPL can be assessed in the following way:
The above types may be likened to the BankSeta’s analysis[2] that suggests that it is useful to think of WPA in terms of two broad approaches[3]. The first broad approach to WPA is identified as Event BasedAssessment, whilst the second approach is termed Naturalistic Assessment.
Event-based is visible where the learning process and its assessment are not necessarily continuous and holistic: the assessment punctuates separate steps in the learning process, and learning and assessment are not essentially integrated. Assessments are formal and distinct events separate from the learning process.
Its major weakness is that it often requires elaborate evidence-gathering by means of tests, simulations, examinations, panel interviews, and the like.
Naturalisticapproaches to assessment, by contrast, are evident where assessment is effected through an ongoing process of evidence collection, as competency develops and is evaluated in as naturalistic a setting as possible – the workplace, in the context of the supervisory relationship.
There appears to be a fine line between RPL practices and assessment –particularly amongst private companies. According to SQA assessment is a structured process of gathering evidence and making judgements about an individual’s performance in relation to registered standards and qualifications.
Additionally or in tandem with the traditional RPL process the tendency amongst the various SETAs is to undertake the following:
- Formative Assessment: refers to the assessment that takes place during the process of delivery of education and training.
- Summate Assessment:refers to the final assessment against a national unit standard and or qualification to determine whether the candidate has achieved integrated competence[4]. This is the final judgement about the candidate’s achievement and competence.
- Integrated assessment: in each unit standard specific and cross-field outcomes are assessed, applied competence is assessed and formative and summative assessments are used.
1.2.2. Quality assurance within the SA Context
Credibility can be achieved through the following principles for RPL assessment procedures and practices[5]:
- Validity
- Fairness
- Reliability & consistency
- Cost effectiveness
- Openness
- Systematic recording
The above are uniformerly applied across all SETAs and the identified RPL implementors.
1.2.3.Assessment Methods
A number of different assessment methods can be used in the RPL process:
- Oral assessment
- Project
- Case study
- Essay
- Examinations
- Demonstration or simulation
- Portfolio
1.2.4.Evidence For RPL
Evidence for RPL can be collected from a variety of sources. The following principles should guide the collection of evidence of past knowledge and experience:
- Direct evidence: should be collected from activities that are as similar as possible to the conditions of actual performance
- Sufficient evidence: should be of a sufficient quantity and of satisfactory quality
- Authentic evidence: should be reliable and truthful and should come from the learner who is being assessed and not from anyone else
- Evidence of competence: should be related to current competence and should show that the learner is currently capable of performing all the required activities.
The evidence that a learner collects in order to demonstrate competence is collected in a Portfolio of Evidence (POE). Some examples of evidence are:
- observation of the task by the assessor
- performance appraisal
- questioning the learner about the task
- training records
- testimonials
- examples of 'on the job' learning
- examples of projects undertaken.
1.2.5. Legislation That Supports RPL
The National Training Strategy Initiative outlines altogether thirteen principles of the NQF. One of these principles is the recognition of prior learning.
Recognition of prior learning is also promoted directly or indirectly by other legislation:
- Skills Development Act, No. 97 of 1998
- Employment Equity Act, No. 55 of 1998
- National Education Policy Act, Act 27 of 1996
1.3. a profile of current trends and practices
1.3.1. SETAs
Profile of SETAs in Terms of RPL ActivitySETA / Key RPL Activity
W&RSeta /
W&RSeta RPL Project
In lieu of this, the purpose of the W&RSeta RPL Project is two-fold:- To access the learner
- To redress the previous learning imbalances through recognition
Services Seta /
- Career Centre and Costs
Applications are through the career centre at a cost of R300 for the learner (this is to assist in the compilation of the POE). However all learnership candidates are RPLed as the RPL is integrated in the pre-assessment of the learner.
CETA / RPL project Sponsored by EU:
- Assessment Centres:
- Competency Acquisition Process
The important consideration is the sum of the evidence from all seven steps that weighted up together that form the basis for the recommendation for registration, rather than a single assessment event.
- Quality Management System
Chieta /
- Compiled document entitled: Guideline: Recognition of Prior Learning within the Chemical Industries Sector
- Sasol (a member company) has begun RPL initiatives since 1999.
Dideta /
- Assessor Training
Foodbev / RPL draft policy in place. Currently involved in pilot projects with two companies from their sector, viz. Robertsons and SAB (Prospecton).
FASSET / Standards document in place that outlines the RPL process for their industry.
Professional bodies are accredited as “agent” ETQAs by the Fasset ETQA department. These professional bodies then undertake any RPL activity that is required.
BankSeta / Compiled a document entitled: Workplace Assessment: Implementation in the Banking Sector
JET in partnership with CAEL to provide training to FNB bank employees to become RPL assessors, using a customized version of an online course that CAEL has offered since 1998. In this online training, provided completely over the Internet, CAEL, JET, and FNB have to date trained 481 people who are now in some stage of completing the course. By June, 2003, the bank plans to complete training for a total of 1000 people, with yet another 1000 people to be trained thereafter.
Merseta / The current RPL pilot project, which is currently being run in the New Tyre Chamber of the MERSETA emerged as a result of a negotiated policy or RPL by the major role in tyre sector.
Training of 800 trainee assessors was accomplished to target 12 000 employees.
.
1.3.2. RPL and Implementation in the Private Sector
The following companies were identified as being involved in RPL or related activity:
- Sasol
- Robertsons
- SAB-Miller (Prospecton)
- Relyant
- First National Bank
- Standard Bank
1.3.3. Further Education Institutions
- University of the Free State (UFS) and College of Education (University of the Witwatersrand)
Prior to the pilots neither institutions had a formally documented RPL policy, Both projects have stressed the importance of staff development for RPL assessment and advising. Both projects relied heavily on portfolio development as the vehicle for RPL assessment, within the provision of a credit-bearing portfolio development course.
1.3.4.Public Private Partnerships
- Workforce advising and support services for retrenched workers: This pilot project aims to create options, systems and financing for 1000 retrenched workers. The Division for Life Long Learning of JET has secured partnership with four key players: Department of Labour (Employment Services); Mineworkers Development Agency (MDA); National Union for Metalworkers of South Africa (NUMSA); and National union of Mineworkers (NUM). JET has developed a 3-day course to assist workers with developing personal and career goals and in a context of sharing and support. Co-ordination of education and training providers to implement RPL services.
- Y4EA- The South African Case Study: In 1999 the National Youth Commission, the Department of Public Works and organisations representing people with physical disabilities had a vision to make government owned buildings accessible to people with physical disabilities. A team was assembled to conceptualise, plan and implement the Pilot Project in three provinces that are poverty stricken: namely the Eastern Cape, Kwa-Zulu Natal and Limpopo. The youth were trained and to work on identified government owned buildings to make them user friendly to people with physical disabilities. Candidates were assessed against prior recognition and experience.
1.4. RPL Trends & Practices: An International Perspective
1.4.1. Australia
AustraliaIs defined as Recognition of Prior Learning is a systematic process to accredit learning gained outside formal educational institutions, by assessing relevant learning against the standards required by a university subject or course”. The multicultural character of the Australian society and the consequent need to integrate skilled workers from all over the world into the national labour market, has been an important motivation for the introduction of methods and systems for identification and validation of prior learning. The Technical and Further Education (TAFE) commission is responsible for vocational and continuing vocational education. 79% of universities have RPL initiatives in a number of areas, and/ or implemented RPL on an ad hoc basis. At the time, few institutions had formal policies in place.
1.4.2.Japan
Japan
So far, systems like the "RPL" or "Bilan de competence" have not been developed in Japan. This is not due to an ignorance of the importance of non-formal or experiential learning, rather to the basic structure and the cultural peculiarities of the Japanese training system. The "Trade Skills Tests", a responsibility of the Ministry of Labour, constitute the principal connection between the national qualifications system and continuing training within enterprises. These tests are based on the standards formulated through the national system and can be regarded as a form of identification and formal certification of prior learning (both experiential and formal). The Japanese validation system, based on the national qualification standards and the Trade Skills Tests, has been gradually developed and proved effective in a context of relative stability and low mobility.1.4.3.Finland
FinlandA system of "Competence-based qualifications" introduced by law in 1994. Its main purpose being to open up for validation and certification irrespective of the way in which the skills have been acquired. The National Board of Education in Finland presents the Competence-based qualification system. The competence-based qualification system refers to flexible and individual schemes for obtaining vocational qualifications, irrespective of how the person acquired his/her initial vocational skills. Vocational knowledge, skill or experience, whether acquired at work, in training or in leisure pursuits, may now be converted to an officially approved competence-based qualification. The standards and criteria defining the national framework of qualifications are defined by the National Board of Education. Unlike several other countries, a methodology based on the portfolio has not been introduced in Finland. Instead, the actual qualification is awarded by an examination board on the basis of a formally regulated exam/test. The qualifications covered and the geographical areas the individual board deal with are decided by the NBE. The Finnish example is interesting because it opens up validation and certification of prior learning, irrespective of the way in which the learning has been acquired and organised. It is also of interest that this validation is based on the national qualification framework and that an existing institutional basis (Ministry of Education, NBE, The Educational Committees and the educational institutions) are used.
1.4.4.France
FranceIntroduction of a law laying down the possibility of recognising prior learning (1985) leading to the general introduction of the "Bilan de competence" (1991) and "Centres de Bilan". These initiatives lead to individual "Dossiers" or "Portfolios" of competence.
The French system for identification and validation of prior learning was the first being established on a national level. Being influenced by experiences and methodologies from the USA (on enterprise and sector level), the objective of the French system is to identify and validate achievements from social as well as working life. This process of recognition is divided into two main stages. Firstly, by the personal and occupational competencies of workers are evaluated through a bilan de competence (competence audit). This allows the recognition of attainments gained outside the educational system. The Bilan de competence is the property of the person concerned and determines the current state of the individual's competence, both in a personal and occupational sense. Secondly, experiential attainments can be accredited for the award of a diploma or credit towards a diploma. This second stage allows experienced employees (who have at least five years experience) to have their non-academic learning recognised in order to gain exemption from part of the examination requirements. It gives formal recognition to the knowledge and skills, which people possess, it should ease access to education, reduce training times and increase the number of people with formally recognised qualifications.
If the bilan is undertaken within the framework of an enterprise training budget, it is financed from the companies' compulsory contribution to continuing professional development (1 to 1.5% of the payroll). If the request comes from the individual, he or she is entitled to educational leave for the bilan of competence (according to the Law of December 1991). The bilan is free for unemployed and for young people undertaking a training programme, in these cases the state pays.
1.4.5.Germany