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TITLE: RPL Policy
Policy Number / 0064
Effective Date / Date of APPROVAL
NextRevision Date / 2013
Approved By / 02/12/2009
  1. DEFINITIONS
  2. The College – Waterberg FET College
  1. RPL DEFINITION

Recognition of Prior Learning(RPL) is a system where skills, knowledge, and competencies which have been gained in the workplace, community, in part time jobs, during parenting or practicing hobbies can be assessed and awarded credits, to enable them to gain access to education even though they don’t meet the normal entrance requirements.

  1. PURPOSE OF RPL

The purpose of this policy is to provide guidelines how to gather evidence, assess, make judgments and award credits to an individual’s performance with regards to standards and qualifications. RPL contribute to holistic assessment and self-assessment of people entering on a learning path and enrich the academy and the Curriculum by facilitating dialogue across sites of knowledge and practice.

  1. RPL PRINCIPLES

The following principles will underpin processes and procedures for the recognition of prior learning:

4.1.Assessment must recognize learning from experience, and not simply experience;

4.2.Assessment of learning must be based on evidence;

4.3.The learning assessed must be related to the purpose for which the recognition is required;

4.4.Learning must be assessed against the learning outcomes (and not primarily the content) of specific qualifications and/or modules;

4.5.The learning must be assessed as sufficient and current;

4.6.Quality assurance procedures must guarantee the integrity and credibility of the assessment.

  1. LEGISLATIVE CONTEXT TO RPL

As seen from the different Acts, RPL have become an integral part of South African education and training. South African Qualifications Authority Act, no. 58 of 1995 is supporting regulations, policies and guidelines concerning RPL. The Skills Development Act, no. 97 of 1997, this Act is explicit about the need for redress. One of the purposes of this Act is “to improve the employment prospects of persons previously disadvantaged by unfair discrimination and to redress those disadvantages through training and education” (Heyns, J P, 2004). The Higher Education Act, no. 101 of 1997 states”redresses past discrimination and ensure representivity and equal access”. The Education White Paper (1997, DoE, No 3) express that “higher education must be transformed to redress past inequalities, to serve a new social order, to meet pressing national needs and to respond to new realities and opportunities”. The White Paper states also that higher education will open its doors, in the spirit of lifelong learning, to workers, professionals and adult learners in pursuit of multi-skilling and re-skilling, whose access to higher education was denied in the past.The draft New Academic Policy (NAP) distinguishes between two types of RPL: the recognition of accredited learning and the recognition of prior experiential learning. The Further Education and Training Act, no. 98 of 1998 states: Access to the FET band can be gained through the General Education and Training Certificate or equivalent qualification corresponding to NQF Level 1, as well as by other means, e.g. recognition of prior learning processes.

  1. PROCESSES FOR IMPLEMENTATION OF RPL

Accrediting learning obtained through experience (for either access or credit) will require the following procedures, at both undergraduate and postgraduate levels.

6.1.Preliminary information and advice (which may be a recommendation not to proceed with RPL)

6.2.Preparation of an application (with the assistance of a mentor) to demonstrate appropriate competence in terms of outcomes

6.2.1.Evidence may take the form of modules or qualifications completed at another institution, a challenge examination or assignment, a portfolio etc.

6.2.2.A portfolio provides documentary evidence in support of the specific RPL application. Some documentation (e.g. academic transcripts or motivations) may be specified by programmes, as required for entrance to specific qualifications. The candidate may include any further documentation (in written, visual or aural/oral form, as appropriate for the discipline involved) in support of the application. In addition, an interview may be required.

6.3.Payment of a fee

6.3.1.RPL candidates will be required to pay a fee as determined by the College. Fees may include an initial application fee, and further fees in terms of services rendered. Fees must be affordable and may not exceed the study costs of any credits being applied for.

6.4.Assessment and accreditation

6.5.Recording of RPL results

6.6.Appeals

6.7.Post-assessment guidance

  1. APPROVAL PROCESSES
  2. Programme procedures which are consistent with institutional RPL policy and which include precise assessment criteria, on the basis of established access competencies, should be approved by the Academic Board,
  3. Assessment of all applicants should be approved by Academic Board, prior to student registration;
  4. The institution of an advisory task team in each College, with direct participation by all disciplines implementing RPL, is strongly recommended.
  5. Performance of students admitted by RPL should be closely monitored, and implementation and effectiveness of RPL evaluated annually by Deputy Principal Academic Services.
  1. INFRASTRUCTURAL IMPLICATIONS

RPL will require the following infrastructural support:

8.1.Appropriate physical and human resources to administer RPL. A central RPL Office has been found necessary by other institutions implementing RPL, to support Colleges in their management of RPL processes and procedures.

8.2.Adequate staffing (support and academic) who have been properly trained in RPL procedures;

8.3.Flexible advising and support services, in order to cater for applicants in full-time employment. (These will include Saturday and/or evening office hours.);

8.4.Allocation of staff working hours for RPL advising and facilitation;

8.5.Partnerships should be developed with community, industry and the FET sector to facilitate the RPL process.

  1. POSSIBLE FUNDING SOURCES

Funding for RPL activities can be derived from the following:

9.1.RPL candidates could pay a nominal assessment fee of R100.00

9.2.Where RPL portfolio development, educational planning and academic development comprise a course for credit, a standard course fee should be charged,

9.3.Where external sources of funding are available, or where learners are not able to cover the fullcosts, and appropriate fee could be negotiated,

9.4.Funding can be acquired through SETA’s or from employers who can claim the money back if their skills plans include provision for the students studying at Waterberg FET College,

9.5.Fundraising can take place for the specific purposes of supporting RPL activities, and for bursary support of RPL candidates.

  1. TARGET AND SCOPE OF APPLICATION

The assessment of learning is available to all learners. Certification will not be awarded for evidence produced but merely used as a mechanism for access to further learning in a programme at Waterberg FET College.

  1. TARGET MARKET

All learners 15 years and up within the locality of all Waterberg FET College Centres who are in need of accreditation status to gain access to a programmme offered at Waterberg FET College will qualify to be RPL. No discrimination against gender, race or disabilities.

Waterberg FET College will support all learners who might experience intrinsic and extrinsic barriers during the RPL process. Support on learning, gathering evidence, assessment will be given to all learners. At the RPL Centre learners will be able to have access to advisors, tutors, mentors, translators, equipment and media. Learners will get frequent feedback on their learning process. All different learning styles will be acknowledged (visual/audio). Learner support officers will see to the social well been of learners. Most learning will take place at the Centre because of lack to resources and financial stand of learners.

Learners will be from rural areas, different experiences and expectations, little or no skills, poor and unemployed. Sensitivity and flexibility during screening and assessment process are very important because some of these learners did not undergo formal training and may have a low self-esteem.

At least six months are needed for the RPL process. The intake for RPL assessment will be done six months prior the start of any learning programmme to facilitate easy entry for the next registration in the programme the learner is requesting access.

  1. SYSTEMS AND PROCEDURESTO BE IN PLACE TO RPL

12.1.Support Structures

To offer RPL the College has a Quality Management System in place that meets the requirements of the ETQA’s. Assessment and Moderation Policies are in place and these policies meet the requirements of SAQA. These policies are reviewed to make sure that it is applied and effectively used. Appeal procedures are also in place and will be given to learners during application.

To assist RPL candidates the following staff will be allocated:

12.1.1.Evidence Collection Facilitator

This is part of the pre-assessment stage; screening and pre-assessment. The ECF’s will meet with the candidate to evaluate the viability of the application for RPL. If not viable, feedback will be given to the candidate and alternative learning pathways will be discussed. If viable –they start with the pre-assessment phase – introduce the learner to the process of assessment and support services, including short courses that will help learners in preparing evidence. ECF and Assessor must be different people to prevent biasness.

12.1.2.Assessor

12.1.2.1.An Assessor assesses to make a judgment about an achievement that will result in credits towards a unit standard or qualification. The role and responsibilities of assessors are:

12.1.2.2.Inform the learner about the qualification/unit standard requirements;

12.1.2.3.Support and guide the learner;

12.1.2.4.Help learner plan for assessment;

12.1.2.5.Inform the learner about arrangement surrounding the assessment;

12.1.2.6.Conduct the assessment according to ETQA principles;

12.1.2.7.Provide feedback;

12.1.2.8.Complete documentation and record requirements;

12.1.2.9.Regularly review the assessment process and implement changes as required;

12.1.2.10.Comply with all the moderation requirements;

12.1.2.11.Maintain records of assessments;

12.1.2.12.Follow guidelines for an appeal for learners who may want to appeal;

12.1.2.13.Keep abreast of current assessment practices, learning outcomes, standard of assessment, methods of assessment, time frames, technical details and understanding of the details.

12.1.3.Assessment Designer/Developer

The assessment designer compiles the Assessment plan and guide – they planned their assessment for a standard assessment that follows the delivery of learning, and for the application of RPL. The assessor, moderator and candidate must give feedback about the assessment process.

12.1.4.Moderator

The moderator quality assures the RPL assessment process –so that the same level of accountability, evaluation and credibility is ensured. The role and responsibility of the moderator are:

12.1.4.1.Support and guide all parties involved in assessment to ensure fairness in all assessments and judgments;

12.1.4.2.Manage the appeal process in any disputed assessment;

12.1.4.3.Develop assessor’s competence as an assessor;

12.1.4.4.Contribute toward the development of a credible assessment and ETD process within Waterberg FET College.

12.1.5.Administrators and other Support Staff

Administrative and support staff must be trained on policies and procedures for RPL assessment. This staff will deal with the applications for RPL and transcription of credits.

12.1.6.Translators

In South Africa there are 11 official languages. Language should not be seen as a barrier for training an individual. People understand tier language better and can communicate better. Translators can help candidates to understand the RPL process better.

12.1.7.Learner Support

This division mainly focuses on problems that students will encounter during the RPL process as well as social and financial problems.

12.2.Resources

12.2.1.Man hours

Man hours include time spent by staff on implementation of the RPL process as well as planning for time spent on support for learners wanting access to education and training, the assessment of learners and post –assessment support if required. To minimize time the screening process can be done by self-assessment questionnaires, if the application is viable an interview can be done. Information sessions can be done in groups and challenge exams could be conducted during normal exam times.

12.2.2.Infrastructure

RPL will take place at a RPL Centre. The College will not build a Centre but use existing infrastructure. Learners will therefore have access to all the support full time learners have, equipment, media, internet facilities and learner support.

12.2.3.Assessor and Moderator Guides

Assessor guides- keeping the principles of assessment- are very important. The most appropriate methods, instruments and tools must be used because we are training ABET learners 15 years and up. These guidelines must adhere to the principles of validity, reliability, practicability, sufficiency and currency. This will quality assure the process and learners will know that the credits or certificates they received are in line with what Umalusi and other ETQA’s demand from the College.

The moderator guidelines will underline the moderation policy and procedures. Moderation must be part of the planning of assessment, assessment and post-assessment. An external moderator will verify the process. Appeals procedure must be communicated to candidates during the application stage.

12.2.4.Capacity building of staff and resources

Academic staff must have access to appropriate training and professional development, where available.

Administrative staff is the first line of contact with RPL candidates. Therefore these people must have access to training to understand the needs of adult learners.

The College will need 10 Evidence Collection Facilitators. An ECF must have been trained on unit standard NLRD 12544 “Facilitate the preparation of evidence for assessment” NQF Level 4. Evidence facilitation is part of pre-assessment. The pre-assessment consists of:

Screening and

Pre-assessment

During the screening process the ECF meets with the candidate to evaluate if the candidate can apply for RPL. If not, alternative pathways of learning will be communicated to the learner.

If the learner comply with requirements pre-assessment starts. The ECF introduce the learner to the process of assessment and support sources as well as other short learning programmes that can assist the student in preparing a portfolio of evidence. The ECF must be well aware of the requirements of assessment. ECF is essential and can not fulfill the role of an assessor because the ECF can be bias during assessment.

12.2.4.1.Assessor

Assessors need to be trained on unit standard NLRD 115753 “Conduct outcomes based assessment” NQF Level 5. An assessor must be registered with the relevant ETQA(ETDP) and receive an assessor registration number. An assessor is an expert in a field and will give support to the learner, the assessor can only assess a learner if he/she has the full contextual knowledge and understanding of the learning to be assessed.

In the implementation phase an assessor panel has to make sure that the assessment process is done according to requirements. Assessors must give feedback to relevant parties. Feedback must be given on the quality of the learner’s performance in relation with the assessment criteria. Learners have the right to feedback on the process and can ask for further explanation on the outcomes.

The assessment process must be reviewed to identify weaknesses. This must be dealt with according to Waterberg FET College assessment policy. If weaknesses arise as a result of poor unit standard it must be communicated to the relevant ETQA.

12.2.4.2.Assessment Designer/ Developer

An assessment developer (can also be an assessor) is trained on unit standard NLRD 115755 “Design and develop outcomes-based assessments” NQF Level 6. This ensure that an expert design and develop valid, reliable, and fair assessment methods, instruments and tools. The designer compiles a standard Assessment Guide for RPL assessment. Feedback from the learner on assessment is essential- it helps the designer to review the assessment methods and make the necessary changes.

12.2.4.3.Moderator

This is an assessor who has completed ‘Conduct moderation of outcomes-based assessments” unit standard NLRD 115759 NQF Level 6. This is also a specialist role to ensure quality assurance of the assessment process.

12.2.4.4.Administrators

Training for administrative staff is very important because they meet candidates first. They have to understand terms like NQF, unit standards, outcomes and also be able to keep record of applications and transcription of credits. They have to understand the process of creditation to outcomes and not modules. They also must be trained on how to transfer credits if learners want to continue at another College. They also must know the policies and procedure on RPL, appeals procedure and fee structure for RPL.

  1. DESIGN OF RPL TOOLS
  2. RPL is recognized and credited through an appropriate form of assessments which may include one or a combination of the following:
  3. Interviews;
  4. Challenge examinations;
  5. Assignments or projects;
  6. Demonstration of skills;
  7. Validation of previous certificates.

13.2.The RPL process will entails the following:

13.2.1.Support to Candidate

13.2.1.1.Individual session:

The time required is probably half a day, depending on the scope for which the candidate wishes to apply for RPL by matching the learners skills, knowledge and experience with the qualifications, unit standards or learning outcomes for which the learner believes that he/she will meet the requirements;

13.2.1.2.Portfolio Development

For a full qualification (120 credits) two years, Candidates could take less time, because the RPL process assumes that the candidate has already acquired some learning prior to submitting the application for RPL.

13.2.1.3.Assessment

This will be determined by activities required to demonstrate the outcomes in the unit standard or qualification.

13.2.1.4.Moderation

This will be determined by the scope of assessment conducted. Feedback to the learner

This will be determined by the evidence to be submitted by the learner

13.2.1.5.Appeals

This will be determined by the nature of the appeal whether it needs to be referred to the moderator, QMS or ETQA’s.

13.2.1.6.Certification

This is the responsibility of the ETQA. Time-frames will be set by the ETQA’s.

13.2.1.7.Personal Development Plan