Deonita Damons & Linda Meyer Workplace RPL

Opportunities and changes in

Workplace RPL

Deonita Damons &

Dr. Linda Meyer

Presentation to NABC

©

Defining RPL to quantify for

occupational credit

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’. (SAQA, 2001).

RPL to quantify for occupational

credit

“…..the increasing recognition that universities do not have a monopoly over high-level knowledge production – that the modes and sites for such knowledge production are becoming increasingly diverse and/or integrated.

The growing recognition that there are multiple literacies and that academic literacy should not necessarily be the only way of demonstrating competence is also part of this trend.”

UWC RPL Policy 31 October 2000

Four levels of competencies

should be assessed in the RPL

process. - SAQA

Foundational competence: the candidate’s

demonstration of reasonable understanding of what is

done and the reason as to why it is done relates to

foundational competence.

Practical competence: means that a candidate should

demonstrate the ability to know how to execute a task

and be aware of the decision-making processes

involved.

Four levels of competencies should

be assessed in the RPL process. -

SAQA Reflexive competence: is the ability to synthesise

foundational and practical competencies in ways that

reflect performance and decision-making integration

and adaptability to change.

Applied competence: refers to the candidate’s ability

to put into practice the learning outcomes shown when

obtaining an accreditation (SAQA, 2001:20-21).

REVISED AND NEW LEGISLATION

New NQF Act, 2008 to replace SAQA Act

One NQF, 3 sub-frameworks

Provides for QCs responsible for each sub-framework

Includes both qualification design and quality

assurance

Amended:

Higher Education Act

General and Further Education & Training Act

Skills Development Act, 2008

6

Source: DHET

SKILLS DEVELOPMENT ACT, 2008

(AMENDED)

►Establishes an integrated framework for skill development

based on occupations.

►Organising Framework for Occupations (OFO) forms basis

for:

Recognition of Scarce and Critical skills by SETA’s – feeds

into

Employment Services South Africa (ESSA) system

Linking job-seekers to job opportunities

National scarce skills list

Source: DHET

7

SKILLS DEVELOPMENT ACT, 2008

(AMENDED)

Ensuring fit for purpose occupational qualifications

Establishment of QCTO as juristic person

Own sub-framework for trades and occupations

(one of three sub-frameworks within NQF)

Responsible for development and quality

assurance of Occupational Qualifications -

through Quality Partners

Addressing skills needs:

Registration of Learning Programs (Learnerships,

Apprenticeships & Skills Programs)

8

Source: DHET

RPL to quantify for occupational

credit

Quality Assurance Council for Trades and Occupations (QCTO) is the new body responsible for the quality assurance of occupational qualifications

The OFO is a skill-based coded classification system, which encompasses all occupations in the South African context. The classification of occupations is based on a combination of skill level and skill specialisation which makes it easy to locate a specific occupation within the framework

QCTO – CHANGES IN THE SYSTEM ?

Qualification Types – centers on occupations

(Occupations consist of trades and professions)

Occupational curriculum – centers on coherent

provision and internal assessment

External assessment – centers on occupational

competence Nationally Standardised

Integrated - DHET

10

Two types of occupational

qualification

National Occupational Award

For occupations or groups of occupations

National Skills Certificate

Specializations

Elementary occupations (OFO Skill Level 1)

Occupationally relevant skills set

The QCTO may delegate specific quality assurance

activities to suitable agencies, primarily the Seta's (Sector

Education Training Authorities) and other bodies who

choose to work with the QCTO.

Occupational Qualification

Constructed from an occupational profile produced

by SME specialists

Competency Based

Based on skills (experience) and specialised

knowledge

Results in “competent as”

Real time experience i.e hours work is required

prior to certification

RPL to quantify for occupational

credit - OFO

It is important to note that a ‘job’ and ‘occupation’ are not the same. The following definitions are applied in the OFO:

A) ‘Job’ is seen as a set of roles and tasks designed to be performed by one individual for an employer (including self-employment) in return for payment or profit.

b) ‘Occupation’ is seen as a set of jobs or specialisations whose main tasks are characterised by such a high degree of similarity that they can be grouped together for the purposes of the classification.

Occupational Qualifications

Framework (OQF)

The rationale of this OQF is to make available

recognition for the achievement of occupational

competence and consequential skills sets

The award of occupational qualifications will be based

on a simplified assessment process.

Occupational qualifications will be awarded on the basis

of a final integrated summative assessment of

occupational competence, similar to trade tests or

‘Board exams’.

(Vorwerk 2007)

Catalysts & Inhibitors to

creating a conducive

environment for RPL

RPL Value in SA’s current context

South Africa requires high performance

workplaces to compete globally

Evolution of the Knowledge Economy /

Knowledge Occupations

Innovation requirements in a global

economic context / global competitiveness

Human Capital must meet workplace

demands

Unemployment Rates In South Africa:

Race & Gender

0

0.1

0.2

0.3

0.4

0.5

0.6

African White Total

Male Female

Total

47% 53%

Source: Professor HAROON BHORAT

Skills-Biased Employment Growth: 1

Skilled Employment: Share increased from 9 to 11%

Semi-skilled Employment: Share increased from 59 to 61%

Unskilled Employment: Share declined from 31 to 27%

Source: Professor HAROON BHORAT

22.2

3.4

-12.9 -15

-10

-5

0

5

10

15

20

25

Skilled Semi-Skilled Unskilled

RPL Value in SA’s current context

Accessibility, diversity, credit for workplace

learning, articulation, transferability

The divergence of formal and informal learning

assessment activities

Within the academic community, evaluating

existing knowledge and skills against broad

programme learning outcomes has limited

application i.e. access / partial credit (max 50%

residency requirement and 10% for access)

RPL Value in SA’s current context

SA’s Human Capital Skills shortage = labour market

shortages in specific trades and specific

professional occupations

A growing awareness for the need to look at both

formal and informal credentials w.r.t knowledge

and skills to determine the competencies of the SA

labour force

Legacy of labour experience without access to

formal education

Inhibitors

Legislative / Regulatory Framework

Transferability in FET/HET Academic

Environment

Barriers to entry / access to RPL

Over complex process / cumbersome / misunderstood

Incorrect candidates being presented

Workplace Un-responsiveness & unwillingness to

accept RPL

Inhibitors

Lack of a rigorous Quality Assurance Framework in

all ETQA’s

- ‘…since RPL is a contested area, it is necessary that

stringent quality assurance measures, in defense of the

integrity of the process be considered as the norm

rather than the exception’. Heyns (2004:118)

Quality assurance is defined as “the degree of

confidence that students and partner agencies have in

relation to the perceived practice” (Nyatanga et al

1998:30).

Inhibitors

Economies of Scale - Cost / Group vs. Individual

(Expensive for individual applicants)

Psycho-social impact of employment

discrimination (For qualifications earned by RPL and

not traditional methods)

Inexperienced RPL Advisors, Assessors, Internal

Moderators & External Moderators that are not

SME’s,

Perceived ambiguity of RPL process

Unrealistic expectations

Catalysts

Workplace Competiveness.

Succession Planning, Career Planning and Development

Promotional opportunities - socio-economic status improved

Social justice & Transformation – unemployed and

academically deprived individuals are afforded opportunities

to codify knowledge and experience

Catalysts

Personal Development including promotional

opportunities & Life Long Learning

Reduces cost and time of standard SP,

LP/Qualification acquisition - acknowledges value of

learning outside a formal setting

Eliminates unnecessary duplication of learning

(acquired knowledge, skill and behaviour)

Access and Articulation & Credential Recognition

Diagnostic Assessment – Gaps identified and

interventions recommended / implemented

National Certificate: Labour Relations

Practice

SAQA : ID: 48641

Old NQF Level: Level 5

New NQF Level: New Level Assignment Pend

Quality Assuring Body: SERVICES - Services Sector

Education and Training Authority

National Diploma: Labour Relations

Practice: Dispute Resolution

SAQA ID: 49784

Old NQF Level: Level 5

New NQF Level: New Level Assignment Pend.

Quality Assuring Body: SERVICES - Services Sector

Education and Training Authority

Planned

NQF 4 - Labour Relations Qualification

NQF 6 – Labour Relations Qualification

Thank you