Deonita Damons & Linda Meyer Workplace RPL


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Workplace RPL

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Deonita Damons & Linda Meyer Workplace RPL

  1. 1. Presentation to NABC Opportunities and changes in Workplace RPL Deonita Damons & Dr. Linda Meyer ©
  2. 2. Defining RPL to quantify foroccupational 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).
  3. 3. RPL to quantify for occupationalcredit “…..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
  4. 4. 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.
  5. 5. Four levels of competencies shouldbe 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).
  6. 6. 6 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 Source: DHET
  7. 7. SKILLS DEVELOPMENT ACT, 2008 7 (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
  8. 8. SKILLS DEVELOPMENT ACT, 2008 8 (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) Source: DHET
  9. 9. 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
  10. 10. 10 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
  11. 11. 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 setThe QCTO may delegate specific quality assuranceactivities to suitable agencies, primarily the Setas (SectorEducation Training Authorities) and other bodies whochoose to work with the QCTO.
  12. 12. 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
  13. 13. RPL to quantify for occupationalcredit - 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.
  14. 14. Occupational QualificationsFramework (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)
  15. 15. Catalysts & Inhibitors to creating a conducive environment for RPL
  16. 16. 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
  17. 17. Unemployment Rates In South Africa:Race & Gender 53% 0.6 47% 0.5 0.4 0.3 Male Female 0.2 Total 0.1 0 African White Total Source: Professor HAROON BHORAT
  18. 18. Skills-Biased Employment Growth: 1 25 Skilled 22.2 Employment: 20 Share increased from 9 to 11% 15 10 Semi-skilled Employment: 5 3.4 Share increased from 59 to 61% 0 Skilled Semi-Skilled Unskilled Unskilled -5 Employment: Share declined -10 from 31 to 27% -15 -12.9Source: Professor HAROON BHORAT
  19. 19. 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)
  20. 20. 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
  21. 21. 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
  22. 22. 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).
  23. 23. 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
  24. 24. 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
  25. 25. 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
  26. 26. National Certificate: Labour RelationsPractice 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
  27. 27. National Diploma: Labour RelationsPractice: 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
  28. 28. Planned NQF 4 - Labour Relations Qualification NQF 6 – Labour Relations Qualification
  29. 29. Thank you
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