Deonita Damons  & Linda Meyer Workplace RPL
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Deonita Damons & Linda Meyer Workplace RPL

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Workplace RPL

Workplace RPL

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    Deonita Damons  & Linda Meyer Workplace RPL Deonita Damons & Linda Meyer Workplace RPL Presentation Transcript

    • Presentation to NABC Opportunities and changes in Workplace RPL Deonita Damons & Dr. Linda Meyer ©
    • 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).
    • 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
    • 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 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 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
    • 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
    • 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
    • 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 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
    • 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.
    • 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 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.
    • 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)
    • 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 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
    • 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
    • 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 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
    • 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
    • Planned NQF 4 - Labour Relations Qualification NQF 6 – Labour Relations Qualification
    • Thank you