2. 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).
3. 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
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. 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).
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. 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. 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. 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
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. 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.
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. 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.
14. 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)
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. 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. 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
-12.9
Source: Professor HAROON BHORAT
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. 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. 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. 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. 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. 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. 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. 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
27. 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
28. Planned
NQF 4 - Labour Relations Qualification
NQF 6 – Labour Relations Qualification
