Policy: Recognition of Prior Learning, Credit Accumulation and Transfer and Articulation THE DA VINCI INSTITUTE QUALITY MANAGEMENT SYSTEM Recognition of Prior Learning, Credit Accumulation and Transfer and Articulation RG06 The Da Vinci Institute for Technology Management (Pty) Ltd Registered with the Department of Higher Education as a private higher education institution under the Higher Education Act, 1997. Registration Certificate No. 2004/HE07/003
Policy: Recognition of Prior Learning, Credit Accumulation and Transfer and Articulation TABLE OF CONTENTS 1. Preamble: Recognition of Prior Learning (RPL)... 1 2. Scope... 1 3. Purpose... 2 3.1 RPL for access... 2 3.2 Challenge Exam... 3 4. High level processes... 3 4.1 Application... 3 4.2 Provisional and/or Full Acceptance... 3 5. Preamble: Credit Accumulation and Transfer (CAT)... 3 5.1 Scope... 4 5.2 Purpose... 4 6. High level processes... 5 6.1 Application... 5 6.2 Provisional... 5 6.3 Full Acceptance... 5 7. Responsibilities... 5 7.1. Admissions Office... 5 7.2. Registry... 5 7.3. Accounts Department... 6 8. Procedures Applicable... 6 9. Preamble: Articulation... 6 10. References... 7 11. Version Control... 7 The Da Vinci Institute for Technology Management (Pty) Ltd Registered with the Department of Higher Education as a private higher education institution under the Higher Education Act, 1997. Registration Certificate No. 2004/HE07/003
1. Preamble: Recognition of Prior Learning (RPL) The Da Vinci Institute is guided by key national policies in respect of the Recognition of Prior Learning (RPL), including the policies espoused by the South African Qualifications Authority (SAQA), the Department of Higher Education and Training (DHET) and the Council on Higher Education (CHE). The practice is understood as the principles and processes through which the prior knowledge and skills of a person are made visible, mediated and assessed for the purposes of alternative access and admission, recognition and certification, or further learning and development (South African Qualifications Authority, 2013). The policy is located within the broader context of the Human Resource Development Strategy and the National Skills Development Strategy, as well as a consideration of the National Development Plan 2030, particularly as these relate to the redress of the injustices of the past, and the intention to enhance access to further education. RPL is granted based on an appropriate assessment, in keeping with the above national policies, taking into consideration the necessary preparation and guidance to undertake such assessments. This is because assessment, [as] an integral feature of all forms of RPL, does not exist in isolation from a range of other strategies that allow for different sources of knowledge and forms of learning to be compared and judged (South African Qualifications Authority, 2013). 2. Scope The policy applies to The Institute s registered qualifications. These qualifications include: Higher Certificate in the Management of Technology and Innovation; SAQA Qualification ID: 96742 Advanced Certificate in Banking Services; SAQA Qualification ID: 90842 (proposed) Diploma in Management of Technology and Innovation (not HEQSF aligned, SAQA Qualification ID: 59450 1 P a g e
Bachelor of Commerce in Business Management; SAQA Qualification ID: 84767 Master of Science in the Management of Technology and Innovation (MOTI); SAQA Qualification ID: 59469. 3. Purpose The purpose of this policy is to provide for alternative access to programmes offered by The Institute. According to the SAQA, DHET and CHE policies, the following reflects the different purposes and the different processes within which RPL could take place: RPL for access: To provide an alternative access route into a programme of learning for those who do not meet the formal entry requirements for admission. RPL for access applies to learning programmes offered by an accredited institution of further learning (including a post-school institution and an adult learning centre) or workplace-based training provider The Institute offers two types of RPL: RPL for access Challenge Exam 1 3.1 RPL for access Each of The Da Vinci Institute s registered qualifications has specific academic and working experience admission requirements (detailed in the Prospectus). In cases where there is a lack of academic qualifications but an abundance of relevant knowledge and skills acquired through work 1 Cael and the University of De Paul (school for new learning) employs a process of challenge exams which applies to candidates who intend to obtain learning credits for stated outcomes in a programme which may be linked to their prior learning experience. In such cases candidates may not be required to attend the prescribed/ required workshops because of their prior experience within that field or domain of studying. They may have consultative discussions with faculty to clarify parameters after which they will forward the assignment/ take the exam. 2 P a g e
experience, related to the field of study, such experiences will be assessed and be considered as conforming to provisional admission requirements. The student will have to submit the following for evaluation: Supporting documentation from supervisors, presenters, employers and/or any other roles players who are in the position to confirm the competence required. Referees reports must respond to the purpose of the programme 3.2 Challenge Exam Where a candidate claims to have met the learning outcomes of a module, The Institute will allow the candidate to undertake a Challenge Exam in keeping with the modular outcomes, which if successful, will grant the candidate credit for the module. 4. High level processes 4.1 Application RPL candidates are required to complete a RPL application form, detailing the basis upon which prior learning could be recognised. 4.2 Provisional and/or Full Acceptance RPL for access candidates will, on successful completion of the appropriate assessment and/or evaluation of relevant documentation, be granted provisional acceptance. For undergraduate candidates, provisional acceptance will be converted to full acceptance on the successful completion of the first three modules of the programme. Masters candidates, must pass the research design and methodology module with 60%. 5. Preamble: Credit Accumulation and Transfer (CAT) In accordance with the SAQA policy on Credit Accumulation and Transfer (CAT) credit transfer means the vertical, horizontal or diagonal relocation of credits towards a qualification or part qualification on the same or different level, usually between different programmes, departments or institutions; and credit accumulation and transfer (CAT) system means an arrangement 3 P a g e
whereby the diverse features of both credit accumulation and credit transfer are combined to facilitate lifelong learning and access to the workplace. 5.1 Scope The Institute provides for CAT in respect of all of the programmes offered (refer to Section 2 above). 5.2 Purpose The purpose of this section of the policy is to provide for credit accumulation and transfer between cognate programmes. For Credit Transfer, the following rules apply: Where the same module has been successfully completed at another higher educational institution that is both registered and accredited, credit will be granted for work completed. In this case the student would be exempted from attending the workshop and submitting a PWA and/or PMA. The word exemption will appear under the score for the module on the student s statement of results Credit transfer will be considered for subject areas in relation to the qualification, and the modules that make up the qualification, if the subject areas coincide with the subjects that the student chooses to take A student requesting Credit Transfer for Da Vinci modules from a completed qualification, looking to complete a qualification at a higher level with said Institute, would have to complete a Challenge Exam for those modules that appear in both curricula. In this case the relevant fees apply A student having successfully completed a Da Vinci qualification, looking to complete another qualification at the same level with said Institute, would not be granted credit transfer. Any additional modules successfully completed would be for non-qualification purposes Not more than 50% of the credits of a Da Vinci qualification can be transferred from a completed qualification, from a registered and/or accredited higher education institution All credits achieved from a part qualification, from a registered and accredited higher education institution, will be considered for credit transfer 4 P a g e
If the student claims or is confident that he/she has met the outcomes of a particular module, then the student will be subjected to a Challenge Exam in order to gain the credits. The relevant fees will apply 6. High level processes 6.1 Application Prospective students should complete the relevant application form for credit accumulation and transfer. 6.2 Provisional Provisional acceptance is granted where the candidate does not meet the admission criteria for the qualification. 6.3 Full Acceptance On evaluation of the relevant documentation, a prospective student will be granted acceptance to The Institute, detailing the credits attained and transferred, if applicable. 7. Responsibilities 7.1. Admissions Office The Admissions Office receives the requests for RPL for access and/or Credit Transfer and is responsible for the following: To submit the requests to the Registrar for evaluation To generate the appropriate registration form and payment contract To receive signed documentation from the prospective student 7.2. Registry The Registrar will evaluate the RPL for access and/or Credit Transfer and is responsible for the following: To present the requests for RPL for access and/or Credit Transfer to the RPL/CAT panel for approval To facilitate an RPL preparation workshop with the Dean: Research and Design, to assist prospective RPL candidates in compiling their documentation 5 P a g e
To agree with the Manager: Teaching and Learning the Subject Matter Experts required, as may be related to specific RPL requests from prospective students To present a quarterly report on RPL for access and/or Credit Transfer to the Assessment and Examination Committee To present a quarterly report on RPL for access and/or Credit Transfer to the Academic Board 7.3. Accounts Department The Accounts department is responsible for invoicing according to the payment contract. 8. Procedures Applicable The following procedure applies: Procedure: Recognition of Prior Learning and Credit Accumulation and Transfer 9. Preamble: Articulation Articulation means the facilitation of movement of learners between and within the three sub-frameworks of the NQF, between institutions and within institutions, in order to enable access, progression and mobility (Notice 505 of 2014, National Qualifications Framework Act, No. 67 of 2008. p.12; Articulation policy for the post-school education and training system of South Africa, January 2017.) The Da Vinci Institute accepts articulation of learning in respect of cognate qualifications in the following ways: With respect to articulation with the General and Further Education and Training Qualifications sub-framework (GFETQSF), The Da Vinci Institute accepts the National Senior Certificate (NSC) or NQF4 equivalent qualifications, in accordance with the entry requirements of The Institute With respect to the Occupations Qualifications Sub-framework (OQSF), The Da Vinci Institute will consider articulation as appropriate for qualifications relating to: Business Management 6 P a g e
Management of Technology Management of Innovation Management of People Systems Thinking Managerial Leadership Development With respect to the Higher Educational Qualifications Sub-framework (HEQSF), The Da Vinci Institute will award credits for modules or subject areas from cognate qualifications undertaken by the student at another registered and accredited higher education institution Articulation within The Da Vinci Institute is enabled by the consideration of credit values and/or levels of learning in cognate qualifications 10. References CHE, 2013. The Higher Education Qualifications Sub-Framework. CHE, Pretoria. DHET, 2016. Recognition of Prior Learning Coordination Policy. Government Gazette 39876. SAQA,2013. National Policy for the Implementation of the Recognition of Prior Learning. SAQA, Pretoria. 11. Version Control Author Revision Dean: Dr Ronel Blom REV - 2017-04-04 Registrar: Louise Fuller REV 2017-08-10 7 P a g e