RECOGNITION OF PRIOR LEARNING: THE VALUE OF INFORMAL LEARNING SAQA RPL Conference 24 February 2014 Presented by Dr Mafu Rakometsi CEO: Umalusi
Brief Background Chapter 2 of the National Qualifications Framework Act (Act 67 of 2008) determined certain far-reaching changes to the structure of the South African NQF. These changes included: Replacing the 8 levels of the NQF with 10 levels The creation of 3 co-ordinated sub-frameworks, which together constitute a single, integrated system ; and The replacement of the notion of NQF bands and band quality assurers with the notion of sectoral responsibilities which were not as tightly tied to fixed NQF levels as had been the case previously.
Brief Background Cont. Section 27 of the NQF Act outlines the functions of the QC s. In terms of section 27 (h) (ii), Umalusi must develop and implement policy and criteria for assessment, recognition of prior learning and credit accumulation and transfer for the qualifications on its sub-framework. The standards setting functions in respect of qualifications previously assigned to SAQA have shifted to the QC s. This led to the emergence of different sub-frameworks with distinct knowledge fields and associated forms of learning.
Defining RPL Recognition of Prior Learning means the principles and processes through which the prior knowledge and skills of a person are made visible and assessed for the purposes of alternative access and admission, recognition and certification, or further learning and development.
The Value of Informal Learning You cannot formalise prior learning if you do not value informal learning and other learning contexts.
RPL Principles in GFETQSF Credit will be granted for prior learning through an approved formal examination (which tests the standards as set out in the prescribed curriculum) Access to qualifications would be specified in the minimum admission requirements for each qualification. Accredited institutions offering these qualifications are entitled to take into consideration RPL for purposes of access and placement only.
RPL Principles in GFETQSF (cont.) Where access is restricted in terms of admission to basic qualifications, the GFETQSF would make provision for alternate qualifications which provide equal access to further education and training opportunities e.g. The NSC which is a basic institutional qualification has admission requirements and a progression route which prevents it from being accessed out of school. The NASCA would have open access to Adults.
Models of RPL Practice by Alan Ralphs According to Alan Ralphs three models of RPL are commonly referenced in literature: The credit exchange model The developmental model The transformation (or integrated curriculum) model
The Credit Exchange Model Located mainly (but not only) in the trade and occupational sectors where changing standards, labour market requirements and quality assurance systems have threatened employees who are without the requisite qualifications despite their years of experience in the field. The design and implementation follows cost effective assessment procedures and instruments based on unit standards, qualifications and part-qualifications which closely resemble market related competences. Informally acquired knowledge and skills are assessed and certified in the selected unit standard, qualification or part-qualification.
The Developmental Model Located mainly in higher education where nontraditional students are supported in the preparation of a learning portfolio to support their application for access into existing university level programmes. The focus is on orientating students into a discourse of formal education and the metacognitive competences required in this discourse. Experiential learning methods are at the centre of this model.
The Transformation Model This model has a few applications in SA such as the Workers College at UKZN and at some colleges in the USA and Canada. The curriculum is integrated with workplace practices and standards. Principles commonly associated with workintegrated learning and service learning programmes are used. These are negotiated curricula that take into consideration the realities of the work-place.
Umalusi Model The Umalusi model aligns most closely with Ralphs developmental model in that it supports access into qualifications on the GFET subframework.
RPL and Matric There is an estimate of 12 million young people in SA who are without a school-leaving certificate and this number keeps on growing. Clearly a more accessible school-leaving qualification is needed to address this challenge. A school-leaving certificate remains a crucial qualification for one to become a functional citizen in SA.
Just a slight twist can change everything
The NASCA in relation to RPL The National Senior Certificate for Adults (NASCA) has been developed by Umalusi as a qualification that reduces the external demands made on adult learners and focuses on presenting opportunities where they can show what they know. The NASCA is modelled on a well-known qualification in the USA the General Educational Development (GED) credential.
The NASCA in relation to RPL (Cont.) The NASCA discounts the need for formal additional instructional and/or assessment requirements in the form of classes, tests or tasks which might hinder admission. This reduction of additional requirements is intended to allow for the measurement of learning that has taken place in a variety of contexts, not merely in the formal context.
The NASCA in relation to RPL (Cont.) The development of the NASCA as a set of challenge examinations offers a form of RPL on a national scale mainly because: The qualification allows all adults defined as persons over the age of 18 access to assessment opportunities through which their general educational development can be identified and recognised formally through the issue of a certificate. My Colleague, Ms Liz Burroughs will shed more light on this topic in her presentation. I encourage you to attend her session.
Further Research Research can shed more light on the following: Cognitive and structural permutations for RPL across the bouquet of qualifications (under Umalusi s guardianship) in the general and further education and training sub-framework. Systemic implications and impediments associated with RPL. An appropriate system for the RPL of learners into either the general or vocational pathways after the compulsory school phase.
How s this for a 21 st century learner?
RPL is key to the eradication of: Poverty Unemployment Illiteracy and, Scarce Skills Conclusion