Specialised Pedagogy: A comparative study of RPL practices within the changing landscape of the NQF in South Africa SAQA-UWC Panel Presentation 05 March 2013 Alan Ralphs, Linda Cooper, Kessie Moodley, Karen Deller Barbara Jones
NQFs and the RPL Mandate in SA 1994-2013: Sizeable cohorts of experiential learners - workers in jobs without the qualifications, and many underemployed trying to find some way to return to learning RPL emerges as principle for building an inclusive NQF with access and progressions opportunities for all, giving: Recognition (credit) for competent practice, and Access opportunities for those without the necessary entry permits
RPL in Practice Doing the boundary work In practice its about working the boundaries between experiential learning and formal education: these are primarily knowledge and curriculum boundaries requiring specialised tools, agency and resources RPL is not simply a relay for larger market and political trends : not a miracle worker it is a specialised pedagogy that can make a difference
Sweeper to Teacher Epistemological Access Mr Peterson retrenched 2004 - a job as school cleaner and caretaker in Mitchells Plein - does PDC 2006 - access to BEd in 2007 works part-time at school - Graduates in 2012 John K 1996 leaves school in Gr10 - declared useless by a teacher joins his uncle electrician for 10 yrs paints and reads in his spare time does 9 week Portfolio Development Course PDC in 2005 starts a law degree in 2006 graduates in 2011 advocate of the Cape High Court 2012
Overarching Research Questions How effective are RPL policies and practices for mediating complex knowledge recognition and certification in and across different contexts? What needs to change for RPL to become an optimally inclusive practice in the provision for education and training opportunities both - in formal education and in occupationally directed programmes?
Research Design A Comparative Study across four different sites of practice 2009 Literature review and development of a proposal for exploring the inner workings of RPL as a specialised pedagogical practice [Paper1] 2010/1 Case studies of existing practices [Papers 2-5] 2012/3 Development and testing of a conceptual framework for understanding limits and possibilities of RPL in different contexts[paper 6] 2013 Learner Agency biographical studies with sample of learners at each site [Reports in Case Studies] 2014 Finalisation of Case Study Reports and Book
Phase 1: Mapping of Existing Practices and Models Credit Exchange NQF Spine Certification: Licence-to-Practice Trade Tests Integrated Curriculum Knowledge Learning Workplace Organisation RPL University School Knowledge Learning Integrated Curriculum Alternative Access Transformatio n Curriculum Vitae Q Developmental
Researching RPL practices across different sites Common Lines of Enquiry Knowledge: Relationship between knowledge gained through experience and knowledge codified in qualifications. What knowledge is valued or excluded in the practice and how does it shape the nature of the practice? Pedagogy: Content, methods (teaching tools, rules, language, learning relations) and processes used. How do these practices mediate participation or exclusion across the continuum of formal and informal learning? Institutional Context: Systems, rules and resources governing RPL provision in different contexts. In what ways do institutional cultures, policies, rules, fees etc impact on the inclusive or exclusive nature of the practice? Learner Agency and Experience: Biographical profiles, socio-economic status, cultural dispositions, and strategies of learners as they engage RPL. What affordances and limitations do learners bring to RPL process and how does this affect their participation in these processes?
Towards an integrated model of RPL as a specialised pedagogy: A work in progress! RPL Tools Dialogical Mediating tools Knowledge Subjects VYGOTSKY Objects/outcomes Boundaries ACTIVITY THEORISTS Rules Community Division of labour Hierarchy/control (strong framing) Boundaries/specialisation (Weak to medium Classification) BERNSTEIN
UWC Case Study RPL for Access to Undergraduate Study Portfolio Development Course (PDC) 9 weeks, 5 contact sessions, mentor, assessment Tests for Access and Placement National Benchmark Tests (AL&QL) Reading and Writing Proficiency Tests (UWC) Research Methods Cohort study and comparisons Historical review and qualitative study of PDC 2010
Patterns of Access and Exclusion 2001-2010 Knock on effects and limited FET options RPL APPLICATIONS RPL PARTICIPATION 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 113 144 132 260 266 433 408 607 695 1050 113 144 132 130 150 172 106 160 138 188 RPL REGISTRATIONS 43 (38%) 72 25 26 42 58 42 47 48 35% 55 30%
PDC AND TAP FIRST SEMESTER MODULAR PASS RATES (%) 2006 2007 2008 2009 2010 2011 PDC 69 81 79 81 73 87 TAP 50 74 76 80 58 89
RPL for Alternative Access Portfolio Building and Writing Entrance Tests From narrative to paradigmatic ways of knowing Portfolio Building Oral Literacies Academic Literacies From a primary (tacit) to a secondary (explicit) discourse on learning Tests for Access & Placement Learning Portfolio
RPL Portfolio Development Course: ACurriculum Framework Learning Portfolio (Outcomes - Procedural) Motivation Statement Skills Profile and Elaborated CV Autobiographical Learning History Article Review Special Project Evidence and References Theory (Foundations - Declarative) Adult Learning Principles Experiential Learning Theory Classifications of Knowledge and Curriculum Narrative Theory Academic Literacy Critical Reflection Basic Research Literacy Assessment Principles
DLL Portfolio Development Course Seeing the borders and crossing the lines Harris Enhanced visibility Competence pedagogy Experiential learning & narrative Learner centered reflection and journal writing Open community of practice, group and peer learning Content and pacing focus on recognition rules navigating learning in different contexts Performance Pedagogy Academic literacy and text-based practices Literature search & article reviews (intertext) writing for a.n. other (mentor) Faculty focused CoP activity, with tutors and mentors Content and pacing focus on realisation rules - using the tools in an academic context
UWC Case Study Competence in either Tests or PDC is a good predictor of subsequent success, but many don t make it. The Case Study illustrates the merits and limitations of different RPL practices test and portfolio the former is a primarily a boundary crossing assessment device; the latter is a programme that facilitates access to boundary-crossing navigation tools. Information, advice and pre-selection services are key to effective placement on either of these routes.
Workers College Case Study RPL embeded in the curriculum 5 Diploma Programmes @ Level 5 Access via literacy assessment and interview Progression option: entry to BA Social Science UKZN Flexible delivery - 6 modules per diploma Project+Research report concludes Experiential learning restricted in the planned curriculum but fully integrated in the pedagogy
Labour Studies Programme Planned Curriculum Union University Strong classification of knowledge boundaries in Union and University contexts but College curriculum integrated - more porous curriculum boundaries allow for integration of different knowledge forms
Labour Studies Programme Enacted curriculum pedagogy in action Inductive and deductive recruitment of experiential learning but strong framing of dialogical discourse control of the concepts, direction of dialogue, underpinning values, assessment rules
Workers College: RPL articulation course This study illustrates the limitations and possibilities of RPL as a radical pedagogy for mediating between the knowledge of union and CBO activists and concepts located within academic discourse. It promotes an inclusive epistemology and articulation whilst challenging conventional dichotomies between academic and experiential learning.
Workplace RPL This case study suggests that the QCTO model of qualification and curriculum design is suited for novices entering an occupational learning pathway but prescribes a disaggregated RPL model that could seriously disadvantage or exclude the experienced practitioner from. Does the model explain this and would the recommendations for an integrated approach offer a more inclusive and cost effective way forward?
UCT Case Study RPL for access to postgraduate study Adult Education, Business and Management, Disability This case study suggests there is a tension between expected institutional and disciplinary limitations to RPL, and a finding that there is considerable space for pedagogic agency thus presenting affordances for RPL.
Research in progress In practice its about recognising and working the boundaries between experiential learning and formal education: these are primarily knowledge and curriculum boundaries requiring specialised tools, agency and resources to navigate RPL is about providing learners with the tools to navigate different knowledge and learning practices across contexts Good information, advice, counseling and administration are a key feature of all RPL programmes and services Its about pedagogic agency combining with learner agency doing the work to make articulation possible within and across different learning pathways RPL is not simply a relay for larger market and political forces: not a miracle worker it is a specialised pedagogy that can make a difference