1. Implementing RPL: Agriculture Loffie Naude 18 September 2014

2. Responsibilities for implementation Transitional arrangements1 2 3
NQF & RPL
Purpose
Objectives
Scope
RPL case studies 4 5 6
Terms
RPL in South Africa
RPL and the NQF
Projects 7 8 9
Looking forward
Policy priorities
Responsibilities for implementation
Transitional arrangements

3. NQF and RPL

4. The NQF
The NQF is a single integrated system which comprises of three co-ordinated qualifications sub-frameworks:
General and Further Education and Training Qualifications Sub-framework (GFETQSF) overseen by Umalusi
Higher Education Qualifications Sub-framework (HEQSF) overseen by the CHE
Occupational Qualifications Sub-framework (OQSF) overseen by the QCTO
The sub-frameworks were determined on 14 December and amended on 30 August 2013; the sub-framework policies for the GFETQSF and HEQSF were determined on 2 August 2013 (the OQSF policy will be finalised in the near future)

5. National Qualifications Framework
Level
Sub-framework and qualification types 10
Doctoral Degree
Doctoral Degree (Professional) * 9
Master’s Degree
Master’s Degree (Professional) 8
Bachelor Honours Degree
Postgraduate Diploma
Bachelor’s Degree
Occupational Certificate (Level 8) 7
Advanced Diploma
Occupational Certificate (Level 7) 6
Diploma
Advanced Certificate
Occupational Certificate (Level 6) 5
Higher Certificate
Occupational Certificate (Level 5) 4
National Certificate
Occupational Certificate (Level 4) 3
Intermediate Certificate
Occupational Certificate (Level 3) 2
Elementary Certificate
Occupational Certificate (Level 2) 1
General Certificate
Occupational Certificate (Level 1)
Higher Education Qualifications Sub-Framework
Occupational Qualifications Sub-Framework
General and Further Education and Training Qualifications Sub-Framework
* Qualification types beyond Level 8 on the OQSF have not been determined

6. “Of all the expectations placed on the NQF, the aspiration for a system of prior learning was perhaps the most significant”
Study Team on the Implementation of the NQF, April 2002

7. RPL since 2011
RPL implemented by over 253 providers
SAQA is currently assisting with over 20 organisational RPL initiatives, with potential to reach 200,000
22 of 23 HEI implementing (12 have decentralised models, 10 centralised)
RPL known in the following sectors: Manufacturing and Engineering/ Chemical Industry/ Mining Industry/ materials Handling Equipment/ Banking sector/ Financial Services/ Business Practice/ Wholesale and Retail sector/ Labour broking/ Education and Training/ Public Service/ Media; Print, radio, TV/Public Service/Real Estate
NAMB is championing ARPL (seven steps towards becoming an artisan, including RPL)
Estimated numbers: 51,000+
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8. COORDINATED APPROACH TO RPL
SAQA Research Partnership with UWC
RPL Conference 2014
SAQA RPL Reference Group
New National RPL Policy
2013
Existing SAQA RPL Policy (2002, 2003)
Strategic RPL projects
Ministerial RPL Task Team
RPL Policy Implementation Plan
SAQA website, NQF website, RPL portal

9. Principles and processes
WHAT IS RPL?
Principles and processes
through which
Prior knowledge and skills
Made visible
Mediated
Assessed
are
for the purposes of
Alternative access
Admission
Recognition
Certification
Further learning
Development

10. FORMS OF RPL
RPL for access
RPL for credits
Alternative access route for those that do not meet formal entry requirements
Credits for, or towards, a qualification or part qualification registered on the NQF
Applies to accredited providers and workplaces

11. The revised National Policy for RPL Implementation

12. purpose Position RPL in relation to NQF principles and priorities
Ensure that implementation is achieved by:
a comprehensive, quality-assured, resource-driven approach
ensuring quality assurance and benchmarking of RPL overseen by SAQA and the three Quality Councils
addressing barriers
Recognising different kinds of RPL/ purposes for RPL
Providing for national co-ordination
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13. Objectives
Provide for implementation of RPL (resourcing, effective delivery, quality assurance)
Enable shared understanding, holistic RPL
Enable sector criteria/ institutional policies
Set national guidelines for implementation, and gathering/documenting/reporting RPL
Enable candidates to attain recognition for personal development, access, or progression in learning or work
Recognise roles of the various role-players
Enable national coordination of RPL by SAQA (research, support, advocacy, mainstreaming)
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14. scope
Provides for the role of SAQA in co-ordinating the development of RPL policies and practices across all sub-frameworks of the NQF in co-operation with:
the three Quality Councils
education institutions and skills development providers
workplaces
assessment sites
recognised professional bodies
RPL practitioners
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15. terms
RPL – 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
RPL practitioner – a person that functions in one or more aspects of RPL provision (including policy development, advising, portfolio course design and facilitation, assessment and moderation, administration, monitoring and evaluation, research and development)
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16. Rpl in south africa
The RPL process is multi-dimensional and multi-contextual and holistic
RPL may be carried out at any level of learning and at any NQF level
The following principles are important:
The focus is on what has been learned, not on the status of the institution/organisation/place where the learning was obtained.
Credit is awarded for knowledge and skills acquired through experience and not for experience alone.
Prior learning is made explicit through assessment and/or other methods
Candidate guidance and support, preparation of evidence, appropriate teaching and learning, mentoring and assessment are key.
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17. Rpl & the NQF
NQF qualifications/part-qualifications may be awarded in whole or in part through RPL
---must include provision for alternative entry-level requirements so candidates can be admitted to study towards the qualification, or part-qualification, through RPL
No distinction (other than for data analysis) can be made between achievements obtained via RPL/ conventional means
Providers must record/ submit RPL data through the relevant QC
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18. Policy priority 1: Quality assurance of RPL
Establishment of and adherence to policies, standards, processes, and associated practices
Standardised practices must grow within sectors (one approach may not work across different contexts)
Quality indicators such as fitness for purpose, transparency, and fair outcomes – are needed
Integrity of processes and outcomes needs to be protected

19. Policy priority 2: Resourcing of RPL
Includes direct and indirect physical, infrastructural, human, financial capacity to build and maintain sustainable mainstream RPL
Opportunities must be created for equitable access to RPL (redress)
Government/ other subsidisation of RPL must be identified by SAQA
Private sector RPL needs to be encouraged
Consistent pricing of RPL needed
Sharing RPL facilities, staff, expertise across institutions is encouraged

20. Policy priority 3: Effective delivery of RPL
Delivery must take cognisance of lessons learned (in research, practice)
RPL for returning-to-learning youth and adults is encouraged and needs to be resourced in collaboration with all relevant stakeholders
RPL needs to be expanded with targets in workplaces and institutions of learning
RPL as tool for transformation needs to benefit those speaking all languages, not only the dominant language(s)

21. POLICY PRIORITY 4: NATIONAL RPL COORDINATION
Research
Conduct
Coordinate
Disseminate
Professionalisation
Initiate
Encourage
Guide
Support
Strategic projects
Identify
Major industrial sector
Public sector
Sector-specific centres
Community education and training
Support and advice
Monitor
Evaluate
Benchmark
Advocacy
Marketing
Public perception of RPL
Conference in 2014
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22. SUMMARY: SAQA Responsibilities
Develop national policy and criteria
Co-ordinate the sub-frameworks of the NQF, including the alignment of sub-framework policies on RPL, and articulation across the system
Recognise professional bodies and register professional designations (specification of an RPL route is a requirement for listing of professional designations)
Oversee the national coordination of RPL

23. Summary: Quality Council responsibilities
Develop RPL policy for the sub-framework, monitor/evaluate implementation (providers)
Collaborate/ foster relationships with SAQA, NAMB, SETAs, professional bodies and others
Facilitate and monitor enabling agreements, and training of RPL advisors, facilitators, assessors, moderators, and administrators
Ensure consistency in RPL policy application
Support co-ordinated development of generic RPL toolkits and instruments
Ensure no distinction between conventional and RPL achievements
Conduct and oversee RPL-related research

24. Summary: responsibilities of providers
Progressively develop capacity to implement RPL, ensure staff capacity, effective planning, funding
Collaborate with SAQA, NAMB, the Quality Councils, professional to advance RPL implementation, monitoring, evaluation
Incentivise and support the registration and CPD of RPL practitioners
Provide advice, counselling and other support services for RPL candidates throughout
Establish an appeal process for RPL
Ensure an equitable fee structure
Develop an information management system

25. Summary: Responsibilities of professional Bodies
Comply with national policy and criteria for the recognition of professional bodies and the registration of professional designations
Include an RPL route as an integral requirement for attainment of professional designations
Collaborate with SAQA, the Quality Councils and the relevant providers to incentivise and advance quality RPL provisioning
Progressively develop and enhance capacity to initiate and support RPL provision in accordance with this policy

26. Summary: Responsibilities of RPL practitioners
Adhere to requirements set out in this policy and determined by the relevant bodies and governance structures, which may include a Quality Council, a workplace and a professional body
Meet professional requirements, including participation in continuing professional development activities, to be developed and agreed with the community of RPL practitioners, relevant bodies and governance structures through the national coordination of RPL as set out in this policy

27. Summary: Responsibilities of RPL candidates
Accept co-responsibility as an equal partner in the RPL process.
Expect to be treated without unfair discrimination.
Respect the processes and procedures of institutions and workplaces.
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28. Transitional arrangements
The Criteria and guidelines for the implementation of RPL developed in 2004 by SAQA will be replaced by new guidelines as soon as these have been developed.
This policy comes into effect on the date of its publication(March 2013).
This policy replaces The recognition of prior learning in the context of the South African NQF policy developed in 2002 by SAQA.
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29. PROJECTS

30. SAQA Strategic RPL Projects
SAPS band members in partnership with Trinity College London
Department of Public Service Administration
Marine Industry Association of South Africa (MIASA) in cooperation with NAMB
Community Development Practitioners in partnership with Department of Social Development, Department of Cooperative Governance, ETDP SETA
DENOSA and Nursing Colleges
Education Labour Relations Council
Game Rangers in partnership with Rhodes University, the World Wildlife Federation (WWF) and SANParks
Grain Silo industry with Deloitte
Correctional services to develop an RPL model for offenders towards NCV, and N courses
e.TV
Support to SASCOC for SA Coaching Framework development
Support to the SANDF war veterans

31. Looking forward

32. A FOCUS ON IMPLEMENTATION
With stability in the system, as confirmed by the White Paper on PSET, SAQA will have the opportunity to focus on implementation
This will include:
Monitoring and evaluation
Interventions where required (e.g. for RPL, short courses, international qualifications)
Strategic partnerships
Strong emphasis on advocacy and communication

33. Alternative access QUALIFICATION ASSESSMENT Process Leveling
INFORMAL LEARNING
WORKPLACE EXPERIENCE
LIFE EXPERIENCE
FORMAL LEARNING
UNIVERSITY
TVET COLLEGE
SCHOOL

34. Who will be the DRIVER?
AgriSETA?
Department of Agriculture?
Unions? OR
RPL Centre with collaboration between all relevant entities?

35. LEARNER-CENTREDNESS Learner-centredness
The learner is at the centre of the RPL process – human dignity
RPL provides opportunities for further development
RPL aims to redress past imbalances
RPL provides support to learners
towards success
RPL is a change agent

36. LEARNER-CENTREDNESS
For a while it is possible for an outsider to build a man’s house but an outsider cannot give a man pride and self-confidence… Those things a man has to create for himself by his own actions. He develops himself by what he does…by making his own decisions, by increasing his understanding of what he is doing and why; by his own full participation – Julius Nyerere.

37. RPL CHALLENGES Systemic issues Organisational issues Funding
Personal factors
Transfer of knowledge

38. RPL as Change Agent
RPL is a boundary shifting agent aiming at recognition of knowledge gained informally and non-formally – addressing the educational needs of all workers

39. THANK YOU!