opportunities and changes in workplace rpl deonita damons & dr. linda meyer presentation to nabc...

Opportunities and changes in Workplace

RPL

Deonita Damons &Dr. Linda Meyer

Presentation to NABCPresentation to NABC

©

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).

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

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.

Four levels of competencies should be assessed in the RPL process. - SAQAReflexive 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).

REVISED AND NEW LEGISLATION

New NQF Act, 2008 to replace SAQA ActOne NQF, 3 sub-frameworksProvides for QCs responsible for each sub-

frameworkIncludes both qualification design and quality

assurance

Amended:Higher Education ActGeneral and Further Education & Training ActSkills Development Act, 2008

6

Source: DHET

SKILLS DEVELOPMENT ACT, 2008 (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) systemLinking job-seekers to job opportunitiesNational scarce skills list

Source: DHET

7

SKILLS DEVELOPMENT ACT, 2008 (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)

8

Source: DHET

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

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

10

Two types of occupational qualification

National Occupational AwardFor occupations or groups of occupations

National Skills CertificateSpecializationsElementary 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.

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

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.

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)

Catalysts & Inhibitors to creating a conducive

environment for RPL

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

Unemployment Rates In South Africa:Race & Gender

47%53%

Source: Professor HAROON BHORAT

Skills-Biased Employment Growth: 1

Skilled Employment: Share increased from 9 to 11%

Semi-skilled Employment: Share increased from 59 to 61%

Unskilled Employment: Share declined from 31 to 27%

Source: Professor HAROON BHORAT

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)

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

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

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).

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

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

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

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

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

Planned

NQF 4 - Labour Relations Qualification

NQF 6 – Labour Relations Qualification

Thank you