strategies trategies for for optimising national ... · at kopanong hotel and conference centre,...

SStrategies trategies for for Optimising National Optimising National Recognition of Recognition of

Prior Learning (RPL) Prior Learning (RPL) Systems Systems in the in the Developing Developing

WorldWorld: : Models Applicable Models Applicable to Subto Sub--Saharan AfricaSaharan Africa

Eng. Martin Manuhwa .President: Southern African Federation of Engineering Organisations (SAFEO).

Vice President: World Federation of Engineering Organisations (WFEO).Chairman: Engineering Council of Zimbabwe (ECZ).

SAQA2014SAQA2014

Recognition of Prior Learning (RPL) from 23 to 26 February 2014,

At Kopanong Hotel and Conference Centre, Benoni, Johannesburg, RSA.

"Implementing RPL: Tried-and-tested, tools, templates."

Outline of My Presentation Outline of My Presentation

• Introduction

• Objectives and Scope of the Presentation

• Background of SAFEO and its role in RPL

• Status of RPL: Myths versus Reality in SSA• Status of RPL: Myths versus Reality in SSA

• A framework for Analyzing RPL Systems

• Strategies for Optimising RPL Systems in SSA

• Recommendations

• Conclusion

3/3/20143/3/201422

Introduction Introduction

• Recognition of Prior Learning (RPL) is described in the new

National Policy for the Implementation of RPL [South

African Qualifications Authority (SAQA), 2013)] as a set of

processes through which the prior knowledge and skills of a

person are made visible, mediated and assessed. person are made visible, mediated and assessed.

• The learners may use this formal recognition or validation

for entry to a programme of study in place of the usual entry

requirement or for part of the final qualification so as to

avoid repeating learning what they can already

demonstrate.

33/3/2014 SAQA2014

Introduction Introduction

• This paper discusses the Strategies for optimising National

Recognition of Prior Learning (RPL) Systems in Sub-Saharan

Africa Countries using models applicable to the technical

training in Construction.

• The Construction and engineering sector is very critical in RPL

programmes. programmes.

• Technical skills can be obtained anywhere and everywher

especially on the job, through formal and/or informal learning.

• The professional bodies and community of practices have been

identified as a key stakholder in outcome based competence

assessments

43/3/2014 SAQA2014

Objectives and Scope of the Objectives and Scope of the PresentationPresentation

The objectives of this paper are to:

(i) identify the essential elements that are part of RPL processes for us to advocate for the adoption of such tools by the Construction Sector; and

(ii) examine when and why RPL could be used in the training of the Industry practioners (all built environment).

• The scope of the paper is premised on the assumption • The scope of the paper is premised on the assumption that Recognition of Prior Learning (RPL) is an internationally accepted process of assessing non-formal learning with the intention of matching it to academic credits.

• This allows the candidate to earn either a full or partial qualification based on knowledge and/or skills acquired outside of the formal classroom. Given the observation above, learning can be done anywhere.

53/3/2014 SAQA2014

Background of SAFEO and itBackground of SAFEO and it’’s s Motivation for RPL for the Motivation for RPL for the

Engineering & Construction SectorEngineering & Construction Sector

The Southern African Federation of Engineering

Organisation (SAFEO) is a network of

multidisciplinary national engineering societies or

institutions which currently represent the majority of institutions which currently represent the majority of

Southern African Development Community countries

(Sixteen Signatories).

•SAFEO Strives to ensure an appropriate level of efficient

human resource capacity in the built environment professions,

particularly engineering with the aim of enabling Africa to

ultimately achieve sustainable development for all people in

Africa.63/3/2014 SAQA2014

Background of SAFEO and itBackground of SAFEO and it’’s s Motivation for RPL for the Motivation for RPL for the

Engineering & Construction SectorEngineering & Construction Sector

•SAFEO takes responsibility for its role in the professional and industrial environment and therefore addresses support systems, wealth creation and quality of life enhancing initiatives through its OUTREACH programmes concerning Continuous Professional Development (CPD), access to technical information, best practice procurement and standards documentation, career guidance and associated advice.

•SAFEO reaches out to all communities in need of engineering services and •SAFEO reaches out to all communities in need of engineering services and capacity building assistance.

•SAFEO is committed to achieving its objectives through sharing of skills and knowledge in an unbiased, non-competitive way.

•This paper presents and explores how RPL processes can be set up and managed to benefit individuals, organisations, Higher Education Institutions and Further Education and Training Colleges in the SSA Region.

•The challenges of running successful RPL programmes for selected countries in Sub-Saharan Africa, are considered and SAFEO offers its partnership wherever needed to make the journey a success.

73/3/2014 SAQA2014

Rural Africa as it is today Rural Africa as it is today

–– Just Mountains!!!Just Mountains!!!

SAQA2014 8

Rural SSA As Is Today : Rural SSA As Is Today : Just Ordinary LivesJust Ordinary Lives

9

Some parts of Rural SubSome parts of Rural Sub--Saharan Africa Saharan Africa As Is Today : Just PeasantryAs Is Today : Just Peasantry

10

If we harness our skills in RPL initiatives If we harness our skills in RPL initiatives and Imperatives The developing World and Imperatives The developing World Will Not Be like this Will Not Be like this –– Not at All!!Not at All!!

11

SubSub--Saharan Africa Needs: Saharan Africa Needs: MINDSET CHANGE FROM MINDSET CHANGE FROM

CATERPILLAR TO CATERPILLAR TO BUTTERFLY BUTTERFLY

12

Rural Areas As they Will Rural Areas As they Will Be ??Be ??

13

The Roads in SubThe Roads in Sub--Saharan Africa As Saharan Africa As they should Be if we implement proper they should Be if we implement proper

RPL strategies? RPL strategies?

14

An African City As it Will Be : Central An African City As it Will Be : Central Metropole of Blantyre or Harare Metropole of Blantyre or Harare

(The 30 year Vision) (The 30 year Vision) –– Yes its Possible!!Yes its Possible!!

16

MINDSET CHANGE: FROM A VICTIM TO A MINDSET CHANGE: FROM A VICTIM TO A VICTOR BY ADOPTING PROPER STRATEGIES VICTOR BY ADOPTING PROPER STRATEGIES IN RPL AND OTHER CAPACITY BUILDING IN RPL AND OTHER CAPACITY BUILDING

MEASURES FOR THE DEVELOPMENT OF OUR MEASURES FOR THE DEVELOPMENT OF OUR REGIONREGION

17

BriefBrief Case Case StudiesStudies & & CategoriesCategories of of RPL RPL Systems in the Built Environment SectorSystems in the Built Environment Sector

in the SSAin the SSA

• Case studies of national RPL practices in the engineering construction sector were sought.

• Initiatives found were analysed and grouped into the three broad areas of formal, informal and non‐formal learning systems. All these forms were found to be prevalent in the cases. Informal and non-formal especially psycho-motor skills were mostly looked down upon, yet they are the cog of sustainable development in SSA. This need addressing at policy and sustainable development in SSA. This need addressing at policy and advocacy levels.

• The survey findings revealed that the Construction sector stakeholders believed that the RPL process would suit their circumstances because many professionals spend years of workplace experience and had mostly attended many internal, but often unaccredited, product training programmes.

183/3/2014 SAQA2014

BriefBrief Case Case StudiesStudies & & CategoriesCategories of of RPL Systems RPL Systems in in

ConstructionConstruction

• However, there was no common RPL implementation model in the SSA

countries surveyed, (could serve as a guide).

• Most RPL models followed the practices set by formal higher education

providers and there was no consideration of the many variables that providers and there was no consideration of the many variables that

have an impact in the workplace.

• In most countries Institutions of Higher Learning set their own mature

entry criteria, which often differ from Department to Department within

the same institution.

• There is a trend towards Technical and Vocational Education and

Training (TVET) recognition in most SSA Countries.

193/3/2014 SAQA2014

RPL RPL Systems in the Built Systems in the Built Environment SectorEnvironment Sector in the SSAin the SSA

•The RPL system as set up by the Mauritius Qualification Authority has been a major turning point in the TVET landscape in Mauritius.

•Mauritian RPL model is seen as a reference in the African continent.

•In Mauritius Learning is hence recognized through RPL regardless of how, when and where it was acquired, provided that the learning is relevant to the outcomes of standards.

•In this case RPL is therefore a form of assessment and it involves a holistic approach where both the social and the learning context of the learner are taken into consideration. This approach will thus avoid the assessment from becoming a purely technical application.

203/3/2014 SAQA2014

RPL RPL Systems in the Built Systems in the Built Environment SectorEnvironment Sector in the SSAin the SSA

• South Africa has put in place the most advanced Systems in RPL in the SSA by achieving the milestones below:

◦ RPL policy now in place

◦ Islands of excellent practice in many sectors (still to be

quantified)

213/3/2014 SAQA2014

quantified)

◦ Long term in depth RPL research, findings

◦ Coordination/ dissemination of RPL research and

information - networking opportunities

◦ SAQAs RPL Reference Group

◦ National RPL Task Team

◦ Working Document on RPL

RPL Systems Benchmarks for SSA(Adapted RPL Systems Benchmarks for SSA(Adapted

from from UnescoUnesco, 2013), 2013)

Learning Standards based in a comprehensive NQF or Nationally established qualification system

Learning Standards based in a higher education

Labour competenceframeworks related to specific occupational standards

NQFs in the TVET sector

Equivalency \frameworks in basic education

223/3/2014 SAQA2014

Czech Republic , Denmark, Finland, France, Mauritus, Portugal, New Zealand, Norway SouthAfrica,

Malaysia, Republic of Korea, Zimbabwe

Mexico and Netherlands

Burkina Faso, Gambia, Ghana, India, Namibia,Trinadad and Tobago

Afghanistan, Bhutan, Jordan, Syria

RPL Systems Benchmarks for RPL Systems Benchmarks for

SSA (SAQA, 2011)SSA (SAQA, 2011)

ModelModelModelModel CharacteristicsCharacteristicsCharacteristicsCharacteristics CountryCountryCountryCountry7. System7. System7. System7. System Countries with an inclusive policy, a system, a vision

and a culture regarding the recognition of non‐

formal and informal learning outcomes.

6. Quasi6. Quasi6. Quasi6. Quasi‐‐‐‐

systemsystemsystemsystem

Countries with an inclusive policy, an overall system

and a vision.

Ireland, Netherlands,

Denmark, Norway

5. Set 5. Set 5. Set 5. Set of of of of

consistentconsistentconsistentconsistent

practicespracticespracticespractices

Countries with a vision. Existence of the following:

many practices, access for people from many

different backgrounds, sporadic funding. Not all

Australia, Canada, SouthSouthSouthSouth

AfricaAfricaAfricaAfrica, United Kingdom,

233/3/2014 SAQA2014

5. Set 5. Set 5. Set 5. Set of of of of

consistentconsistentconsistentconsistent

practicespracticespracticespractices

Countries with a vision. Existence of the following:

many practices, access for people from many

different backgrounds, sporadic funding. Not all

levels or sectors are open.

Australia, Canada, SouthSouthSouthSouth

AfricaAfricaAfricaAfrica, United Kingdom,Belgium (Flemish

Community)

4. Existence 4. Existence 4. Existence 4. Existence of of of of

fragmentedfragmentedfragmentedfragmented

practicepracticepracticepractice

Countries with clear aims. Existence of the

following: practices, targeting of certain individuals

or groups in the population, existence of sporadic

funding. Few levels or sectors are open.

Germany, Spain, Italy, Korea,

Mexico, Iceland, Switzerland,

Zimbabwe,

3. Embryonic 3. Embryonic 3. Embryonic 3. Embryonic

practicepracticepracticepractice

Countries demonstrating lukewarm interest. A few

convincing ventures in very specific areas.

Austria, Chile, Slovenia

2. Initial 2. Initial 2. Initial 2. Initial phasephasephasephase Countries in which some players demonstrate a

modicum of interest in the concept.

Hungary, Greece, Czech

Republic

1. Nothing1. Nothing1. Nothing1. Nothing No practices, no policy documents, no public

statements and no interest in the concept.

Nature of Recognition of Nature of Recognition of Prior Learning Prior Learning (RPL) Systems (RPL) Systems in the Developing World : in the Developing World :

Myths versus Reality.Myths versus Reality.• SSA has a long way to go in the development of a RPL policies.

• Countries are at varying levels of development.

• South Africa and Mauritius are developing the most advanced systems of RPL.

• A regional implementation framework will accelerate the RPL process.

243/3/2014 SAQA2014

• A regional implementation framework will accelerate the RPL process.

• But a lot needs to be done in the SSA Region e.g.• Integrated approach by having a regional say SADC framework, common RPL model

to address regional credits and mobility of professionals• Carryout needs and priorities assessments of employed and unemployed with

reference to RPL processes• Renewed partnership between all key stakeholders especially Communities of

Practices who have a Continued Professional Development (CPD) which should form the basis of the RPL process in the professions.

• Regular Policy Reviews and Stakeholder update conferences• Reference Group to be armed with advisory function as well as implementation

oversight

A framework for Analyzing A framework for Analyzing Prior Learning Prior Learning (RPL) Systems in (RPL) Systems in ConstructionConstruction

• A framework and a scope for the analysis were developed for the Construction Industry Sector.

• The framework was premised on the developmental and outcome based RPL inputs and the impacts and costs of implementation.

• The Engineering Councils and Voluntary Associations in SA and Zimbabwe have the CPD system in place. The rest are still evolving.

• There is also mature entry into the Vas which follows RPL evaluation assessments through interviews.

253/3/2014 SAQA2014

The The RPLRPL Process in Process in Engineering and Engineering and other Technical other Technical Training.Training.

The process of Recognition of Prior Learning used by SAFEO to access the RPL Readiness of the Construction practitioners was as follows:

• Identifying what the learner knows and can do;

• Matching the skills, knowledge and experience of the learner against standards;

• Assessing the learner;

• Acknowledging the competencies of the learner;

• Crediting the learner for skills, knowledge and experience already acquired;

• Issuing a record of learning/ qualification.263/3/2014 SAQA2014

The Proposed RPL Framework The Proposed RPL Framework for the Construction Industryfor the Construction Industry

A fusion of the Context, Input, Process and Product (CIPP) and the Logic RPL Model was found to be robust and of scientific rigor and was used to evaluate the Construction Industry Initiatives.The CIPP contains three basic steps: •First delineation of questions to be answered;•second providing information to decision makers for their use and •second providing information to decision makers for their use and thereby improving ongoing RPL programs; and •third, making the decisions about the worth of such programs.Our claim is that “an explicit theory of action is required to evaluate the RPL programes” .

Therefore:The recommended strategy for the Construction Industry is to adopt the Logic and the CIPP Models and come up with an RPL Conceptual Framework as our theory of action.

3/3/2014 SAQA RPL 27

The Proposed RPL Model for the The Proposed RPL Model for the

Construction Industry Construction Industry -- The The Contextual Contextual

Logic RPL ModelLogic RPL Model

• CONTEXT : The National Qualifications Authority (NQA) mission and vision underpins the framework while factoring in important external

variables such as changes to the global educational landscape, stakeholders’ inputs and international trends and benchmark indicators. NQA’s proactive responses to these external variables

must be translated into its master capacity building strategy, policies

as well as performance and benchmarking indicators. These are then fed back into the content and delivery of the National and Regional fed back into the content and delivery of the National and Regional

RPL programmes.

• INPUTS : The NQA Programme Offices and Academic Groups (AGs)

are key drivers of RPL quality. The NQA works with the Programme

Offices and Academic Groups (AGs) to facilitate the development of their individual RPL strategies and performance components.

• PROCESS : A multi-pronged evaluation structure comprising:     - self-directed evaluation by the Programme Offices and Academic Groups

    - Facilitated evaluation by the NQAs via a RPL Evaluation Cycle

3/3/2014 SAQA RPL 28

The Proposed RPL Model for the The Proposed RPL Model for the

Construction Industry Construction Industry -- The The Contextual Contextual

Logic RPL ModelLogic RPL Model

•PRODUCT : The outcomes from these evaluation processes will then be

fed back into the RPL programmes and research as reiterative enhancements.

•RESPONSIBILITIES- Since there must be a close symbiosis between academic judgment and processes on the one hand, and student support

on the other, RPL must be institutionally positioned close to both these major functions in the Registered Training Organization (RTO). major functions in the Registered Training Organization (RTO).

◦ Decisions made regarding the preparedness of a non-traditional student to enter

an RTO cannot be made by an administrative official based on paper evidence of

formal training alone, but must be the result of a carefully designed and

implemented assessment process of the individual profile of the RPL candidate.

◦ A FORMAL counseling and an appeals process must be put in place to assist the

students that would have failed the assessments.

◦ Training and re-assessments must be provided.

◦ The assessment fees must be just and regulated by the Education authorities

3/3/2014 SAQA RPL 29

The Proposed RPL Model for The Proposed RPL Model for the Construction Industrythe Construction Industry

The CIPP evaluation model is a framework for guiding evaluations of programs, projects, personnel, products, institutions, and evaluation

systems (Stufflebeam, 2003).

3/3/2014 SAQA RPL 30

Dan Stufflebeam:Dan Stufflebeam:

CIPP Model of Program CIPP Model of Program

EvaluationEvaluation

Needs Assessment

What should we do?

INPUT

CONTEXT

PRODUCT

Program Planning

How shall we do it?

Implementation

Are we doing as planned?

Outcome & Impact

Does it work?

PROCESS

LOGIC MODELLOGIC MODEL

Resources Activities Output Outcomes Impact

CONDITIONS and DRIVERSCONDITIONS and DRIVERS

The Planned Work The Intended Results



Current situation that precipitates the need

for the program for the program




Resources and inputs needed to operate the program:personnel, facilities, materials, equipment

Resources and inputs needed to operate the program:personnel, facilities, materials, equipmentpersonnel, facilities, materials, equipmentpersonnel, facilities, materials, equipment




Everything the program does if it had access to the resources

Everything the program does if it had access to the resources access to the resources access to the resources




The “deliverables”—the events, products and services

Number of participants,

The “deliverables”—the events, products and services

Number of participants, Number of participants, classes, brochures, advisors,

etc

Number of participants, classes, brochures, advisors,

etc



CONDITIONS and DRIVERSCONDITIONS and DRIVERSIf the

program delivers, the participants

will benefit in

If the program

delivers, the participants

will benefit in will benefit in certain ways:

Knowledge, skills,

behavior, attitudes

Immediate, mid-term and

long-term outcomes

will benefit in certain ways:

Knowledge, skills,

behavior, attitudes

Immediate, mid-term and

long-term outcomes




If these benefits to participants are achieved, then certain changes in organizations and communities might be expected to occur

If these benefits to participants are achieved, then certain changes in organizations and communities might be expected to occur




The Planned Work The Intended Results


• Links processes and outcomes:

◦ Funders love this!

• Great for program planning

◦ Work backwards◦ Work backwards

• Evaluation is built in!

• Ain’t perfect

Recommendations and ActionsRecommendations and Actions

• Shared understanding of RPL principles/ advising/

admin/ teaching, learning and assessment/

pathways which allows for diversity of purpose

and method – needed for the rest of the continent

• Enabling agreements among stakeholders and

regional blocks like SADCregional blocks like SADC

• Advocacy and Research of RPL implementation

must be funded

• Effective administrative/logistical/learner support

systems need to be put in place

413/3/2014 SAQA2014

Recommendations and ActionsRecommendations and Actions

• There is need to develop regional centres of

excellence and hubs for a strategic critical mass

in RPL development.

• Sharing known effective models within/ across

sectors and nations must be achieved in SSA. sectors and nations must be achieved in SSA.

• Addressing the urgent need for RPL below in all

levels, and in the post-school/Adult Education

and Training sectors – and the absence and low

take-up of RPL provision in many sectors needs

to be taken up in all SSA countries.

423/3/2014 SAQA2014

Recommendation Strategies and Recommendation Strategies and

ActionsActions• It was found that national RPL in the construction sector require

elaboration of a comprehensive strategy that includes the contribution of all stakeholders, including those in the public sector, private companies and consumers.

• The Program SHOULD be aimed to provide streamlined and simplified skills recognition processes and to devise processes to minimise the cost to applicants.

433/3/2014 SAQA2014

cost to applicants.

• Some of the most effective strategies proposed by stakeholders were:

• to ensure that RPL is designed to offer learners flexibility; and

• that it is essential that the process of awarding credit or part of a qualification for prior learning is regulated and managed to ensure quality. This aspect is especially important as the credit which learners gain through RPL has to have exactly the same weight and value as credit gained by completing a traditionally assessed learning programme.

Conclusion Conclusion

• Case studies of national RPL practices in the engineering

construction sector were sought. Initiatives found were

analysed and grouped into the three broad areas of formal,

informal and non‐formal learning systems.

• A framework and a scope for the was premised on the

‐

• A framework and a scope for the was premised on the

impacts and costs of implementation of national RPL for

countries in Sub-Saharan Africa. It applied the Contextual

Input, Process, Product and outcome based assessment

methodology.

443/3/2014 SAQA2014


• The national RPL strategies and models found in Sub-Saharan African Countries were discussed in view of their quest to optimize value delivery in their education systems.

• The widespread development of RPL requirements in engineering and infrastructure development courses were evaluated and suitable strategies are proffered for various evaluated and suitable strategies are proffered for various scenarios.

• It has always been painful to see people who acquired skills and competences non-formally or informally being left disadvantaged in accessing and advancing in employment and the training system.

453/3/2014 SAQA2014


•RPL should be regarded not only as essential for the promotion of lifelong learning but rather as a strategy to formally measure and give value to a person’s non-formal and informal learning for the purposes of receiving an award and to avoid duplication of training by maximising the value of technical, vocational education and training (TVET) expenditure. education and training (TVET) expenditure.

•RPL plays a key role by providing access, transfer and progression routes to education for the skilled and the disadvantaged.

THANK YOU FOR YOUR ATTENTION

463/3/2014 SAQA2014

It is a daunting but not Impossible taskIt is a daunting but not Impossible taskIt is a daunting but not Impossible taskIt is a daunting but not Impossible taskIt is a daunting but not Impossible taskIt is a daunting but not Impossible taskIt is a daunting but not Impossible taskIt is a daunting but not Impossible task

strategies trategies for for optimising national ... · at kopanong hotel and conference centre,...

Documents