Opportunities and changes in Workplace RPL Deonita Damons & Dr. Linda Meyer Presentation to NABC ©
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Transcript of 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
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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)
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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
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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