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CONTENTS

CONTENTS...........................................................................................................................1

GLOSSARY..........................................................................................................................4

SECTION ONE: EXECUTIVE SUMMARY...........................................................................5

1.1 INTRODUCTION............................................................................................................51.2. DEFINING RPL WITHIN THE SA ENVIRONMENT............................................................5

1.2.1. Types of RPL.......................................................................................................71.2.2. Quality assurance within the SA Context............................................................81.2.3. Assessment Methods.........................................................................................91.2.4. Evidence For RPL..............................................................................................91.2.5. Legislation That Supports RPL.........................................................................10

1.3. A PROFILE OF CURRENT TRENDS AND PRACTICES.....................................................101.3.1. SETAs...............................................................................................................10

W&RSeta RPL Project..........................................................................................101.3.2. RPL and Implementation in the Private Sector.................................................121.3.3. Further Education Institutions...........................................................................121.3.4. Public Private Partnerships..............................................................................13

1.4. RPL TRENDS & PRACTICES: AN INTERNATIONAL PERSPECTIVE................................131.4.1. Australia...........................................................................................................131.4.2. Japan.................................................................................................................14

Japan........................................................................................................................141.4.3. Finland...............................................................................................................141.4.4. France...............................................................................................................141.4.5. Germany............................................................................................................151.4.6. Canada..............................................................................................................161.4.7. USA...................................................................................................................161.4.8. UK.....................................................................................................................171.4.9. Ireland...............................................................................................................171.4.10. South Korea.....................................................................................................18

1.5. INTERNATIONAL CASE STUDIES...............................................................................18 Accreditation of Prior Learning in Europe: European Qualification Authority....18

1.6. RPL IN THE W&R SECTOR.......................................................................................181.6.1. Manchester Metropolitan University Business School: Partnership with Spain 181.6.2. Project EQUAL..................................................................................................191.6.3. Relyant SA........................................................................................................19

1.7 CONCLUSION AND CONSIDERATIONS FOR W&RSETA................................................19

SECTION TWO: INTRODUCTION.....................................................................................23

2.1. REVISITING THE PROJECT SCOPE...........................................................................232.2. OBJECTIVES OF THE RESEARCH REPORT................................................................232.3. METHODOLOGICAL PROCESS UNDERTAKEN IN THE RESEARCH.............................242.4. STRUCTURE AND GUIDE TO THE REPORT..................................................................25

SECTION THREE: CONTEXTUALSING RPL TRENDS AND PRACTICES WITHIN SOUTH AFRICA................................................................................................................26

3.1. DEFINING RPL WITHIN THE SA ENVIRONMENT..........................................................263.2. TYPES OF RPL.........................................................................................................293.3. QUALITY ASSURANCE WITHIN THE SA CONTEXT.......................................................333.4. ASSESSMENT METHODS.................................................................................333.5. EVIDENCE FOR RPL..........................................................................................343.6. LEGISLATION THAT SUPPORTS RPL...............................................................343.7. A PROFILE OF CURRENT TRENDS AND PRACTICES.....................................................36

3.7.1. SETAs...............................................................................................................373.7.2. RPL and Implementation in the Private Sector.................................................473.7.3. Further Education Institutions...........................................................................473.7.4. Public Private Partnerships..............................................................................48

3.7.4.1. Workforce advising and support services for retrenched workers.........483.7.4.2. Y4EA- The South African Case Study.......................................................48

3.8. CONCLUSION.........................................................................................................493.8.1. Current Issues..................................................................................................493.8.2. Lessons and Considerations for W&RSeta...................................................50

SECTION FOUR: RPL TRENDS & PRACTICES: AN INTERNATIONAL PERSPECTIVE............................................................................................................................................54

4.1. INTRODUCTION........................................................................................................544.2. COUNTRY PERSPECTIVE: RPL TRENDS AND PRACTICES.............................................55

4.2.1. Australia...........................................................................................................554.2.2. Japan.................................................................................................................58

Japan........................................................................................................................584.2.3. Finland...............................................................................................................594.2.4. France...............................................................................................................604.2.5. Germany............................................................................................................624.2.6. Canada..............................................................................................................634.2.7. USA...................................................................................................................66

Assessment tools..............................................................................................674.2.8. UK.....................................................................................................................684.2.9. Ireland...............................................................................................................714.2.10. South Korea.....................................................................................................73

4.3. INTERNATIONAL CASE STUDIES...............................................................................744.3.1. Case-Studies: Broad Country Approaches.......................................................744.3.2. International Initiatives of RPL Provisioning......................................................76

Research Report on the Trends and Practices of RPL Prepared By Prodigy Business Services for W&RSeta

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4.3.2.1. CEDEFOP Leonardo da Vinci-programme: RPL Comparability Within Europe 764.3.2.2. CEDEFOP Leonardo da Vinci-programme: RPL Initiatives related to non-formal qualifications or skills.....................................................................................784.3.2.3. Canada: First Nations Technical Institute (FNTI).......................................794.3.2.4. USA: Vermont State Colleges (VSC) System............................................814.3.2.5. Canada: Open learning Agency (OLA)......................................................834.3.2.6. FAS: Training & Employment Authority Ireland.........................................854.3.2.7. Accreditation of Prior Learning in Europe: European Qualification Authority..................................................................................................................................88

4.3.3. International Examples of RPL Instruments......................................................894.4. POSSIBLE LESSONS FROM INTERNATIONAL PRACTICES..............................................90

SECTION FIVE: RPL IN THE WHOLESALE AND RETAIL SECTOR..............................91

5.1. INTRODUCTION........................................................................................................915.2. INTERNATIONAL EXAMPLES......................................................................................95

5.2.1. Manchester Metropolitan University Business School: Partnership with Spain 955.2.2. Project EQUAL..................................................................................................96

5.3. SA EXAMPLES........................................................................................................975.3.1. Relyant..............................................................................................................97

SECTION SIX: CONCLUSION AND CONSIDERATIONS FOR W&RSETA..................100


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GLOSSARYETQA Education and Training Quality AssuranceNQF National Qualifications FrameworkNSDS Nationals Skills Development StrategyPOE Portfolio of EvidenceRPL Recognition of Prior LearningSAQA South African Qualifications AuthoritySETA Sector Education Training AuthorityW&R Wholesale and RetailW&RSeta Wholesale and Retail Sector Education Training AuthorityWPA Workplace Assessment


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SECTION ONE:EXECUTIVE SUMMARY

1.1 INTRODUCTION

The purpose of this task was to conduct an in-depth survey/ study of the trends and practices of RPL within South Africa and internationally. This included scanning the trends and practices of a range of entities such as Accreditation Centres/SETAs, private companies across all industries. Ultimately the research should afford W&RSeta insight and understanding on:

Definition of RPL across countries and within South Africa. General principles of RPL nationally and internationally e.g. evidence of prior learning. Mechanisms used for conducting assessments. Requirements for RPL assessors Similarly identifying RPL trends within the wholesale and retail sector. Insight into tools and quality assurance processes. Identification of the main purposes of the RPL assessment. Identification of examples or best practices/case studies.

In terms of methodology, secondary research was conducted through internet searches, document synthesis in tandem with primary research which included contacting the respective international and national sources. Where possible telephonic contact was made with international bodies and site visits conducted locally.

1.2. DEFINING RPL WITHIN THE SA ENVIRONMENT

In terms of the Regulations under the SAQA Act, 1995, Act No 58 of 1995, Government Gazette No 6140, No R452, the definition for RPL is as follows:

“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.”


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RPL recognises that there are different ways in which prior learning may have been acquired, for example:

informal 'on-the-job' education and training self-study work experience (experiential learning) In-house education and training.

Hence, RPL is the practice through which learning in the workplace, in the community, in organisational and cultural activities is assessed for access and accreditation purposes.

The outcomes of RPL includes but are not limited to:

An overview of what a person knows and can do Some form of recognition for the skills and knowledge a person has A learner receiving credit for a certain level of education and training The transferrral of credits from one place of learning to another without learning being

repeated A statement that a person has all the skills to a job but not necessarily the required

education or vice versa.

Similarly RPL is seen in the SA context as a way of assessing a person’s skills and competencies and providing a person with credits for programmes or subjects. This means that even if a person does not have the usual formal qualification, the person will have the opportunity of entering a programme at a university or other tertiary institute at an advanced level.

The interviews conducted and assimilation of secondary material reveals that the RPL process is generally perceived to be important for the following reasons:

It recognises that that there are different ways to acquire knowledge and that our society should give equal value to different forms of knowledge, experience and skill.

It can be used to redress past imbalances by recognising skills gained in working life. It provides accelerated access to further education and training by acknowledging what people already know and thus opens new opportunities for them.

It allows learners to obtain credits against unit standards and qualifications for evidence of knowledge, experience and skills that have been acquired in ways other than through academic or vocational education.

It can be used to identify any gaps in a learner's competence and can assist in developing an education and training plan to address these gaps.

It provides access to education and training in the learner’s own way and time. It recognises learners' existing competence at the equivalent formal level, e.g.

certificate, diploma or first-degree.


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1.2.1. TYPES OF RPL

There are two types of RPL and these are explained below1:

RPL with existing verifiable evidence: With this type of RPL the learner will be able to provide evidence of past learning or experience gained. The process of assessing this form of RPL can be done in the following way:

RPL without existing verifiable evidence: With this type of RPL the learner may have some past work experience and skills that relate to a unit standard or qualification but there is no verifiable evidence to prove competence. In this case RPL can be assessed in the following way:

The above types may be likened to the BankSeta’s analysis2 that suggests that it is useful to think of WPA in terms of two broad approaches3. The first broad approach to WPA is identified as Event Based Assessment, whilst the second approach is termed Naturalistic Assessment.

Event-based is visible where the learning process and its assessment are not necessarily continuous and holistic: the assessment punctuates separate steps in the learning process, and learning and assessment are not essentially integrated. Assessments are formal and distinct events separate from the learning process.

Its major weakness is that it often requires elaborate evidence-gathering by means of tests, simulations, examinations, panel interviews, and the like.

Naturalistic approaches to assessment, by contrast, are evident where assessment is effected through an ongoing process of evidence collection, as competency develops and is evaluated in as naturalistic a setting as possible – the workplace, in the context of the supervisory relationship.

There appears to be a fine line between RPL practices and assessment –particularly amongst private companies. According to SQA assessment is a structured process of gathering evidence and making judgements about an individual’s performance in relation to registered standards and qualifications.

1 Source: Chieta Guideline Recognition of Prior Learning within the Chemical Industries Sector2 BankSeta: Workplace Assessment: Implementation in the Banking Sector3 It should be noted that SETAs as well as several companies use the terms RPL and WPA interchangeably. Research Report on the Trends and Practices of RPL Prepared By Prodigy Business Services for W&RSeta

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Additionally or in tandem with the traditional RPL process the tendency amongst the various SETAs is to undertake the following:

Formative Assessment: refers to the assessment that takes place during the process of delivery of education and training.

Summate Assessment: refers to the final assessment against a national unit standard and or qualification to determine whether the candidate has achieved integrated competence4. This is the final judgement about the candidate’s achievement and competence.

Integrated assessment: in each unit standard specific and cross-field outcomes are assessed, applied competence is assessed and formative and summative assessments are used.

1.2.2. QUALITY ASSURANCE WITHIN THE SA CONTEXT

Credibility can be achieved through the following principles for RPL assessment procedures and practices5:

Validity Fairness Reliability & consistency Cost effectiveness Openness Systematic recording

The above are uniformerly applied across all SETAs and the identified RPL implementors.

1.2.3. ASSESSMENT METHODS

A number of different assessment methods can be used in the RPL process:

Oral assessment

4 Competence in SAQA terms is applied competence –which is a union of practical competence, foundational competence and reflexive competence. Practical competence is the demonstrated ability to consider a range of possibilities for action as well as make considered decisions about which to follow and perform the chosen action. Foundational competence is the ability to demonstrate an understanding of the knowledge and thinking which underpins the action. Reflexive competence is the ability to integrate and connect performances and decision-making with understanding and the ability to adapt to change in unforeseen circumstances and explain the reasons behind this change. 5 Source: ChietaResearch Report on the Trends and Practices of RPL Prepared By Prodigy Business Services for W&RSeta

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Project Case study Essay Examinations Demonstration or simulation Portfolio

1.2.4. EVIDENCE FOR RPL

Evidence for RPL can be collected from a variety of sources. The following principles should guide the collection of evidence of past knowledge and experience:

Direct evidence: should be collected from activities that are as similar as possible to the conditions of actual performance

Sufficient evidence: should be of a sufficient quantity and of satisfactory quality Authentic evidence: should be reliable and truthful and should come from the learner

who is being assessed and not from anyone else Evidence of competence: should be related to current competence and should show

that the learner is currently capable of performing all the required activities.

The evidence that a learner collects in order to demonstrate competence is collected in a Portfolio of Evidence (POE). Some examples of evidence are:

observation of the task by the assessor performance appraisal questioning the learner about the task training records testimonials examples of 'on the job' learning examples of projects undertaken.

1.2.5. LEGISLATION THAT SUPPORTS RPL

The National Training Strategy Initiative outlines altogether thirteen principles of the NQF. One of these principles is the recognition of prior learning.

Recognition of prior learning is also promoted directly or indirectly by other legislation:

Skills Development Act, No. 97 of 1998


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Employment Equity Act, No. 55 of 1998 National Education Policy Act, Act 27 of 1996

1.3. A PROFILE OF CURRENT TRENDS AND PRACTICES

1.3.1. SETAS

Profile of SETAs in Terms of RPL ActivitySETA Key RPL Activity

W&RSetaW&RSeta RPL ProjectIn lieu of this, the purpose of the W&RSeta RPL Project is two-fold: To access the learner To redress the previous learning imbalances through recognition

The W&RSeta have established a target of 8000 learners assessed for RPL purposes by June 2003.

Services Seta

Career Centre and CostsSix career centres established which undertake learnership assessments and RPL. Applications are through the career centre at a cost of R300 for the learner (this is to assist in the compilation of the POE). However all learnership candidates are RPLed as the RPL is integrated in the pre-assessment of the learner.

CETA RPL project Sponsored by EU: Assessment Centres:26 nationally, with 12 402 RPL assessments done. 243 advisors trained, 183 assessors trained and 72 moderators and verifiers accredited. Competency Acquisition ProcessIncludes 7 steps: initial training, practical stimulation, documentation assignment, portfolio building, knowledge assessment, structured interview, behavioural observationThe important consideration is the sum of the evidence from all seven steps that weighted up together that form the basis for the recommendation for registration, rather than a single assessment event. Quality Management SystemReputable QMS.

Chieta Compiled document entitled: Guideline: Recognition of Prior Learning within the Chemical Industries Sector

Sasol (a member company) has begun RPL initiatives since 1999.


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Dideta Assessor Training The Learnerships Development Division trained 31 assessors. At the moment an additional number of 60 assessor learners have started their training

Foodbev RPL draft policy in place. Currently involved in pilot projects with two companies from their sector, viz. Robertsons and SAB (Prospecton).

FASSET Standards document in place that outlines the RPL process for their industry. Professional bodies are accredited as “agent” ETQAs by the Fasset ETQA department. These professional bodies then undertake any RPL activity that is required.

BankSeta Compiled a document entitled: Workplace Assessment: Implementation in the Banking SectorJET in partnership with CAEL to provide training to FNB bank employees to become RPL assessors, using a customized version of an online course that CAEL has offered since 1998. In this online training, provided completely over the Internet, CAEL, JET, and FNB have to date trained 481 people who are now in some stage of completing the course. By June, 2003, the bank plans to complete training for a total of 1000 people, with yet another 1000 people to be trained thereafter.

Merseta The current RPL pilot project, which is currently being run in the New Tyre Chamber of the MERSETA emerged as a result of a negotiated policy or RPL by the major role in tyre sector.Training of 800 trainee assessors was accomplished to target 12 000 employees.

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1.3.2. RPL AND IMPLEMENTATION IN THE PRIVATE SECTOR The following companies were identified as being involved in RPL or related activity: Sasol Robertsons SAB-Miller (Prospecton) Relyant First National Bank Standard Bank

1.3.3. FURTHER EDUCATION INSTITUTIONS

University of the Free State (UFS) and College of Education (University of the Witwatersrand)

Prior to the pilots neither institutions had a formally documented RPL policy, Both projects have stressed the importance of staff development for RPL assessment and advising. Both


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projects relied heavily on portfolio development as the vehicle for RPL assessment, within the provision of a credit-bearing portfolio development course.

1.3.4. PUBLIC PRIVATE PARTNERSHIPS

Workforce advising and support services for retrenched workers: This pilot project aims to create options, systems and financing for 1000 retrenched workers. The Division for Life Long Learning of JET has secured partnership with four key players: Department of Labour (Employment Services); Mineworkers Development Agency (MDA); National Union for Metalworkers of South Africa (NUMSA); and National union of Mineworkers (NUM). JET has developed a 3-day course to assist workers with developing personal and career goals and in a context of sharing and support. Co-ordination of education and training providers to implement RPL services.

Y4EA- The South African Case Study: In 1999 the National Youth Commission, the Department of Public Works and organisations representing people with physical disabilities had a vision to make government owned buildings accessible to people with physical disabilities. A team was assembled to conceptualise, plan and implement the Pilot Project in three provinces that are poverty stricken: namely the Eastern Cape, Kwa-Zulu Natal and Limpopo. The youth were trained and to work on identified government owned buildings to make them user friendly to people with physical disabilities. Candidates were assessed against prior recognition and experience.

1.4. RPL TRENDS & PRACTICES: AN INTERNATIONAL PERSPECTIVE

1.4.1. AUSTRALIA

AustraliaIs defined as Recognition of Prior Learning is a systematic process to accredit learning gained outside formal educational institutions, by assessing relevant learning against the standards required by a university subject

or course”. The multicultural character of the Australian society and the consequent need to integrate skilled workers from all over the world into the national labour market, has been an important motivation for the introduction of methods and systems for identification and validation of prior learning. The Technical and Further Education (TAFE) commission is responsible for vocational and continuing vocational education. 79% of universities have RPL initiatives in a number of areas, and/ or implemented RPL on an ad hoc basis. At the time, few institutions had formal policies in place.


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1.4.2. JAPAN

Japan

So far, systems like the "RPL" or "Bilan de competence" have not been developed in Japan. This is not due to an ignorance of the importance of non-formal or experiential learning, rather to the basic structure and the cultural peculiarities of the Japanese training system. The "Trade Skills Tests", a responsibility of the Ministry of Labour, constitute the principal connection between the national qualifications system and continuing training within enterprises. These tests are based on the standards formulated through the national system and can be regarded as a form of identification and formal certification of prior learning (both experiential and formal). The Japanese validation system, based on the national qualification standards and the Trade Skills Tests, has been gradually developed and proved effective in a context of relative stability and low mobility.

1.4.3. FINLAND

FinlandA system of "Competence-based qualifications" introduced by law in 1994. Its main purpose being to open up for validation and certification irrespective of the way in which the skills have been acquired. The National Board of Education in Finland presents the Competence-based qualification system. The competence-based qualification system refers to flexible and individual schemes for obtaining vocational qualifications, irrespective of how the person acquired his/her initial vocational skills. Vocational knowledge, skill or experience, whether acquired at work, in training or in leisure pursuits, may now be converted to an officially approved competence-based qualification. The standards and criteria defining the national framework of qualifications are defined by the National Board of Education. Unlike several other countries, a methodology based on the portfolio has not been introduced in Finland. Instead, the actual qualification is awarded by an examination board on the basis of a formally regulated exam/test. The qualifications covered and the geographical areas the individual board deal with are decided by the NBE. The Finnish example is interesting because it opens up validation and certification of prior learning, irrespective of the way in which the learning has been acquired and organised. It is also of interest that this validation is based on the national qualification framework and that an existing institutional basis (Ministry of Education, NBE, The Educational Committees and the educational institutions) are used.

1.4.4. FRANCE

FranceIntroduction of a law laying down the possibility of recognising prior learning (1985) leading to the general introduction of the "Bilan de competence" (1991) and "Centres de Bilan". These initiatives lead to individual "Dossiers" or "Portfolios" of competence.The French system for identification and validation of prior learning was the first being established Research Report on the Trends and Practices of RPL Prepared By Prodigy Business Services for W&RSeta

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on a national level. Being influenced by experiences and methodologies from the USA (on enterprise and sector level), the objective of the French system is to identify and validate achievements from social as well as working life. This process of recognition is divided into two main stages. Firstly, by the personal and occupational competencies of workers are evaluated through a bilan de competence (competence audit). This allows the recognition of attainments gained outside the educational system. The Bilan de competence is the property of the person concerned and determines the current state of the individual's competence, both in a personal and occupational sense. Secondly, experiential attainments can be accredited for the award of a diploma or credit towards a diploma. This second stage allows experienced employees (who have at least five years experience) to have their non-academic learning recognised in order to gain exemption from part of the examination requirements. It gives formal recognition to the knowledge and skills, which people possess, it should ease access to education, reduce training times and increase the number of people with formally recognised qualifications. If the bilan is undertaken within the framework of an enterprise training budget, it is financed from the companies' compulsory contribution to continuing professional development (1 to 1.5% of the payroll). If the request comes from the individual, he or she is entitled to educational leave for the bilan of competence (according to the Law of December 1991). The bilan is free for unemployed and for young people undertaking a training programme, in these cases the state pays.

1.4.5. GERMANY

Germany"Bildungspass", Portfolio (planned),"Externenprüfung", "Begabtensonderprüfung". The portfolio approach represented (in different ways) by the Australian RPL and the French Bilan de competence has not been adopted by Germany. Since the early 1990s, a debate concerning the introduction of a competence portfolio has taken place, but no decisions have been taken so far. The German "dual system" is generally recognised as a coherent and stable system. It is based on a rather complex system of tripartite negotiations, consisting of public representative chambers of commerce and various employer organisations. More than 300 training occupations are covered within the dual system, in this way constituting a national skills framework. During the last decade, ca. 70% of the total number of individuals in every age group passed an exam approved and certified within the dual system. Compared to other countries, this percentage is very high and illustrates the strength of the system. Every candidate receives three different kinds of certification: First, a certificate based on a test of theoretical knowledge, - related to national, standardized criteria. Secondly, an attestation from the employer, giving additional information based on observation of conduct and long-term evaluation. Thirdly, an attestation from school, giving additional information based on long-term observation. During the last decade, ca. 70% of the total number of individuals in every age group passed an exam approved and certified within the dual system. Compared to other countries, this percentage is very high and illustrates the strength of the system. Every candidate receives three different kinds of certification: First, a certificate based on a test of theoretical knowledge, - related to national, standardized criteria. Secondly, an attestation from the employer, giving additional information based on observation of conduct and long-term evaluation. Thirdly, an attestation from school, giving additional information based on


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long-term observation. Apart from this, it should be mentioned that a "Bildungspass" (personal skills card) was introduced in 1974. In essence, this is a record of the individual employees participation in continuing vocational training. Formal as well as informal training is recorded. It is assumed that 1% of the total work force has acquired this kind of passport, between 1974 and 1993, 340.000 Skills Cards were issued

1.4.6. CANADA

Canada“ A process of identifying and measuring learning acquired outside known public educational institutions for recognition through academic credit” PLAR began as early as 1980 in Canada, but was located primarily at institutional level within particular programmes. 6 of Canada’s 10 provinces are implementing PLAR province-wide, and have developed policies and implementation strategies in particularly the college sector. The number of assessments per learner were low, with 60.7% having only 1 assessment, and 14.3% having 2 assessments. In terms of discipline/field, the most assessments (36%) occurred in the health sciences, followed by human services (28%) and business (18%). Portfolio assessments account for 15% of assessments, demonstrations account for 27.4%, challenge exams account for 57.2% and workplace training programme evaluation account for 0.4% of cases.All institutions had learner assessment fees and policies, with assessment fees ranging from $50 to $150 per assessment, rather than on the number of credit/courses requested or awarded.

1.4.7. USA

USAKnown as PLA (prior learning accreditation) refers to any knowledge-building or skills attainment that occurs prior to enrolment or outside of enrolment at a post-secondary institution, assessed for the purpose of awarding college credit” PLA is most likely to be used for advanced standing, rather than access to an institution. As many as 2000 institutions offer PLA. In general, most PLA credits were awarded at the Bachelor’s (98%) and Associate’s (93%) levels, with only 13% being awarded at the Master’s and Doctoral levels. Four main categories of assessment tools are used in the USA, and a wide range of national standardised examination have been developed:1. Standardised national exams2. Challenge exams3. “Guidelines for Assessment” or national course evaluations:4. Individual assessment: Institutions-based assessment through portfolio review or oral interview. Many institutions do charge fees for some of their PLA services: 35% charge evaluation fees, 23% charge for the tuition related to portfolio development courses, and 11% charge posting fees. In terms of quality assurance, overall, institutions appear to favour methods “that are quantitatively based, require minimal institutions effort, and present academic based demonstrations of students’.


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It also appears that CAEL’s 10 standards for good practice are widely accepted by institutions practicing RPL in USA

1.4.8. UK

UK“APEL is the accreditation of prior experiential learning, that is, the award of credit for learning based on prior experience – from work, community or volunteer experience which has not previously been assessed and/or awarded credit” . In the United Kingdom, the establishment of the system of National Vocational Qualifications/Scottish Vocational Qualification or NVQs/SVQs (1986) has been of fundamental importance for the introduction of methods for identification and validation of prior and informal learning. The process of recognition is divided into two main stages. A candidate may gain the whole qualification via APL, although only a minority of candidates have sufficient experience to do so. The initiative for the use of APL came from the NCVQ, SCOTVEC and Employment Department. The Employment Department has worked partly through the local Training and Enterprise Councils (TECs) and Local Enterprise Companies (equivalent of TEC in Scotland). Since 1991-92, the Employment Department has funded TECs and LECs to establish "Access to Assessment" schemes, which have offered APL as a route to vocational qualifications over a wide range of subjects. A number of TEC/LEC "Access to Assessment" schemes have been based in Colleges of Further Education. Indeed, any organisation which is an assessment centre for NVQs or SVQs may offer an APL service. 29 institutions had written APEL guidelines for students. 84% of institutions do charge fees for APEL. The more detailed information available relates to fees charged by institutions for APEL services, with a range from $5 to $150.

1.4.9. IRELAND

IrelandFÁS (Training and Employment Authority of Ireland) is the statutory awarding (certification) body in Ireland. The FÁS certification structures provide both for certification of skills achieved in formal training courses, at work and in other learning situations.. FÁS certifies skills and skill levels, not courses, modular training is matched by modular assessment programmes, the emphasis is on practical and personal skills as well as related knowledge, industrial endorsement is essential for national recognition of vocational training awards and each assessment is presented in terms of key objectives identifying the skills and knowledge which need to be achieved for certification purposes. On the institutional level, a new awarding body is in the process of being set up in Ireland. This body will cover the responsibilities of FÁS as well as the responsibilities related to academic awards. Intended to improve the coherence of the Irish system, this body was intended to be operational from 1997.


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1.4.10. SOUTH KOREA

In Korea, the Credit Bank System has been in operation since its introduction in 1998 as a system for accrediting prior learning. Through the Credit Bank System, individuals could obtain not only in the formal schooling system, but also outside of it. The Credit Bank System also approves their prior learning, qualifications, and the certificates they hold. When the credits are accumulated and satisfy certain standards, individuals can acquire academic degrees.

1.5. INTERNATIONAL CASE STUDIESThe following case studies were identified: Broad country approaches including:

USA: CAEL Britain/England: Learning from Experience Trust Canada Australia

International initiatives of RPL Provisioning: CEDEFPL Leonardo da Vinci Programme (Europe): formal and non-formal Canada: First Nations Technical Institute USA: Vermont State Colleges (VSC) System Canada: Open learning Agency (OLA) FAS: Training & Employment Authority Ireland Accreditation of Prior Learning in Europe: European Qualification Authority

International Examples of RPL Instruments : Australia Self-assessment Guide

1.6. RPL IN THE W&R SECTOR

1.6.1. MANCHESTER METROPOLITAN UNIVERSITY BUSINESS SCHOOL6: PARTNERSHIP WITH SPAIN

Independent retailers are to benefit from major research into their sector, which is not only supported by a budget of £500,000 , but also looks set to benefit from the collaboration of both Spanish and UK based project teams. The focus of this project, under the EU banner of EQUAL, is to provide support in the form of research and training for small retailers and will involve networks of trade associations, chambers of commerce, town centre managers and other stakeholders in both Southern Spain, and the UK.

6 Retail Education: MMUBS was the first University in the UK to offer a degree course in Retail: BA (Hons) Retail Marketing


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1.6.2. PROJECT EQUAL

MMUBS received an ESF award of £1.2 million, which will be matched by partners to make a total of in excess of £2.4 million, following it's extensive research and expertise within the retail sector.

1.6.3. RELYANT SA

Relyant is in the process of aligning their internal job specifications to unit standrads as well as in the process of being accredited as an assessment centre and provider. Together with a service provider, Relyant has developed a template for the assessment and RPL process. Relyant has approximately 640 branch managers who will incrementally undergo a four day assessor training course. This will then be followed by the branch managers being trained as evidence gatherers. Relyant believes that by making the branch managers an integral part of the RPL and assessment process, logistically and ethically the process will be an efficient one. The portfolio of evidence is deemed to be cumbersome and not realistic as candidates below NQF 4 are unable to compile a portfolio. Further the RPL process can mean that costs can be exorbitant: double actual training costs.

1.7 CONCLUSION AND CONSIDERATIONS FOR W&RSETA

General issues from the survey:

It is evident that in South Africa, academic institutions and the SETAs seem to be the key drivers of RPL. However, there also seems to be some discourse in terms of the different beliefs, attitudes and processes called for both these entities. The discourse about knowledge and how it is represented in standards) is therefore driven by very different concerns and these represent different conceptions about the nature and value of knowledge and how it is obtained.

Costs are generally calculated per credit (Credit as in the SAQA definition). Different costing methods have been deployed between the various institutions – but clearly RPL is an expensive exercise. In the UFS/Wits project learners were charged 20% of a credit for each RPL credit

awarded. With a credit costing R120. Unsuccessful credit requests were not charged


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for in the context of the structure of this programme, because the unsuccessful learner will then have to go on to do the module at the full cost

The Services Seta Career Centers charge R300 for assisting a candidate to put together a POE. The phase two assessment for pre-learnership admission integrates RPL and costs about R600, with a predetermined rack rate for assessors – this cost however is currently under review as it is deemed too low for some qualifications. The domestic worker project was based on R100 per unit standard.

Increasingly more SETAs and other stakeholders are considering RPL implementation through decentralised mechanisms. The calibre and commitment of service providers is paramount to the success of such approaches.

It is imperative that the pilot phase of implementation (and beyond) should make provision for research as being a fundamental part of the pilot project(s). This includes cohort analysis and evaluation.

In order to address meaningfully issues relating to equity and access, it is recommended that more holistic approaches to RPL provision are employed. These would include, but are not limited to:

Portfolio assisted course to prepare learners for the assessment process; Staff development/training programmes for RPL advisors, coordinators and assessors. Educational planning as a part of the RPL process. Curriculum redesign processes to meet the needs of a more diverse learner

population. Marketing and information. A wide range of assessment tools should be used. Appeals procedure should form an integral part of the process. Staffing: in order to ‘mainstream’ RPL activities, RPL assessment activities should be

built into departmental workloads. Database and tracing: adequate systems need to be put in place to track RPL

candidates and their applications. Validation of RPL assessments. Access and/or advance standing: it is recommended that RPL be used for both access

and advanced standing, depending on the individual RPL candidate Transcription of RPL credit: it is recommended that the grading policy for RPL credit is

the same as or as close as possible to the grading system of the institution.

Possible lessons from international practices

The partner institutions own the system. In advertising, it seems that direct advertising to learners does not yield the same

results as when working through the institutions to access their learners.


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The partners advertise the service in their institutional catalogues/ prospectuses. Work with institutional staff in student services, and people who are friendly to adult learners.

Can use financial gain to leverage support from institutions-bringing learners via RPL often means learners who would otherwise not be studying. The partner institutions consider this a loss leader, i.e. by spending money paying RPL assessors, they get students who will pay fees.

A standardised template might be more readily acceptable than a portfolio approach It is important to be strategic and tactical, and to get people with assessment theory

who can argue convincingly for the RPL approach.

The following are some considerations for the implementation of the RPL Project:

Work with people who have established a good reputation for being learner- oriented.

The W&Rseta will be the key driver of how RPL actualises within its sector. It is therefore important for W&RSeta to appraise what the current thinking amongst its members is.

However, the W&R sector (similar to other business sectors) asserts that in the context of a competitive and unpredictable economy skills of ever-increasing sophistication are in short supply. The sector, especially the large employers have responded to such challenges through range of skills development approaches. Thus for large employers, the implementation of RPL and assessment raises some challenges. These challenges primarily concern the alignment of existing people development practices (of some proven efficacy) with RPL/Asessment/legislative requirements. Existing methods are confronted with a need to be bolstered and tailored.

Most of the large employers consider RPL to be synonymous with workplace assessment (WPA). According to the responses obtained, it is unclear to what extent the large employers are actually implementing RPL – although many have embarked on formative assessments. In terms of the medium and small companies there were none that have embarked on such initiatives.

Issues which W&RSeta should take cognisance in terns of approach, quality assurance and tools include:

The Quality Imperative.

The Bottom-line Imperative

In addition, they find the logistics of RPL cumbersome and consuming


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Bureaucratic, academic and non-business aligned processes

Thus W&RSeta will have to develop tools, processes and a quality assurance system that strikes a balance between business demands for simple, cost-effective, and performance-improving management practices, and the NQF’s dependency on objective, valid, and fair assessment.


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SECTION TWO:INTRODUCTION

2.1. REVISITING THE PROJECT SCOPEThe W&RSeta has embarked on the implementation of an RPL strategy in the W&R sector through the following parallel initiatives:

Thus the primary objective, collectively of the four components, is to formulate a robust and effective RPL Strategy for the Wholesale and Retail Sector. Ultimately any RPL strategy should increase employment opportunities and productivity within the respective industry sector. Hence the W&RSeta RPL Strategy should provide an efficient, sustainable nationwide system of RPL for the wholesale and retail trades, linked to the NQF.

2.2. OBJECTIVES OF THE RESEARCH REPORT The purpose of this task was to conduct an in-depth survey/ study of the trends and practices of RPL within South Africa and internationally. This included scanning the trends and practices of a range of entities such as Accreditation Centres/SETAs, private companies across all industries.

Ultimately the research should afford W&RSeta insight and understanding on:

Definition of RPL across countries and within South Africa.


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1. Research to identify trends, best practices, current issues and developments in RPL disciplines.

3. To establish an RPL infrastructure (policies, procedures and documents) for organisations, providers (including private providers):referred to the QMS.

2. To develop RPL toolsets/ instruments for the available W&R

qualifications (NQF 2,4,5).

4. To conduct a feasibility study of

assessment centres

RPL STRATEGY

General principles of RPL nationally and internationally e.g. evidence of prior learning. Mechanisms used for conducting assessments. Requirements for RPL assessors Similarly identifying RPL trends within the wholesale and retail sector. Insight into tools and quality assurance processes. Identification of the main purposes of the RPL assessment. Identification of examples or best practices/case studies.

2.3. METHODOLOGICAL PROCESS UNDERTAKEN IN THE RESEARCH

The following diagram illustrates the incremental steps or activities deployed in undertaking the research:

In terms of accessing the information both primary research in the form of interviews as well as secondary research in the form of synthesising existing and available documentation.


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Alignment to project objectives

Consensus obtained from W&RSeta on parameters/ content of information required in terms of trends and practices

Identification and agreement on sources of information/types of organisations/countries to be surveyed

Content analysis: identification of best practices across themes

Database of sources of RPL industry information

Highlight RPL trends relevant or existent within industry

Report formulated

Integration with other components: Task Four

2.4. STRUCTURE AND GUIDE TO THE REPORTThe report in totality addresses a number of specific questions as cited in the original terms of reference. It was decided that the most effective manner or format to capture the trends, practices and current thinking related to RPL is to consolidate and cluster the findings into; Section 3: The South African context where there are specific sections that cite

findings related to SETA activity, industry, NGOs and private companies and tertiary institutions.

Section 4: The international perspective where a range of countries is described. Section 5: Implications for W&RSeta RPL Strategy.

This structure ensures reader-friendliness and flow for usability.


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SECTION THREECONTEXTUALSING RPL TRENDS AND PRACTICES

WITHIN SOUTH AFRICA

3.1. DEFINING RPL WITHIN THE SA ENVIRONMENT

In terms of the Regulations under the SAQA Act, 1995, Act No 58 of 1995, Government Gazette No 6140, No R452, the definition for RPL is as follows:

“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.”

RPL recognises that there are different ways in which prior learning may have been acquired, for example:

informal 'on-the-job' education and training self-study work experience (experiential learning) In-house education and training.

Hence, RPL is the practice through which learning in the workplace, in the community, in organisational and cultural activities is assessed for access and accreditation purposes.

The outcomes of RPL includes but are not limited to:

An overview of what a person knows and can do Some form of recognition for the skills and knowledge a person has A learner receiving credit for a certain level of education and training The transferrral of credits from one place of learning to another without learning being

repeated A statement that a person has all the skills to a job but not necessarily the required

education or vice versa.

Within the South African context it is generally accepted (based on foundational research conducted by HSRC, The Committee of Technikon Principals etc) that “Education and training should, through assessment, give credit to learning which has already been


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acquired in different ways e.g through life experience”7. It is important to read this definition within the context of hallmark principles of the NQF, such as access, flexibility, progression, portability and guidance of learners.

RPL refers to a process through which qualifications may be achieved in whole or in part through the recognition of prior learning, which concept includes learning outcomes achieved through formal, informal and non-formal learning (SAQA, 1997).

In interviewing the various SETAs as well as DoL it would seem that there is consensus that RPL refers to the formal acknowledgement of the skills, knowledge and capabilities of an individual as a result of learning. The learning could have been acquired in a formal, informal or non-formal setting. Recognition of the learning has two purposes for the learner: he/she can use it to obtain access into a learning programme (e.g learnership) or to obtain credit for part of a learning programme or obtain credit for the achievement of learning outcomes with unit standards.

South African academics assert that RPL rests on the assumption that socially useful learning is not researched for formal learning institutions. It assumes that valuable knowledge is produced by human beings in many different contexts, and that such knowledge can be articulated, assessed and recognised8.

Similarly RPL is seen in the SA context as a way of assessing a person’s skills and competencies and providing a person with credits for programmes or subjects. This means that even if a person does not have the usual formal qualification, the person will have the opportunity of entering a programme at a university or other tertiary institute at an advanced level.

The interviews conducted and assimilation of secondary material reveals that the RPL process is generally perceived to be important for the following reasons:

It recognises that that there are different ways to acquire knowledge and that our society should give equal value to different forms of knowledge, experience and skill.

It can be used to redress past imbalances by recognising skills gained in working life. It provides accelerated access to further education and training by acknowledging what people already know and thus opens new opportunities for them.

It allows learners to obtain credits against unit standards and qualifications for evidence of knowledge, experience and skills that have been acquired in ways other than through academic or vocational education.

It can be used to identify any gaps in a learner's competence and can assist in developing an education and training plan to address these gaps.

It provides access to education and training in the learner’s own way and time.

7 HSRC: 1995.8 Source: RPL Founding Document: The Committee of Technikon Principals: 2001.Research Report on the Trends and Practices of RPL Prepared By Prodigy Business Services for W&RSeta

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It recognises learners' existing competence at the equivalent formal level, e.g. certificate, diploma or first-degree.

Chieta has compiled an RPL Guideline document that cites the following benefits of RPL:

Benefits of RPL

Learner formal recognition of learning (skills, competencies, expertise and knowledge) in order to gain competence

credits awarded for past informal learning access to a unit standard or qualification based on the informal learning or experience

that a person has acquired improved job opportunities within the same area of work or in different areas no need to learn something twice if competency can be proved opportunity for further development and a career path higher self-esteem or self-confidence

Employer recognising informal training will help to identify the actual education and training needs and lead to better planning for the development of employees

better planning and more effective use of budget for education and training more effective utilisation and placement of employees increase in productivity and profit margins if employees are better placed and utilised greater competitiveness with a better qualified work force lower levels of staff turn-over and absenteeism as a result of greater job satisfaction

Provider greater opportunities to develop the area of RPL assessment within the organisation more opportunities to provide delivery (developmental needs and career pathing) and

the assessment thereof greater possibilities for expansion of providers scope of business and less risk of

closure

Source: Guideline : Recognition of Prior Learning within the Chemical Industries Sector

3.2. TYPES OF RPL

There are two types of RPL and these are explained below9:

RPL with existing verifiable evidence: With this type of RPL the learner will be able to provide evidence of past learning or experience gained. The process of assessing this form of RPL can be done in the following way:

9 Source: Chieta Guideline Recognition of Prior Learning within the Chemical Industries SectorResearch Report on the Trends and Practices of RPL Prepared By Prodigy Business Services for W&RSeta

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Step One: A learner requests assessment against a specific unit standard or

qualification. The learner may make this request without having to attend any kind of formal education and training.

Step Two: The learner obtains and works through the relevant unit standard or qualification to refresh their knowledge and skills that are required for this specific unit standard or qualification.

Step Three: The learner prepares evidence, prior to the assessment, against the specific unit standard or qualification. The learner should demonstrate competence through evidence that has been collected e.g. samples of work or video showing work in progress.

Step Four: The assessor assesses the level of competence of the learner by using the same assessment guide and activities as those used for the learning programme for that specific unit standard or qualification.

Step Five: If there are gaps in a learner's competence and they wish to address these gaps, it is possible to develop an education and training plan against the specific unit standard or qualification. If the learner meets the unit standard or qualification in such a way that there are no gaps in their competence, the assessor will declare the learner 'competent'.

RPL without existing verifiable evidence: With this type of RPL the learner may have some past work experience and skills that relate to a unit standard or qualification but there is no verifiable evidence to prove competence. In this case RPL can be assessed in the following way:

Step One: A learner requests assessment against a specific unit standard or qualification. The learner can make this request without having to attend any kind of formal education and training.

Step Two: The learner obtains and works through the relevant unit standard or

qualification to refresh their knowledge, understanding and skills required for this specific unit standard or qualification.

Step Three: The learner and assessor agree upon a date and time for an assessment. The assessor then explains the assessment process and method according to the specific unit standard.


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Step Four: The assessor assesses the learner's competence, using the same assessment guide and activities as for the learning programme for that specific unit standard or qualification.

Step Five: If gaps in a learner's competence are identified and the learner wishes to address these gaps, a training and education plan can be developed by the assessor against the specific unit standard or qualification. If there are no competence gaps identified, the assessor can declare the learner 'competent'.

The above types may be likened to the BankSeta’s analysis10 that suggests that it is useful to think of WPA in terms of two broad approaches11. The first broad approach to WPA is identified as Event Based Assessment, whilst the second approach is termed Naturalistic Assessment.

Event-based assessment is seen to be the more traditional of the assessment approaches. An event-based approach is visible where the learning process and its assessment are not necessarily continuous and holistic: the assessment punctuates separate steps in the learning process, and learning and assessment are not essentially integrated. Assessments are formal and distinct events, separate from the learning process.

Event-based assessment pre-supposes that assessors will be authoritative and objective. It lays no emphasis on assessment as a meaningful contributor to the learning process, but sees it as “inspection,” not something integrated naturally into the learning environment. Typically, it requires the construction of an assessment process that is entirely independent of the work process, being invoked through formal arrangements.

Its major weakness is that it often requires elaborate evidence-gathering by means of tests, simulations, examinations, panel interviews, and the like.

Naturalistic approaches to assessment, by contrast, are evident where assessment is effected through an ongoing process of evidence collection, as competency develops and is evaluated in as naturalistic a setting as possible – the workplace, in the context of the supervisory relationship.

Naturalistic assessment integrates assessment into the learning and working process. Assessment thus becomes an element in a cyclical developmental process. Learners apply their learning, produce evidence for evaluation and receive feedback within the learning process, while continuously applying what has been learnt. The ongoing assessment is thus educational, with easily-apparent naturally-occurring evidence of

10 BankSeta: Workplace Assessment: Implementation in the Banking Sector11 It should be noted that SETAs as well as several companies use the terms RPL and WPA interchangeably. Research Report on the Trends and Practices of RPL Prepared By Prodigy Business Services for W&RSeta

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competence made part of the learning process as far as possible. Assessment results thus assist learners to achieve competence by providing feedback.

Naturalistic assessment continuously gathers evidence for evaluation as this evidence is produced by the natural learning and working process, and does not rely on the production of evidence at formal, separate events that are distinct from the learning process - tests, interviews, or whatever. The outcome of the learning process is in itself the evidence of that learning.

The advantage of naturalistic assessment is that it is located within a dialogue whose subject is the unfolding competency of the learner, in a real-life work setting. Providing such an approach can be given enough structure to produce the required evidence in conformance with the quality requirements, it would be less disruptive that an event-based approach, and hence more sustainable.

There appears to be a fine line between RPL practices and assessment –particularly amongst private companies. According to SQA assessment is a structured process of gathering evidence and making judgements about an individual’s performance in relation to registered standards and qualifications.

Additionally or in tandem with the traditional RPL process the tendency amongst the various SETAs is to undertake the following:

Formative Assessment: refers to the assessment that takes place during the process of delivery of education and training.

Summative Assessment: refers to the final assessment against a national unit standard and or qualification to determine whether the candidate has achieved integrated competence12. This is the final judgement about the candidate’s achievement and competence.

Integrated assessment: in each unit standard specific and cross-field outcomes are assessed, applied competence is assessed and formative and summative assessments are used.

It should be noted that interviews with companies, including W&R companies revealed that some companies are fairly active in implementing the above assessments. There is some

12 Competence in SAQA terms is applied competence –which is a union of practical competence, foundational competence and reflexive competence. Practical competence is the demonstrated ability to consider a range of possibilities for action as well as make considered decisions about which to follow and perform the chosen action. Foundational competence is the ability to demonstrate an understanding of the knowledge and thinking which underpins the action. Reflexive competence is the ability to integrate and connect performances and decision-making with understanding and the ability to adapt to change in unforeseen circumstances and explain the reasons behind this change. Research Report on the Trends and Practices of RPL Prepared By Prodigy Business Services for W&RSeta

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confusion, however, in terms of whether these assessment methods especially summative and integrative assessments are alternatives to RPL or part of RPL.


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3.3. QUALITY ASSURANCE WITHIN THE SA CONTEXT

The quality of RPL assessment is very important in order to provide credible certification. Credibility can be achieved through the following principles for RPL assessment procedures and practices13:

Validity: The assessment should measure exactly what it says it is measuring, e.g. knowledge, subject content, skills, information and behavior.

Fairness: Assessment should not unfairly advantage or disadvantage a learner in any way. The assessment should be designed to measure the specific evidence needed for the assessment tasks.

Reliability & consistency: The assessor should be sure that, in similar circumstances, they would make the same judgement about a particular learner.

Cost effectiveness: The assessment process should be time and cost effective. Openness: The learner should understand the assessment process and the criteria

that will be used. Systematic recording: Record keeping of the assessments should be as consistent

and as accurate as possible.

The above are uniformerly applied across all SETAs and the identified RPL implementors.

3.4. ASSESSMENT METHODS

A number of different assessment methods can be used in the RPL process. Any method chosen must take into account the literacy level of the learner and the learner's ability to provide verifiable evidence. Here are some examples of assessment methods:

Oral assessment: This could be an interview, a discussion or presentation Project: This could be a written or practical project where the learner demonstrates

competence in one or more outcomes relating to the unit standard that is being assessed

Case study: This could be a presentation of an appropriate scenario where the learner examines, makes comments, identifies problems and presents solutions by drawing on their past experiences and learning

Essay: This could be a written piece of work where a learner answers specific questions, addresses particular issues or argues a particular point

Examinations: This could be a written or oral examination Demonstration or simulation: This could be a demonstration by the learner of a

specific task

13 Source: ChietaResearch Report on the Trends and Practices of RPL Prepared By Prodigy Business Services for W&RSeta

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Portfolio: This is a collection of different types of evidence e.g. evidence of learner’s day to day work, evidence of past work situations and experiences.

3.5. EVIDENCE FOR RPL

A learner is expected to provide evidence of their ability to perform a specified outcome at a particular level. However, there is no specific time frame or time limit for the collection of evidence for RPL.

Evidence for RPL can be collected from a variety of sources. The following principles should guide the collection of evidence of past knowledge and experience:

Direct evidence: should be collected from activities that are as similar as possible to the conditions of actual performance

Sufficient evidence: should be of a sufficient quantity and of satisfactory quality Authentic evidence: should be reliable and truthful and should come from the learner

who is being assessed and not from anyone else Evidence of competence: should be related to current competence and should show

that the learner is currently capable of performing all the required activities.

The evidence that a learner collects in order to demonstrate competence is collected in a Portfolio of Evidence (POE). Some examples of evidence are:

observation of the task by the assessor performance appraisal questioning the learner about the task training records testimonials examples of 'on the job' learning examples of projects undertaken.

3.6. LEGISLATION THAT SUPPORTS RPL

The NQF promotes the following principles:

greater access to education and training greater mobility and progression within education, training and career paths accelerated redress of past unfair discrimination in education, training and employment

opportunities.

The National Training Strategy Initiative outlines altogether thirteen principles of the NQF. One of these principles is the recognition of prior learning.


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The National Standards Body (NSB) Regulation 8(1)(h) says that in order to register an NQF qualification, a qualification should do the following:

Indicate in the rules governing the award of the qualification that the qualification may be achieved in whole or in part through the recognition of prior learning, which concept includes but is not limited to learning outcomes achieved through formal, informal and non-formal learning and work experience.

The delivery and assessment of the registered NQF qualifications are regulated through ETQAs that are accredited by SAQA. The ETQA Regulations say that an ETQA must demonstrate that its activities will “advance the objectives of the NQF". This is supported by the SAQA Criteria and Guidelines for ETQAs which say that an ETQA must demonstrate how it will support and promote the NQF objectives and principles. One such principle is the recognition of prior learning.

Recognition of prior learning is also promoted directly or indirectly by other legislation:

Skills Development Act, No. 97 of 1998: This Act recognises that learning happens through work experience. The Act creates a framework for education and training that leads to unit standards or qualifications. All education, training and assessment must be in line with the registered unit standards or qualifications. The Act also ensures that the recognition of prior learning leads to recognised unit standards or qualifications.

Employment Equity Act, No. 55 of 1998: This Act moves away from the notion that only formal education and training should be recognised and promotes the view that a person should also be promoted or employed if they are ‘suitably qualified’. Emphasis then is placed not only on formal education and training, but also on prior learning, relevant experience and the capacity to acquire, within a reasonable time, the necessary abilities for the job.

National Education Policy Act, Act 27 of 1996: This Act says that the education and training policy should achieve equitable educational opportunities and the redress of past inequality in learning provision. Life long learning and access to learning opportunities must be encouraged through an integrated approach to education and training within the NQF. The Act also emphasises recognition of aptitudes, abilities, interests, prior knowledge and experience of an individual.

3.7. A PROFILE OF CURRENT TRENDS AND PRACTICES

In terms of the ETQA regulations (RSA,1998a) ETQA Bodies (ETQAs) and providers of education and training need to have in place “policies and practices for learner entry


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(regulation13 9d). RPL learning is a mechanism for access or entry into learning and should therefore be addressed in these policies.

In terms of Regulation 8(1)(h), RSA 1998b a 2a qualification may be achieved in whole or in part through the recognition, which concepts include but are not limited to learning outcomes achieved through formal, informal and non-formal learning and work experience.


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3.7.1. SETAS

Profile of SETAs in Terms of RPL ActivitySETA RPL Activity

W&RSeta

Principles According to SAQA, RPL in South Africa is critical to the development of an equitable education and training system. By definition, RPL means “the comparison of the previous learning and experience of a learner howsoever obtained against the learning outcomes required for a specific qualification, and the acceptance for purposes of qualification of that which meets the requirement.” With this understanding in mind, W&RSeta Board has provided funding for an RPL project whose objective is to enable RPL for the W&R sector in respect of the NSDS objectives and W&R qualifications.

For the W&RSeta, RPL is a process of assessing and accrediting the acquired knowledge and/or capabilities of a person, gained in formal, informal or non-formal learning against the W&R unit standards. RPL is aimed at recognising through assessment any skill, competence, knowledge, or qualification of a candidate in the W&R Sector against the relevant unit standards.

W&RSeta RPL ProjectIn lieu of this, the purpose of the W&RSeta RPL Project is two-fold: To access the learner To redress the previous learning imbalances through recognition

W&RSeta envisage that RPL will benefit the learner through: Recognition of skills, competencies, expertise and knowledge Access to qualifications based on the learning and experience you already

have A stepping stone to further development and career planning framework Identifying the things needed to get a qualification Increases the chances of gaining access to higher job levels that require

qualification Increases the chances of accessing employment opportunities requiring

qualification Improvement of individual benefit from life long learning opportunities

Similarly, W&RSeta asserts that employers within the W&RSeta will benefit from RPL through: Reduction in training costs due to recognition of existing skills and learning Detailed employee learning and competence inventory assist in training and

other planning needs Employers are directly involved in employee qualification process Creates minimum standards for job levels


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Better qualified working force increases competitiveness.

The W&RSeta has established a target of 8000 learners assessed for RPL purposes by June 2003.

Services Seta

RPL in the context of the ETQA functions of the Services Seta:The Services Seta accepts RPL as a key principle of the NQF particularly in as far as accelerated learning and ensuring the redress of past inequalities is concerned. The Services Seta does not confine the use of RPL to these instances alone. The Services Seta Policy on RPLIt is the policy of the Services Seta to recognise prior learning in the context of: Identifying, assessing and recognising what a person knows and can do

against national standards and qualifications The credentialing of competencies that are current in terms of the requirements

of national unit standards and qualifications

Learning for purposes of recognition thereof can take place through formal, informal and non-formal means and in formal, informal and non-formal settings. It includes but is not limited to Formal education and training programmes Formal and informal on the job education and training Self-study Experience and inhouse education and training

PrinciplesThe Services seta policy on RPL is based on the following principles: Compliance with the objectives of the NQF Grounded in sound education and training theory International comparability Adequate human and financial resources Aligned to the notion of integrative assessment Compliance with SAQA guidelines and criteria for assessment Public availability and scrutiny of credit transfer provisions A consistent approach to the granting of credit The RPL process provides opportunities for the RPL but will not hold false

promises

Practices and Procedures The Services SETA through its Education and Training Quality Assurance function: Provides regulations and criteria in terms of the application for accreditation

and registration of RPL providers, RPL Assessors and RPL Advisors Accredit providers to offer recognition of prior learning services and

programmes; Accredit RPL learning programmes; Accredit and register RPL assessors and or advisors; Regularly updates the SETAs RPL policy and procedural arrangements in line

with national directives and initiatives;


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Practice a consistent approach to the implementation of RPL throughout accredited providers consistent with the principles, policies and procedures of the Services SETA ETQA, the NQF and SAQA;

Keep and maintain records of RPL credentialing for learning programmes; Publish on its website annual reports on RPL credentialing and credit transfers; Keep and maintain records on learner achievements through RPL processes; Support, record and regularly publish articulation frameworks and agreements

between General Education and Training, Further Education and Training and Higher Education and Training providers;

Monitor that policies and practices of accredited providers include RPL as a mechanism for access or entry into learning.

Regulations and Criteria Providers Providers offering RPL services and learning programmes in the sub-sectors of

the Services SETA must apply to the ETQA Manager for accreditation and registration as a Provider;

Accredited providers must have sound policies and procedures for the assessment of RPL;

Accredited providers must have clear policies on the administrative arrangements, application procedures and assessment mechanisms for prior learning;

Accredited providers must have the capacity to implement policies and procedures around RPL especially in terms of sufficient and suitably qualified staff;

Accredited providers must use the principles of RPL to assess prior learning acquired in a credentialed (professional bodies, enterprises, private education and training institutions or similar institutions) and uncredentialed (work experience or life experience) context;

Assessment mechanisms for recognition of prior learning will take into account authenticity, currency; quality; relevance; transferability and comparability;

Accredited providers must have clear RPL frameworks for credentialing; Providers must supply the ETQA annually with a detailed report on RPL

credentialing for each learning programme. This report must include information on administrative and assessment procedures, accredited and registered RPL Assessors, principles of credentialing and /or credit transfers and a clear unambiguous framework for RPL. This reports will be published on the SETAs website;

Accredited providers shall maintain comprehensive and detailed records of RPL candidates and said records will form part of the quality audit of the accredited provider;

Accredited providers must have clear policies and procedures on appeals processes for RPL candidates.

RPL AssessorsPersons involved in the assessment and recognition of prior learning must be accredited and registered as RPL Assessors with the ETQA of the Services SETA. Accreditation and registration of RPL assessors and or advisers will be a separate


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process from the accreditation and registration of the Education and Training Development Practitioner;

Accredited RPL Assessors and Advisors will have fair and transparent administrative arrangements, application procedures and assessment mechanisms for prior learning;

Accredited Assessors and Advisors must record and report any credits given or granted in the prescribed manner.

RPL Assessment Practices“The fundamental difference between assessment of RPL and that of current learning is that previous learning is firstly formally accepted as learning, the learner is therefore not required to undergo more learning, and through assessment the learning is given credit and the credit recorded and reported”. (Assessment Guidelines – SAQA Draft).

In the context of the above-mentioned statement RPL assessment therefore involves: Application of National Qualification Framework principles; Application of principles of credible assessment; Application of principles of the collection and quality of assessment; Assessment being planned and designed on the basis of understanding the

requirements of the unit standard, part qualification or qualification that the learner is seeking credit for;

Sourcing types of evidence as suggested; The use of various methods and instruments; Application of the requirements of the role and expertise of the assessor; Application of the assessment process; Application of moderation requirements.

RPL AdvisorsRPL Advisors must be registered with the SETA as RPL Advisors. RPL Advisors must base their activities on standards and qualifications registered on the NQF.RPL Advisor activities should result in one or more of the following activities: Referral to RPL assessment; Structured learning pathway to the desired standards and qualifications; Comprehensive summary of the standards and qualifications for which RPL

assessment is required.

RPL CredentialingCredentialing must be done in terms of the unit standards, part qualification and qualification in question and the competencies credentialed must be current.RPL credentialing is done after competence had been proven through assessment processes and/or the submittal of required evidence.

The Services Seta through its ETQA function: Provides regulations and criteria in terms of the application for accreditation


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and registration of RPL providers to offer recognition of prior learning services and programmes

Accredit RPL learning programmes Accredit and register RPL assessors or advisors Regularly updates the SETAs TPL policy and procedural arrangements in line

with national directives and initiatives Practice a consistent approach to the implementation of RPL throughout

accredited providers consistent with the principles, policies and procedures if the Services Seta ETQA, the NQF and SAQA.

Career Centre and CostsApplications are through the career centre at a cost of R300 for the learner (this is to assist in the compilation of the POE). However all learnership candidates are RPLed as the RPL is integrated in the pre-assessment of the learner.

CETARPL is the process of evaluating and crediting a persons prior learning and experience, no matter where, when or how that learning was obtained, by assessing the value of such learning against national registered Unit Standards or Qualifications; using Qualified Assessment Practitioners within the National Qualification Framework.

Recognition for Prior Learning: Overall Objective & Project purpose The overall objective of the project is to increase employment opportunities and productivity within the building and construction sector. The purpose of the project is to develop an efficient, sustainable nationwide system of RPL for the building trades, linked to the NQF

Critical success factors of the project that will be taken into account are: Alignment with the NQF Credibility of the process Cost effectiveness of the process Accessibility to candidates The perceived and the actual quality of the process Stakeholder involvement A process that provides a recognised and meaningful career pathway or rout

for all members of society Promotion of the success of the project

CETA RPL RoleThe CETA Policy on the Recognition of Prior Learning (RPL) is based on meeting the needs of the CETA’s broad constituency by improving competitiveness, providing for mobility of labour, redressing inequalities of systems in the past, and by creating employment across the construction sector.To assist in meeting these needs, a comprehensive, credible and quality driven system of assessment, is required that recognises the existing core assets of the sector-those with construction skills, learning and experience.All CETA assessment systems will be established in line with SAQA requirements


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governing assessment.RPL is an assessment process developed in line with the assessment requirements set down by SAQA

Assessment Centers:26 nationally, with 12 402 RPL assessments done. 243 advisors trained, 183 assessors trained and 72 moderators and verifiers accredited.

Competency Acquisition ProcessIncludes 7 steps: initial training, practical stimulation, documentation assignment, portfolio building, knowledge assessment, structured interview, behavioural observationThe important consideration is the sum of the evidence from all seven steps that weighted up together that forms the basis for the recommendation for registration, rather than a single assessment event.

Quality Management SystemThe CETA will comply at all times with the regulations and guidelines governing the management of assessment systems as required by SAQA. Along with this the CETA ETQA will ensure its QMS will comply with the requirements of internationally recognised quality management systems. The credibility & sustainability of the RPL process is dependant on assuring the quality of RPL products and services through such compliance. The CETA will at all times manage its business in line with best management practices and the laws of South Africa and other markets it may operate in from time to time

Chieta

Compiled document entitled: Guideline: Recognition of Prior Learning within the Chemical Industries Sector

RPL is a way of recognising an individual’s existing knowledge, experience and skills regardless of how or where they gained them, This process is a way of assessing or checking what people know, understand and can do in ways that have previously not been recognised. RPL recognises that there are different ways in which prior learning may have been acquired, for example:

Informal on the job education and training Self-study Work experience In house education and training

There are two types of RPL cited in the Guideline Document:

RPL with existing verifiable evidenceWith this type of RPL the learner will be able to provide evidence of past learning or experience gained. The process of assessing this form of RPL can be done in the following way: Step One: A learner requests assessment against a specific unit standard or

qualification. The learner may make this request without having to attend any


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kind of formal education and training. Step Two: The learner obtains and works through the relevant unit standard

or qualification to refresh their knowledge and skills that are required for this specific unit standard or qualification.

Step Three: The learner prepares evidence, prior to the assessment, against the specific unit standard or qualification. The learner should demonstrate competence through evidence that has been collected e.g. samples of work or video showing work in progress.

Step Four: The assessor assesses the level of competence of the learner by using the same assessment guide and activities as those used for the learning programme for that specific unit standard or qualification. The assessment guide is explained in detail in Guideline 3.

Step Five: If there are gaps in a learner's competence and they wish to address these gaps, it is possible to develop an education and training plan against the specific unit standard or qualification. If the learner meets the unit standard or qualification in such a way that there are no gaps in their competence, the assessor will declare the learner 'competent'.

RPL without existing verifiable evidenceWith this type of RPL the learner may have some past work experience and skills that relate to a unit standard or qualification but there is no verifiable evidence to prove competence. In this case RPL can be assessed in the following way: Step One: A learner requests assessment against a specific unit standard or

qualification. The learner can make this request without having to attend any kind of formal education and training.

Step Two: The learner obtains and works through the relevant unit standard or qualification to refresh their knowledge, understanding and skills required for this specific unit standard or qualification.

Step Three: The learner and assessor agree upon a date and time for an assessment. The assessor then explains the assessment process and method according to the specific unit standard.

Step Four: The assessor assesses the learner's competence, using the same assessment guide and activities as for the learning programme for that specific unit standard or qualification. The assessment guide is explained in detail in Guideline 3.

Step Five: If gaps in a learner's competence are identified and the learner wishes to address these gaps, a training and education plan can be developed by the assessor against the specific unit standard or qualification. If there are no competence gaps identified, the assessor can declare the learner 'competent'.


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Dideta Assessor Training The development and subsequent registration of Learnerships and learners would be worthless if no people are trained in order to assess, moderate and verify learners.

In collaboration with the ETQA Division, the Learnerships Development Division trained 31 assessors. At the moment an additional number of 60 assessor learners have started their training on 07 May 2002 and expected to complete at the end of July 2002. The providers in this regard are Competence International and Learning Performance Link.

Foodbev ProcedureRPL draft policy in place.

ImplementationCurrently involved in pilot projects with two companies from their sector, viz. Robertsons and SAB (Prospecton).

Assessor TrainingAssessor training is receiving priority in order to have a sufficient pool of assessors to undertake the RPLing of employees. RPL used on the assessors to identify learning gaps. In conjunction with Durban Institute of Technology, training modules developed to fill the learning gaps. RPL schedules and communication strategy also being planned for future implementation.

FASSET

Tools and ProcedureFasset has a standards document in place that outlines the RPL process for their industry.

ApproachProfessional bodies are accredited as “agent” ETQAs by the Fasset ETQA department. These professional bodies then undertake any RPL activity that is required. This process has been put in place due to the fact that many qualifications were already in place and managed by the professional bodies.

BankSeta

Compiled a document entitled: Workplace Assessment: Implementation in the Banking Sector Assessor Training:JET in partnership with CAEL to provide training to FNB bank employees to become RPL assessors, using a customized version of an online course that CAEL has offered since 1998. In this online training, provided completely over the Internet, CAEL, JET, and FNB have to date trained 481 people who are now in


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some stage of completing the course. By June, 2003, the bank plans to complete training for a total of 1000 people, with yet another 1000 people to be trained thereafter.

ImplementationThis pilot project at FNB is being paid for with support from the BankSeta, and this pilot will serve as a model for similarly customized training to be made available to SETA’s in other sectors. 2000 people will be assessed in FNB.Additionally pilots with Nedcor and standard bank have been done

Merseta

IntroductionThis example of the workplace-based assessment is an interesting one in that it spans the establishment of the SETAs and the parallel unbinding of the former industry training boards. The current RPL pilot project, which is currently being run in the New Tyre Chamber of the MERSETA emerged as a result of a negotiated policy or RPL by the major role in tyre sector.

The MEIETB assessor training course evaluationIn approximately the mid-1990s, union and management representatives in the tyre industry negotiated an RPL policy but had to wait for the establishment of a proper institutional framework to guide their work. The first attempt to begin aligning the sector’s education and training initiatives with the newly emerging policy framework was the development of a generic assessors training course that sought to make was to make industry-based assessments more rigorous. In 1999, the Metal and Engineering Industries Education and Training Authority Board commissioned an evaluation of the course. Recommendations were made to improve both the content and use of materials in the course. In particular, it was recommended that as a module on bias and sensitivity be developed and incorporated into the course. The portfolio development component was found to be problematic, in that trainee assessors were required to develop portfolios of their own as an assignment task, but insufficient guidance on how to do this was provided. Also, the portfolio course had number of incompatible outcomes and this effectively meant that none of the outcomes were adequately met. Overall, the participation and completion rates of over 800 trainee assessors was much lower than expected, and indicated that substantial changes to content, materials, support and methodology needed to be more to the course.

RPL pilot project in the New Tyre Chamber of the MERSETADuring 2000, the MERSETA became operational, and the MERSETA ETQA and new Tyre Chamber were active in developing approximately 20 qualification for the tyre manufacturing sector. Towards the end of 2000, SAQA approved the interim registration of these qualifications, and this provided the framework and impetus for the current RPL pilot project.

An RPL Task Team was appointed by the New Tyre Chamber and mandated to implement the RPL policy. It was then decided that a pilot project would be run, in order to develop the necessary systems, structures, processes and materials, before implementing the RPL policy with all 12,000 workers in the sector. Planning


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of the pilot project began with mid-2000, and is currently being implemented

The following are key features of the pilot project:For the purposes of piloting the RPL policy at 5 plants, each plant has selected 6 workers, three assessors and 1 moderator to participate in the pilot. External moderation will be undertaken by the MERSETA ETQA.

Stakeholders driven: apart from the Task Team, that is representative of both management and labour, plant-based Education and training Committees have also been established to promote the pilot project and RPL policy, to assist with the selection of workers and assessors for the pilot, and to provide guidance regarding the implementation of the project.

An assessment methods as well as a procedures manual were written in order to ensure that the assessment process was transparent and information widely available

Selection of qualifications: Selected unit standards from two qualifications, ie tyre building – passenger, and mixing – control room, were selected for the pilot.

Assessor trainingThe MEIETB course was revised, using the recommendations from the course evaluation, and hence a module on sensivity and bias was included. The course has been based on the New Tyre Chamber’s level 4 occupationally directed assessor standards. The first piloting of the new course has shown the training of these trainee assessors will need to be ‘topped up’. And that the course will need to be revised.

Lungisa course: this is a one-day ‘advising and planning’ workshop to orientated the selected trainees (worker) and to assist them in preparing for the assessments contemplated in the RPL pilot project.

Assessment: will be undertaken by a panel of 3, not by one assessor, as is conventionally done in many other contexts

Moderation and feedback: both an internal moderation and an external moderation (the latter by the MERSETA ETQA) will take place once all assessments have been conducted. Both assessors and trainees will be provided with structured feedback on their performance in the pilot project.

Appeal procedure: the RPL policy makes provision for an appeal should a trainee not be satisfied with the outcomes of his/her assessment.

Evaluation The entire process will be evaluated in order to make the necessary changes before the RPL assessment process is taken to scale.


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3.7.2. RPL AND IMPLEMENTATION IN THE PRIVATE SECTOR The following companies were identified as being involved in RPL or related activity: Sasol Robertsons SAB-Miller (prospecton) Relyant First National Bank Standard Bank

All of the non-WR companies have been discussed (to some extent) in the prior section. It is noteworthy to describe the activities of Relyant. This is discussed in Section Five.

3.7.3. FURTHER EDUCATION INSTITUTIONS

University of the Free State (UFS) and College of Education (University of the Witwatersrand)

Apart from the two technikons that have RPL policies in place with RPL implementation (TSA and Pentech), the University of Free State and Witwatersrand also have RPL programmes. In both cases, RPL has been located within programmes that target the working adult. In neither case is RPL practices more widely initiated within the institution, which is in part due to the fact that both were initially implemented as pilot projects. Prior to the pilots neither institutions had a formally documented RPL policy, Both projects have stressed the importance of staff development for RPL assessment and advising. Both projects relied heavily on portfolio development as the vehicle for RPL assessment, within the provision of a credit-bearing portfolio development course.

The two institutions have developed context specific procedures for dealing with certain administrative and academic issues. For example, at UFS the portfolio development course is compulsory for all candidates wishing to enter the programme. For those learners who have the necessary matriculation exemption, the course is credit-bearing and carries 24 credits. For those learners without matric or matriculation exemption, the course has been approved by the Matriculation Board as being an alternative entry route to UFS. This group will then make up the 24 credits elsewhere on the programme.


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3.7.4. PUBLIC PRIVATE PARTNERSHIPS

3.7.4.1. Workforce advising and support services for retrenched workers

Introduction: This pilot project aims to create options, systems and financing for 1000 retrenched workers to obtain education and training, workforce advising and related support services to assist them with the acquisition of skills that would enhance their employability.

Project framework: The project is a complex one and has the following components, structures and activities:

1. Establishing the participation of key partners into a project steering committee: the Division for Life Long Learning of JET has secured partnership with four key players: Department of Labour (Employment Services); Mineworkers Development Agency (MDA); National Union for Metalworkers of South Africa (NUMSA); and National union of Mineworkers (NUM). These partners play an important role in the social plan and micro-enterprise training arena and interface directly with workers affected by retrenchment. Representatives from these organisations together with JET from the steering committee for the project.

2. The development of a sustainable replicable model to provide advising, support services and bursary management for workers: JET has developed a 3-day course to assist workers with developing personal and

career goals and in a context of sharing and support. This Dipaakanyo course is followed by one-on-one counselling and advising conducted by trained advisors

Use of software to manage funds for education tuition that is accessed from employers, for example, the Work Security Fund. The software database also facilitates the tracking of learners.

Coordination of education and training providers to deliver programmes: coordination and implementation of RPL services, redesign of courses aimed specifically at target groups; quality assurance or programmes and providers; coordination of providers’ learner support services; institutional capacity development.

3. Evaluation of the pilot project in order to inform a project design that will go to scale.

3.7.4.2. Y4EA- The South African Case Study

In 1999 the National Youth Commission, the Department of Public Works and

organizations representing people with physical disabilities had a vision to make

government owned buildings accessible to people with physical disabilities. A team was


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assembled to conceptualize, plan and implement the Pilot Project in three provinces that

are poverty stricken: namely the Eastern Cape, Kwa-Zulu Natal and Limpopo. The youth

were trained and to work on identified government owned buildings to make them user

friendly to people with physical disabilities.

The project became known as the Y4EA and was the first project that responded to the

gaps of poverty relief programmes which were seen generally to leave people with no

accreditation and a sense of sustainability after the projects are completed. In addition,

Y4EA sought to establish a sustainable youth programme to make state buildings

accessible to disabled persons. The curriculum was designed to meet the needs of the

trainees within a particular context.

Strategic institutions, including representatives from SAQA asssisted with the

conceptualization of the project. Accreditation, it was felt, would be an incentive for the

youth to enter the industry and develop themselves further. There were options for doing

other things if the trainees wanted to develop themselves further than the project life.

There was emphasis on ensuring that the method of training bridged theory and practice.

The youth were trained on site so that there was on and off production training.

In order to enrich the personal development of the youth and to assist them to be citizens

who cope with the present economic challenges, the curriculum was rich in content and

approach. Due to the pilot nature of the Project, it became clear that trainers too required

training in order to understand the objectives of the Project. Candidates were assessed

against prior recognition and experience.

3.8. CONCLUSION

3.8.1. CURRENT ISSUES

It is evident that in South Africa, academic institutions and the SETAs seem to be the key drivers of RPL. However, there also seems to be some discourse in terms of the diferent beliefs, attitudes and processes called for both these entities. The discourse about knowledge 9and how it is represented in standards) is therefore driven by very different concerns and these represent different conceptions about the nature and value of knowledge and how it is obtained.


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On the one hand there are serious questions about the value of prior knowledge within the current SA environment – but a number of issues are raised by all parties:

1. Issues posed by academics14: The struggle for higher order thinking is a real issue. It relates to practical, theoretical,

conceptual and problem solving knowledge and learning. It cannot be assumed that these are achieved through experiential learning.

Experience does not necessarily give rise to better understanding or a more substantial intellectual experience.

It is difficult to equate life experience with forms of study because of the need to be able to clarify, weigh up, order and classify knowledge –all these are cognitive skills. Life experience does not necessarily develop cognitive skills except under specific conditions.

The main issue is not about experience. It is about learning because it is not possible to establish the equivalence between experience and other forms of knowledge acquisition easily.

There is also the problem of complex human knowledge versus simple knowledge. Whilst experience might result in the ability to master simple knowledge it does not

necessarily enhance the ability to grasp certain cognitive skills which require abstract and theoretical learning.

There is also tension between the requirements of abstract theoretical learning and the demands of demonstrated knowledge such as required in OBE. Demonstrated knowledge requires teachers to say what they are expecting from the learning and what outcomes (at what standards) are to be attained and how these are measured.

Thus, according to this academic perspective, the knowledge workers bring to the process of labour (for example) is not regarded knowledge of high-value because it is often associated with semi-skilled and unskilled labour. Such knowledge associated with low levels of skills is regarded as not providing a strong enough basis for higher levels of recognition because of the repetitive nature of such labour and the absence of any requirement for higher order conceptual thinking in performing such labour.

Given the issues related to knowledge it is important that any set of RPL policies, practices and tools give serious consideration to these implications.

3.8.2. LESSONS AND CONSIDERATIONS FOR W&RSETA

Costs are generally calculated per credit (Credit as in the SAQA definition). Different costing methods have been deployed between the various institutions – but clearly RPL is an expensive exercise.

14 Cited from The Committee of Technikon Principals: RPL Founding Document: 2001:93.Research Report on the Trends and Practices of RPL Prepared By Prodigy Business Services for W&RSeta

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In the UFS/Wits project learners were charged 20% of a credit for each RPL credit awarded. With a credit costing R120. Unsuccessful credit requests were not charged for in the context of the structure of this programme, because the unsuccessful learner will then have to go on to do the module at the full cost

The Services Seta Career Centers charge R300 for assisting a candidate to put together a POE. The phase two assessment for pre-learnership admission integrates RPL and costs about R600, with a predetermined rack rate for assessors – this cost however is currently under review as it is deemed too low for some qualifications. The domestic worker project was based on R100 per unit standard.

Because the portfolio development course is credit bearing/accepted by the matriculation board, the entire programme qualified for state subsidy from 2000.

Examination of secondary sources as well as personal interviews with stakeholders suggests that most technical colleges and private providers working on RPL projects, initially, have an extremely limited understanding of RPL requirements, staff and systems development and related assessments issues. Where staff indicated some knowledge of the kind of assessment that might be required, this knowledge was demonstrated in very conventional, limited or inappropriate ways. For example, one provider in one RPL example, believed that psychometric testing is sufficient for arriving at an understanding of workers’ knowledge at these levels.

Many providers at the general and further education levels have not begun to look at issues of curriculum design in relation to new forms of workplace based education and unit standards. In addition there has not been much evidence of debate in the design of individualised qualifications that would be based on unit standards. For example, during the process of trying to RPL a group of retrenched workers in one RPL project, very rudimentary attempts to identify learners’ literacy and numeracy levels were undertaken, and this was not done within the context of the unit standards that have been developed. Nor was any attempt made to move beyond the ‘traditional’ short course type of reskilling programme that has emerged in working with retrenched workers. The lessons learned thus far indicate once again that successful RPL implementation, which should be based on the principles of equity of access and equity of opportunity, depends on the capacity of staff (private services providers, education institutions) to be able to: understand the context, in which they are working, conduct fair assessments and understand form of knowledge that has been developed

outside of formal learning contexts, engage meaningfully with national processes in order to undertake curriculum

redesign, and provide environments that are conducive to the success of learners who have lost self-

confidence and self-esteem as a result of being retrenched, or not considered for promotion, discriminated, unemployed etc and who have been traumatised by the process and aftermath of these incidents.


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Increasingly more SETAs and other stakeholders are considering RPL implementation through decentralised mechanisms. The calibre and commitment of service providers is paramount to the success of such approaches.

Since access issues are very real, access routes, which do not rely on matric/ matric with exemption, should be more extensively investigated, with RPL type assessment being central. The insistence that matriculation remain an entry requirement undermines the spirit and intention of RPL.

It is imperative that the pilot phase of implementation (and beyond) should make provision for research as being a fundamental part of the pilot project(s). This includes cohort analysis and evaluation.

In order to address meaningfully issues relating to equity and access, it is recommended that more holistic approaches to RPL provision are employed. These would include, but are not limited to:

Portfolio assisted course to prepare learners for the assessment process; Staff development/training programmes for RPL advisors, coordinators and assessors

that include component relating to bias and the impact on advising and assessing, theories and practice of adult education in order to supplement subject specific knowledge and qualifications, and some counselling skills;

Educational planning as a part of the RPL process, in order that learners can put together a menu of courses that would meet their learning needs;

Curriculum redesign processes to meet the needs of a more diverse learner population.

Marketing and information: guides for staff and learners must be readily available and accessible. Comprehensive information relating to each institution’s policies and procedures for RPL must be clearly set out.

Assessment: a wide range of assessment tools should be used, and not limited to more, for example, standardised test or challenge exams; some provision should be made for learners to negotiate the assessment tools; the same competency standards/assessment outcomes should apply to RPL candidates as to traditional students.

Appeals procedure should form an integral part of the process. The policy on appeals relating to RPL assessments should be exactly the same as appeals against all/other assessments.

Staffing: in order to ‘mainstream’ RPL activities, RPL assessment activities should be built into departmental workloads.

Database and tracing: adequate systems need to be put in place to track RPL candidates and their applications, even once their application has been fully processed. The tracking function is related to the research function in that we will need


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to develop data in order to better understand the extent of usage of RPL, how RPL candidates perform, and the like.

Validation of RPL assessments: it is recommended that a system of external moderators be used to verify the assessments conducted by internal assessors, and that these results are forwarded to a higher body within the institution, e.g. Academic Boards, or Senate.

Access and/or advance standing: it is recommended that RPL be used for both access and advanced standing, depending on the individual RPL candidate

Transcription of RPL credit: it is recommended that the grading policy for RPL credit is the same as or as close as possible to the grading system of the institution, in order not to disadvantage learners later in their academic careers.

Overall, procedures should be designed in such a way that it is learning, and not experience, which is assessed, e.g., credit should not be given/assumed on the basis of a certain number of years’ experience in a given field; rather, an assessment of the learning should take place to appropriately identify the kind of learning and the level at which it can be placed.

The decided benefits of South Africa opting for regional models of RPL provisioning is a strategic direction that needs to be seriously considered and advocated for. This recommendation is addressed again at various points in this resource manual.


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SECTION FOUR RPL TRENDS & PRACTICES:

AN INTERNATIONAL PERSPECTIVE

4.1. INTRODUCTIONThe recognition of prior learning as a coherent set of principles is about 30 years old. The majority of countries appear to have made very little progress in terms of RPL and in fact there is scant evidence to show how RPL has actually benefited employers and employees. There are case-studies and research papers which profile some examples of how RPL has been used within a community-based project and within an academic institution. The stronger economies seem to be able to exhibit more information on RPL.

The "explosion" in the number of methods and systems for recognition of prior and informal skills (internationally) reflects the challenge of integrating adults within formal education. The "closed" character of existing international formal education and training systems conflicts with the needs of adult employees, demanding easier access and improved possibilities for internal movements within the educational system. The introduction of methods for recognising prior skills may thus be looked upon as an answer to the demand for flexibility, transferability and transparency within and between the spheres of education and work.

In this report, it will not be possible to elaborate in any detail how ideas and experiences have been exchanged between different countries. It should be mentioned though, that the methodologies introduced by France and Britain in the late 1980s and early 1990s were partly based on experiences from the USA and Canada. In the Australian, British and Irish cases, the exchange of ideas and experiences between countries has been substantial. This international learning experience has been strengthened by the "White Paper" of the European Union, proposing the Personal Skills Card as a possible solution to the questions of accreditation of prior and informal learning. The Competence Pass from the Norwegian Association of Employers is an example of this international learning experience.

It is possible to observe some similarities in the methodologies chosen in the different countries. The French, Australian, Irish and British methodologies (Bilan, RPL, APL) are based on related principles introducing different versions of portfolios, dossiers or passports. These are supported by individual guidance, electronically based expert systems and tests in different ways. Finland, Germany and Japan are exceptions to this methodological consensus so far being reluctant to the introduction of portfolio methodology and the institutions related to this. In spite of similarities in the design,


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countries tend to apply the methodologies in different ways for example centralised versus decentralised systems.

The French system seems to be the most regulated, the Australian system somewhat more autonomous on the local level. Both "strategies" are ambiguous: A "top-down" system can be negative to innovation activity on the local level. On the other hand, a centralised, homogenous system may be accepted as more credible than a heterogenous system. A "bottom up" system may prove positive in terms of finding practical solutions and effective methods, but negative in terms of legitimacy and trust. Finally, national frameworks and standards for qualifications and skills are fundamental to the introduction of methodologies for recognition of prior and informal learning. In several countries, like Australia, Ireland and the UK, validation methodologies are the result of basic system reforms, highly dependent on new national skills standards and tripartite relations. It is questionable whether methodologies for recognition of prior and informal learning can be developed in isolation from the questions of national frameworks and standards.

4.2. COUNTRY PERSPECTIVE: RPL TRENDS AND PRACTICES

4.2.1. AUSTRALIA

Australia BackgroundIntroduction of a National Training Board (1990), responsible for national standards of competence, defining the context for systems such as "Recognition of prior learning" and "Validation of experiential learning".

The Australian system for identification and validation of prior learning is, together with the French, seen to be one of the most coherent today. A system for "Recognition of prior learning" has been operational at a national level since 1995-96, building on experiences dating back to the early 1980s. The multicultural character of the Australian society and the consequent need to integrate skilled workers from all over the world into the national labour market, has been an important motivation for the introduction of methods and systems for identification and validation of prior learning. The Technical and Further Education (TAFE) commission (responsible for vocational and continuing vocational education) articulate this multicultural challenge in the following way:Access in TAFE means creating appropriate courses and services so that all members of the Australian society can make use of them whatever their race, culture, religion, martial status, language, age, sex or disability. Cultural diversity accommodates the notion of different cultural backgrounds, including linguistic, racial, ethnic and religious backgrounds, in the same environment (TAFE 1996). Definition:“Recognition of Prior Learning is a systematic process to accredit learning gained outside formal educational


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institutions, by assessing relevant learning against the standards required by a university subject or course”

Extent of RPL Provisioning:In the 1993, survey 79% of universities that responded to the study’s questionnaire indicated that they had RPL initiatives in a number of areas, and/ or implemented RPL on an ad hoc basis. At the time, few institutions had formal policies in place.A 1996 survey indicated that ; 40% of universities and RPL opportunities available in all courses; less than half made RPL policies available to prospective and current students78% of institutions use the same procedure to assess credit transfer application and experiential learning. RPL Procedures and Policies:The concepts of access and cultural diversity are central to the understanding of Australian validation challenges: How to cope with the large number of migrants and its formal qualifications and informal skills, how to cope with the existing population and their formal and informal qualifications and skills? These challenges were, in 1990, translated into five objectives:i) Recognition of education and training should be based on the actual competencies demonstrated by the individual (competency-based system), not on time spent within an educational institution.ii) A more flexible and modularised education and training system should be developed, iii) A system of national competence standards should be developed.iv) More flexible methods and systems for recognition of "overseas qualifications" should be developed, improving access of disadvantaged groups to education and training. v) The financial burden of education and training should be diversified. Institutional Location:In 1990, a "National Training Board" (NTB) was established. This board consists of representatives from the federal government, from the eight states and from the social partners. It is the NTB, in co-operation with "Competence Standards Bodies" (CSB), who decide on the competence standards and their specific content. These standards are divided and grouped into eight levels (the "Australian Standards Framework": ASF). In 1993, 39 CSBs were recognised, covering almost 2000 units of competence and 80% of the workforce. The reform of the Australian education and training system was reinforced by the introduction of a "National Framework for the recognition of Training" (NFROT) in 1992. This framework should assure the coherence of the training system (both within and between the public and the private systems). The "Recognition of prior learning" is a responsibility of the NEFROT. The introduction of national bodies, standards and classifications has been of vital importance in the process of introducing a system for the "Recognition of prior learning". In practical terms, the system is based on a network of 120 independent validation centres, the majority set up within Colleges for Technical and Further Education. The actual identification and validation of prior learning is conducted by a validation team within each centre, in most cases consisting of "generalists" working on the basis of general guidelines, covering several units of competence. In this way, the Australian "Recognition of prior learning" can be described as a decentralised system of semi-autonomous validation centres operating on the basis of general guidelines and within a national framework of competence standards. As a general rule, national guidelines allow a certain local autonomy in matters of methodology and practical solutions, no single Australian methodology for the identification and validation of prior learning exists. Some of the states have introduced a portfolio listing the significant competencies acquired by the holder. The system for "Recognition of prior learning" is not an isolated initiative, rather an integrated element of a broader system, based on the national skills standards introduced during the 1990s. Thus, prior and informal skills may be validated on the basis of negotiated and accepted standards, Research Report on the Trends and Practices of RPL Prepared By Prodigy Business Services for W&RSeta

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increasing transparency and acceptance. In this way, the tripartite structure of NTB and the CSBs are prerequisites for the Australian identification and validation system. Staffing and staff developmentTeams of assessors, especially in the early stages of RPL implementation, are often used in order to overcome issues relating to assessors bias, academic consistency, and the like. Roles of RPL advisor and RPL assessors are distinct from each other.Training of both RPL advisors and RPL assessors seen as very important in the RPL process. However only 11.1% of universities provide specialised RPL assessment training of staff.

Relation between recognition of prior experiental learning and credit transferIn 1993, a consistent national framework for credit transfer between institutions began, but on a limited scale. However given the variation between quality of programmes, it was suggested that institutions could use RPL processes to assess the prior formal learning of candidates until the national framework was more coherent and consistent.

Assessment ToolsVarious assessments tools are used: Relevant work experience which is ‘translated’ into educational outcomes; Validation of industry-based in-house training programs are at an equivalent level and are

appropriate to the programme of study; Challenge test (either oral or practical); Submission of written or portfolio applications Procedural fairness/appeals policiesOn the principles relating to RPL as contained in the National framework for the Recognition of Training is that “[a] participants must be confident that the recognition of prior learning process is fair”.The above-stated principles means in practice that institutions’ policy on appeals relating to RPL assessments should be exactly the same as appeals against all/other assessments Transcribing RPL creditIt is important to ensure that the grading policy for RPL credits is set very early on in the process. They warn against the fact that while it is easier to, for example, only indicate “pass or fail”, this may severely disadvantage learners later when learners may want to access graduate studies where entrance requirements may stipulate a certain grade. Costs and FundingNo cost available on the start-u/development cost and the management/operation costs relating to RPL implementation. Quality assuranceRPL is not a process which gives recognition or credit for life experience. For university assessment purposes, it is not experience but learning outcomes rather than on the assessment of the experience per se.


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4.2.2. JAPAN

Japan Background:Growing importance of "Trade Skills Tests" (1958) within a national system of Skills Standards (1969, 1985), supported by Ministries of Education and Work.So far, systems like the "RPL" or "Bilan de competence" have not been developed in Japan. This is not due to an ignorance of the importance of non-formal or experiential learning, rather to the basic structure and the cultural peculiarities of the Japanese training system.

The Japanese training system is based on a division of labour between public authorities (Ministry of Education and Ministry of Labour) and enterprises. The public authorities are responsible for initial education in schools and for the national validation and certification systems, - the enterprises have been responsible for continuing training, that is training related to specific work tasks. In this way, initial education has been a necessary "passport" (and a selection mechanism) in order to start work and enter continuing training, almost solely taking place within enterprises. As early as 1958, a system of national, general qualifications was established. This system has been maintained and strengthened over the decades and is regarded as an important guarantee for quality and high standards.The "Trade Skills Tests", a responsibility of the Ministry of Labour, constitute the principal connection between the national qualifications system and continuing training within enterprises. These tests are based on the standards formulated through the national system and can be regarded as a form of identification and formal certification of prior learning (both experiential and formal). This view is supported by the OECD (1989), who state that the Trade Skills Test is important in order to motivate individual workers to develop and perfect their skills. A substantial proportion of Japanese enterprises base their policy of promotion on the Trade Skills Tests, thus strengthening the status and importance of the tests among individual workers.

To understand the Japanese system, it must be added that life-long employment dominated until the 1990s. In this way, the labour market has been for "School leavers" entering work for the first time, not for adults changing enterprise and place of work. Transferability and visibility of skills has of course been important in Japan, but rather to aid transfer and transparency within enterprises than between enterprises. But there is a distinct tendency towards increased labour mobility in Japan. This is due to the fact that life-long employment is under pressure (people with diplomas are recruited directly into positions, bypassing internal candidates) and to the fact that the general rate of technological, organisational and economic change has increased within Japanese industry during the 1990s. The Japanese validation system, based on the national qualification standards and the Trade Skills Tests, has been gradually developed and proved effective in a context of relative stability and low mobility. It is to early to say whether instability and higher mobility provoke changes in the existing system and lead to innovations like those we have described in other sections. The existence of a generally accepted and respected national qualification standard is important and may ease future innovations within validation and accreditation. The central role of the enterprise in the Japanese validation and training system can be regarded as a strength as well as a weakness. In a situation of increased mobility and unemployment, the number of people with no access to the internal systems will grow.


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4.2.3. FINLAND

Finland Background:A system of "Competence-based qualifications" introduced by law in 1994. Its main purpose being to open up for validation and certification irrespective of the way in which the skills have been acquired. Institutional Location:In Finland, skills acquired outside formal education can be validated and certified within a national system of vocational qualifications. The National Board of Education in Finland presents the Competence-based qualification systemThe competence-based qualification system refers to flexible and individual schemes for obtaining vocational qualifications, irrespective of how the person acquired his/her initial vocational skills. Vocational knowledge, skill or experience, whether acquired at work, in training or in leisure pursuits, may now be converted to an officially approved competence-based qualification. The vocational skills required for qualification are not tied to any previous participation in a specific training. the qualification consists of modules or parts. This enables the trainee to choose, subject to the prescribed competence requirements, modules or parts he/she wishes to be examined or tested.

The system was introduced by the Law on Vocational Qualifications which was brought into effect in May 1994. The main purpose, in accordance with the presentation above, is to develop examination procedures leading to qualifications irrespective of the way in which the studies have been organised and the skills acquired. It also aims to facilitate vocational adult education as a whole to be integrated into the national quality system

The qualifications are protected by the Law on Vocational Education and can only be used in relation to titles covered by this law. Today, more than 300 different vocational titles, in 8 broad fields of occupations, are covered and constitute what we have described as a national framework of vocational qualifications. The qualifications include initial vocational qualifications (equivalent to completing initial vocational education), vocational qualifications and specialized vocational qualifications. The standards and criteria defining the national framework of qualifications are defined by the National Board of Education. The NBE works on the basis of proposals made by education commitees (expert bodies) appointed according to vocational fields. Both the NBE and the different committees are based on tripartite representation, including representatives from the education authorities, the employers and the employees. In the expert bodies, teachers and researchers are also represented.

Unlike several other countries, a methodology based on the portfolio has not been introduced in Finland. Instead, the actual qualification is awarded by an examination board on the basis of a formally regulated exam/test. The qualifications covered and the geographical areas the individual board deal with are decided by the NBE. The board may cover the whole country or a particular area. The examination boards include representatives from the employers, employees and educational authorities (maximum 9 members) and their competence must be on "an advanced level", both in a theoretical and practical sense. The members of the board must be willing to participate in continuing training arranged for examination boards. The majority of members in the


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board must be representatives from the social partners. The examination boards cooperate with education institutions in the practical planning of the test. This institution is also responsible for making good deficiencies of skills before putting the candidate forward to the actual test. The institution signs the final certificate together with the examination board.

The Finnish example is interesting because it opens up validation and certification of prior learning, irrespective of the way in which the learning has been acquired and organised. It is also of interest that this validation is based on the national qualification framework and that an existing institutional basis (Ministry of Education, NBE, The Educational Commitees and the educational institutions) is used. The examination board is the only new institutional element introduced (this only in part since responsibilities for existing bodies have been extended). And finally, the tripartite basis of the system is important. Finland is examplifying the "Nordic" approach to the coordination of vocational training, a model emphasising that social partners should be in a majority in institutions deciding on standards and substance of vocational training.

- The flow of information is improved by tripartite arrangements, different participants (public, employer, employee) represent different views and have access to different sources of information. These combined views and information may have a positive effect.

- The tripartite representation is of fundamental importance for the legitimacy of the system. Sharing of information and the mutual responsibility for decisions have consequences for the obligations felt towards the decisions made.

The close connection between validation of prior learning and the official system for vocational education/the national qualification framework may be the cause of dilemmas. Existing data are not sufficient to indicate what kind of prior learning is validated and eventually certified. Is it possible for individuals with skills from the informal sector (home, leisure activities etc.) to have these skills recognised? The formal opportunity exists, but we do not know whether this is actually the case.

4.2.4. FRANCE

France Background:Introduction of a law laying down the possibility of recognising prior learning (1985) leading to the general introduction of the "Bilan de competence" (1991) and "Centres de Bilan". These initiatives lead to individual "Dossiers" or "Portfolios" of competence.The French system for identification and validation of prior learning was the first being established on a national level. Being influenced by experiences and methodologies from the USA (on enterprise and sector level), the objective of the French system is to identify and validate achievements from social as well as working life. This process of recognition is divided into two main stages. Firstly, by the personal and occupational competencies of workers are evaluated through a bilan de competence (competence audit). This allows the recognition of attainments gained outside the educational system. The Bilan de competence is the property of the person


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concerned and determines the current state of the individual's competence, both in a personal and occupational sense. Secondly, experiential attainments can be accredited for the award of a diploma or credit towards a diploma. This second stage allows experienced employees (who have at least five years experience) to have their non-academic learning recognised in order to gain exemption from part of the examination requirements. It gives formal recognition to the knowledge and skills which people possess, it should ease access to education, reduce training times and increase the number of people with formally recognised qualifications.

Three main factors explain the relative coherence of the French system. Firstly, the introduction of the system was based on a comprehensive co-operation between the social partners and the public authorities. A period of testing and negotiation between the partners preceded the legal fomalitation of the system. Secondly, but of course related to the first point made, the strong legal base developed through several decades must be considered. The "unit credit" system developed since 1963 is fundamental to the French validation system. It allows candidates to take one part or all of a diploma, each unit remains valid for five years. Standards in accordance with information supplied by the occupational sector define the competencies to be achieved. The system has been strengthened and complemented several times. The Law of 23 August 1985 permits the validation of professional competencies acquired outside formal education. The Law of December 1991 states that workers have the right to have a bilan. The initiative may come from the employer (as part of enterprise training budget) as well as from the worker him or herself (who is entitled to an educational leave for the purpose of gaining a bilan,"Le congé pour bilan de competences"). The Law of 22. July 1992 provided for the validation of prior and informal skills within the national framework of diplomas and certificates, and thus recognises the legal equality in status between competencies acquired inside and outside formal education. Thirdly, the strong institutional basis is important to the system. More than 100 CIBSs or "Centres interinstitutionelles de bilans de competences" (Inter-institutional centres for competence audit) offer anyone who wishes to have a competence audit drawn up. To do this, they provide interdisciplinary teams, drawing together specialists in counselling, training and employment. Since their inception, the CIBCs have provided a platform for experimentation in the techniques of the bilan. The CIBC also played an important role in bringing together a number of important education and training partners; the national Ministry of Education, the Association for the Vocational Training of Adults (AFPA), the National Agency for Employment (ANPE) and sometimes chambers of commerce and Industry. Each French département has at least one CIBC.

A rather complex set of objectives may be identified within the system, differing according to the various target groups involved. Adults facing redundancy, women wishing to return to work, young people without qualifications and unemployed adults are all "target groups" addressed by the initiators of the bilan. The process of compiling the portfolio of competencies, which results from the "bilan" procedure, is in itself viewed as a learning experience. The actual competence audit consists of three phases. A preliminary phase which is intended to lead the candidate to define and analyse his or her needs, during which full information of the methods and techniques should be given. An investigation phase which should help the candidate to state his or her values, interests and aspirations, general and occupational knowledge, skills and aptitude and identify his motivation. A concluding phase in the form of personal interviews where the aim is to review the details of the results with the candidate. The agent offering a bilan then draws up a summary, but only the candidate has the right to pass it on to a third party. This illustrates the complexity of the process: The portfolio should list the significant competencies acquired by the holder (the aspect of identification), the portfolio should develop or reinforce the holder's awareness of the competencies Research Report on the Trends and Practices of RPL Prepared By Prodigy Business Services for W&RSeta

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acquired (the aspect of motivation) and, finally, the portfolio should assist the holder to convince others of his or her special qualities (the market aspect). Candidates aiming at a specific qualification, diploma or certificate are, according to the Law of July 1992, an important target group for the system. In contrast to the portfolio already described, the dossiers resulting from the assessment of these candidates form the basis of partial or full exemption from examination requirements. The assessment is undertaken by a jury which evaluates the candidates "evidence" of competence. This jury is appointed by the regional education authorities or by the head of a university. In this way, the procedure leading to the dossier may identify the same kind of competencies as in the case of the procedure of the bilan, the difference being that the official seal applied to the former is stronger. Enterprises may use the procedures of the bilan as an element in their management of human resources. As enterprises find that skills recognised through traditional certification/diplomas are insufficient, the bilan may serve as a supplement, helping to determine the potential of the worker. CostsIf the bilan is undertaken within the framework of an enterprise training budget, it is financed from the companies' compulsory contribution to continuing professional development (1 to 1.5% of the payroll). If the request comes from the individual, he or she is entitled to educational leave for the bilan of competence (according to the Law of December 1991). The bilan is free for unemployed and for young people undertaking a training programme, in these cases the state pays.

4.2.5. GERMANY

Germany Background:"Bildungspass", Portfolio (planned),"Externenprüfung", "Begabtensonderprüfung"The portfolio approach represented (in different ways) by the Australian RPL and the French Bilan de competence has not been adopted by Germany. Since the early 1990s, a debate concerning the introduction of a competence portfolio has taken place, but no decisions have been taken so far.

The German "dual system" is generally recognised as a coherent and stable system. It is based on a rather complex system of tripartite negotiations, consisting of public representatives (the federal government, the different Länder and regional authorities), chambers of commerce and various employer organisations. More than 300 training occupations are covered within the dual system, in this way constituting a national skills framework. This stability is positive in the sense that it guarantees a permanent dialogue between participants obliged to support and develop the system. The stability may be negative in the sense that innovation and reform are difficult to carry through. This structurally based "conservatism" may to some degree explain the lack of initiatives within the field of validation.

During the last decade, ca. 70% of the total number of individuals in every age group passed an exam approved and certified within the dual system. Compared to other countries, this percentage is very high and illustrates the strength of the system. Every candidate receives


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three different kinds of certification: First, a certificate based on a test of theoretical knowledge, - related to national, standardized criteria. Secondly, an attestation from the employer, giving additional information based on observation of conduct and long-term evaluation. Thirdly, an attestation from school, giving additional information based on long-term observation. This system is the principal source of initial validation and certification in Germany, and existing forms for the recognition of prior learning are defined within this context. Individuals able to document work experience (3-4 years) can sit "an external test" ("Externenprüfung"), providing them with the same recognition and certification as "normal candidates" within the dual system. In addition to work experience, theoretical knowledge must be documented. It is possible to "sit the test" two times. If a candidate fails the first time, the second try has to made within a certain period of time. Special evening schools/classes exist where preparation for the theoretical part of the test can take place.

Thus, allowing certification irrespective of the way in which the learning has taken place, the German system may in principle be compared to that of Finland.

Apart from this, it should be mentioned that a "Bildungspass" (personal skills card) was introduced in 1974. In essence, this is a record of the individual employees participation in continuing vocational training. Formal as well as informal training is recorded. It is assumed that 1% of the total work force has acquired this kind of passport, between 1974 and 1993, 340.000 Skills Cards were issued. The system is based on a mutual and voluntary agreement between employers and employees and the objective is to improve transparency and standardisation within the field of continuing vocational training. Due to the voluntary and unofficial (not state approved) status of the Bildungspass, its recognition within the labour market and the formal educational system has so far been limited.

4.2.6. CANADA

Canada Background:PLAR began as early as 1980 in Canada, but was located primarily at institutional level within particular programmes. At provincial level, Quabec was the 1st province to implement RPL on a province wide basis in the mid 1980s. During the 1990s, other provinces began to follow suit. Unlike many other countries, Canada’s education system is completely a provincial jurisdiction, which has meant that the greatest challenges facing PLAR implementation relate to transferability and portability of qualifications between provinces.

At the national level, however, some support for PLAR through the federal government has emerged. For example, project leadership and funding by Human Resources Development Canada and the Canadian Labour Force Development Board unsure that PLAR remains on Canada’s national agenda.

The cross Canada study initiated because there was almost no data available on PLA


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implementation in Canada, despite the fact that some Canadian institutions had begun providing PLA services as early as 1977, the purpose of the cross-Canada research was to obtain information on PLA implementation in Canada, and try to and understand more about the nature of informal and adult learning.Some of the key findings of the cross-Canada study include: PLA learners had college level learning that could be credited, their pass rates were as high or higher than the average course grades of traditional students, their pass rates were higher and they graduated at a higher rate, and is “improves adults’ confidence in their own knowledge and skills and it enhances the chances of continuation of learning over the long term” Definition of RPL“ A process of identifying and measuring learning acquired outside known public educational institutions for recognition through academic credit” Extent of RPL provision/usage6 of Canada’s 10 provinces (Quebec, Ontario, New Brunswick, Nova Scotia, Newfoundland and British Columbia) are implementing PLAR province-wide, and have developed policies and implementation strategies in particularly the college sector.

PLAR is most widely practiced in Canada’s post-secondary college system, while is usage is more limited within universities. Although PLAR has been practiced informally, its usage has been not gone much beyond challenged examinations in the HE sector, and it has also mainly been practiced in non-degree credit programmes.. It is only within the last few years that an increasing number of universities have begun to adopt PLAR more extensively.

The number of assessments per learner were low, with 60.7% having only 1 assessment, and 14.3% having 2 assessments. In terms of discipline/field, the most assessments (36%) occurred in the health sciences, followed by human services (28%) and business (18%). RPL policies and proceduresAll 7 institutions studied PLA orientation policies and practices.The study shows that 72% of PLA learners were orientated in terms of PLA. Learner demographic informationGender : The gender distribution of learners undertaking PLA was 65%. One of the reasons for this may be the prevalence of PLA provision in programmes and occupations that tend to have higher concentrations of female workers

Age: Surprisingly, 20-24 years olds comprised 23.6% of the sample. This could be attributed to the use of PLA for courses not covered by credit transfer agreements, and by ‘making up’ for previously failed courses in an attempt not to repeat such courses. On the other hand, the age groups between 25 and 44 comprised 56% of all PLA users.

Student Status: at the time of their assessments, 63% for PLA learners were part-time students, with the 25-44 age groups representing the largest numbers of part-timers. Staff developmentQuebec, Ontario, New Brunswick, Newfoundland and British Columbia have developed province wide training for college staff. Areas of training include: local/provincial policies for PLAR implementation; advising and Supporting PLAR candidates; marketing PLAR services; conducting PLAR orientations; flexible assessment practices; developing PLAR materials; and portfolio development.


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Assessment toolsThe study focused on the provision of the portfolio development course (PDC) as a tool for PLA assessment. Only 12% of all PLA learners in the study took a PDC and went on to use their portfolio for assessment. Of these learners, approximately 66% took a credit bearing PDC. One possible reason for the low usage of the portfolio may be that learners tend to challenge one course at a time, rather than a block of courses which would be contained in a portfolio.

However, interviewed learners who had done a portfolio development course “were enthusiastic about its value as a tool for self assessment, reflection and personal goal-setting and as an aid in gaining confidence in their own prior learning”

The study examined the assessment tools employed by institutions: Portfolio assessment: this accounted for 15% of assessments. Demonstrations: accounted for 27.4% Challenge exams: by far the most widely used method, at 57.2% Workplace training programme evaluation: was only used in 0.4% of cases

The report indicates that a greater diversity of assessment tools needs to be developed and used in Canada. One reason posited for the high use of challenge exams is that academic staff are most used to this kind of assessment tool in their classroom teaching, and this highlights the contradiction of using traditional assessments methods for non-traditional learning. Costs and funding:

British Columbia has undertaken the most far-reaching PLAR implementation of all provinces and substantially funds PLAR activities. However, although provinces do provide some initial development funding for PLAR activities, only 3 provinces recognise PLAR in their funding formulas for PLAR assessments.

The costing of PLA services is based on estimating the direct costs of non-assessments activities (the cost of running a PLA office), income generated by undertaking assessments (government funding, charging PLA candidates for assessments), the direct cost of assessments (payment of assessors) and the indirect cost of PLA provision (such as the provision of student support and counselling, general admin services, and so on).In terms of direct cost of non-assessment PLA activities (inter alia, office supplies, telecommunications), tow institutions received government support.

In terms of revenues generated by PLA assessments, 4 of the institutions received funding based on the number of PLA assessments undertaken, although different provincial governments applied different fundings.

All institutions had learner assessment fees and policies, with assessment fees ranging from $50 to $150 per assessment, rather than on the number of credit/courses requested or awarded.


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Of 65% of assessments, assessors were paid over and above their normal compensations. However, the way the additional remuneration was calculated across institutions. In 35% of cases, assessment was considered part of normal workload and was therefore not recompensed. Where there was nolinadequate remuneration or an inequitable distribution of workloads, staff were negative towards PLA. Quality assuranceCanadian Labour Force Development Board has developed 14 minimum standards for the PLAR process (1997)Centre for Curriculum Transfer and Technology has published guidelines in 7 PLAR areas (1999)Canadian Ass for Prior Learning Assessment (CAPLA) developed benchmarks for PLAR practitioners (2000)

4.2.7. USA

USA Background:The GI Bill of 1946 represents one of the first systematic and legislated RPL undertakings, when returning war Veterans wanted their skills recognised by education institutions. In part, this demand was driven by a need for qualified workers in the post WWII economy. Although this early form of RPL established some level of administrative flexibility, the learning that was assessed still needed to conform to traditional course material.

In 1974, the Cooperative Assessment of Experiential Learning Project (now CAEL) located within Princeton University, undertook major research into experiential learning and RPL and established that it is indeed possible to equate experiential leaning with college learning, and that valid and reliable assessments could be conducted. Definition of RPL:Known as PLA (prior learning accreditation) refers to any knowledge-building or skills attainment that occurs prior to enrolment or outside of enrolment at a post-secondary institution, assessed for the purpose of awarding college credit” PLA is most likely to be used for advanced standing, rather than access to an institution. Extent of RPL provision/usageAs many as 2000 institutions offer PLA. In general, most PLA credits were awarded at the Bachelor’s (98%) and Associate’s (93%) levels, with only 13% being awarded at the Master’s and Doctoral levels. RPL policies and proceduresMost institutions do maintain policies for PLA implementation particularly to govern the award of credit for the various assessment tools, eg minimum level of proficiency in standardised exams, maximum number of PLA credit awarded. Advising and assistance to PLA candidates are available in 72% of responding institutions. In 63% of cases, written guidelines for students are maintained


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Institutional locationIn the survey, approximately ¾ of institutions maintain a central office. Of these, 50% locate PLA in the Registrar’s office, with 25% and 23% locating the PLA function in the Continuing Education Office or Admissions Office respectively. StaffingSixty percent of the institutions use existing faculty to assess credit request, while 12% have dedicated PLA staff. Assessment toolsFour main categories of assessment tools are used in the USA, and a wide range of national standardised examination have been developed:1. Standardised national exams Advance Placement Examinations (AP): offer to high school students who have taken an AP

course in high school. College level Examination Programme (CLEP): developed to test and assess knowledge and

skills gained through “non-collegiate experiences’ American College Testing Proficiency Examination Program (ACT/PEP): covers 42 subject

specific tests and are generally multiple choice. Defense Activity for Non-Traditional Support (DANTES): these examinations are directed

mainly at military personnel; however, anyone can take nay of the 30 exams.2. Challenge exams: These are generally institution-based examinations, which are similar to , or the same as the final exams/test used in specific course on offer at the particular institutions.3. “Guidelines for Assessment” or national course evaluations: American Council on Education Program on Non-Collegiate Sponsored instruction

(ACEPONS/CREDIT): ACE has developed national credit recommendations for a range of non-formal NGO/company based and other training, using panels of experts to evaluate each courses

American Council on education recommendations on Military Training (ACE/Military): Similar to PONSI but related specifically to skills and knowledge in military or other technical or vocational areas.

4. Individual assessment: Institutions-based assessment through portfolio review or oral interview.

Assessment of nationally recognised certificates of achievement: Certain certificates may be recognised for such work-related experience as that achieved, for example, through a real estate agent license or a journeyman’s card.

On the whole, institutions are more likely to use the standardised national/institutions exams than the other assessment tools. But 48% do use individual assessment. Generally, it was found that a greater diversity of assessment strategies were used as the diversity of the student population and the number of non-traditional students increased. Procedural fairness/appeals policy:Fifty six percent of institutions have an appeal procedure Transcribing RPL creditThe vast majority of institutions list the course title (68%) and/or indicate that credit was earned (52%) Costs & fundingMany institutions do charge fees for some of their PLA services: 35% charge evaluation fees, 23% charge for the tuition related to portfolio development courses, and 11% charge posting fees.


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Quality assuranceOverall, institutions appear to favour methods “that are quantitatively based, require minimal institutions effort, and present academic based demonstrations of students’Knowledge, skills and abilities” (Zucker et al 1999: 27), probably because these are relatively consistent, convenient and administratively and academically less complex.

It also appears that CAEL’s 10 standards for good practice are widely accepted by institutions practicing RPL in USA

4.2.8. UK

UK BackgroundIntroduction of the general system of National Vocational Qualifications (1986), paving the way for schemes such as "Identification of prior learning", "Accreditation of prior learning" (APL ) leading to "Portfolios of Competence".In the United Kingdom, the establishment of the system of National Vocational Qualifications/Scottish Vocational Qualification or NVQs/SVQs (1986) has been of fundamental importance for the introduction of methods for identification and validation of prior and informal learning. For the first time in the UK, a national framework of qualifications has been established. NVQs/SVQs are based on standards of competence. They define the competencies required for an occupation or an job, independent of the route by which the competence was attained. The various NVQs/SVQs are classified in a framework in which there are five levels, defined by criteria such as the breadth, the complexity and the degree of transferability of competence. The ability to innovate and co-operate is also considered, as well as the ability to cope with non-routine situations, organise own work and supervise others. Definition of RPL“APEL is the accreditation of prior experiential learning, that is, the award of credit for learning based on prior experience – from work, community or volunteer experience which has not previously been assessed and/or awarded credit” As in France, the process of recognition is divided into two main stages. First, the personal and occupational competencies of workers can be evaluated through an "Identification of Prior Learning" process. This allows the recognition of attainments gained outside the education system. The resulting portfolio is the property of the person concerned and determines the current state of the individual's competence, both in a personal and occupational sense. The identification of prior learning was first offered to adult higher education applicants who lacked the normal entry qualifications (GCE Advanced level passes). Since then the procedures has been made available to the unemployed and workers threatened with redundancy. The procedure involves a period of reflection on work and other experiences, identification of the skills and knowledge which have been acquired and eventually leads to the portfolio already described. The identification procedures have been applied to different programmes for the unemployed (Employment Training, Training for Work and Restart). These normally begin with a review of the person's skills, knowledge and experience, followed by the formulation of a plan for further training and development. Although lacking any formal, officially approved value (related to formal qualifications and exams) "Identification of Prior Learning" may serve as a starting point for further validation through the second stage of the system, "Accreditation of Prior learning" (APL). The APL differs from Research Report on the Trends and Practices of RPL Prepared By Prodigy Business Services for W&RSeta

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"identification of prior learning" as it leads to the award of a formal recognition, in the form of a diploma/certificate or in the form of a partial recognition "en route" to a diploma/certificate. APL allows experienced employees with at least five years experience to have their non-academic learning recognised in order to gain exemption from part of the examination requirements. It gives formal recognition to the knowledge and skills which people possess, and is designed to ease access to education, to reduce training times and to increase the number of people with formally recognised qualifications. The initial guidance and information is provided in two stages. Firstly, general information about the APL process is provided. Secondly, a session where the candidate has to reflect on his or her experience, relevant skills and knowledge takes place. A mentor assists at this second stage. Part of the support may be provided in workshops for a number of candidates aiming for the same qualification. The mentors take part in the preparation of the portfolio which is supposed to include statements of job tasks and responsibilities from past or present employers, examples of relevant "products" and results of tests or specially undertaken projects. The candidate's portfolio is finally assessed by a single assessor. The assessor normally interviews the candidate and may ask questions to test the candidate's understanding of the work. Additional evidence may be requested. The assessment process is in essence the same as that used for NVQ candidates, but differs in the way that the candidate provides evidence of past activities rather than of skills acquired during the current training course.

As already indicated, the NVQ/SVQ system is fundamental to the existing UK systems for identification and validation of prior learning. Contrary to France, no special legislation has been developed. Only in these days a special legislation is being envisaged which may merge the NVQ/SVQ system with the parallel Academic Award system (SCAA). Since 1991, the National Council for Vocational Qualification (NCVQ) and its Scottish equivalent, SCOTVEC, have required that APL should be available for all the qualifications which they accredit (NVQ, GNVQs, SVQs and GSVQs). A candidate may gain the whole qualification via APL, although only a minority of candidates have sufficient experience to do so. The initiative for the use of APL came from the NCVQ, SCOTVEC and Employment Department. The Employment Department has worked partly through the local Training and Enterprise Councils (TECs) and Local Enterprise Companies (equivalent of TEC in Scotland). Since 1991-92, the Employment Department has funded TECs and LECs to establish "Access to Assessment" schemes, which have offered APL as a route to vocational qualifications over a wide range of subjects. A number of TEC/LEC "Access to Assessment" schemes have been based in Colleges of Further Education. Indeed, any organisation which is an assessment centre for NVQs or SVQs may offer an APL service.


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Extent of RPL provision/usageLarger institutions are most likely to have an APEL policy (94% of institutions with 20,000 or more learners, as well as with larger numbers of part-time students).

Generally, the departments most likely to provide APEL are nursing/health studies followed by education/continuing education. The fastest growing occupational categories, broadly speaking, from which APEL candidates come is professionals and managers. Also, there is a growing movement under an access/ increasing participation agenda that includes APEL for variously excluded groups, including refugees.

At some institutions, applications for credit are restricted in the following ways: 88% of institutions restrict APEL credit to undergraduate level 1; 82% restrict to undergraduate level 2; only 61% allow credit at undergraduate level 3; At postgraduate level, the percentage of institutions allowing APEL rises to 81%.Interestingly, ‘old’ universities and other HE institutions are more restrictive regarding APEL than are ‘new universities’. RPL policies and procedures** 29 institutions had written APEL guidelines for students. 22 institutions offer an APEL preparation course, and of these 2/3 of course are credit-bearing.

**Interestingly, just over half the institutions required learners to match their learning against the learning outcomes of specific modules, while 12% allowed learners to design their own learning outcomes, and 19% allowed a combination of the two. Institutional locationThe survey looked at levels of centralisation/decentralisation. 39% of institutions had a mix of the two, while 11% were highly centralised and 23% had highly devolved APEL provisioning. It was found that the smaller institutions were more likely to have centralised APEL functions. Staff developmentOnly 28% of institutions require APEL assessors to be trained. Information storageMany institutions do not have adequate database and administrative systems for tracking APEL student and applications Assessment toolsThe most commonly used assessment methods are: Portfolios: 93% Assigned subject related essays: 48% Challenge exam: 19% Interviews/oral exams:55% Testimonials form supervisors, etc:55% Projects:21% Ratification of applicationsThe validation or review of APEL claims is done by department or academic committees in 66% of institutions, while 41% use internal verifiers, and 38% use external examiners. Amount of credit awardedEighty-six percent of institutions place limits on the amount of APEL credit that can be awarded, but the Merrifield et al (2000) did not indicate the range of such limitations.


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Procedural fairness/appeals policyInterestingly, learners interviewed felt that a double standard applied in that the requirements for APEL assessment are more indepth than those of the taught courses

Forty two % of institutions allow appeals against decisions. 31% do not allow resubmissions of unsuccessful claims, while the same percentage allow a limited number of resubmissions and another 31% place no limits on the number of resubmissions Transcribing RPL creditNo consensus on whether APEL credits should be reflected as such. Costs & funding84% of institutions do charge fees for APEL. However, the range of fees and costing formulas were not available in the report,

The more detailed information available relates to fees charged by institutions for APEL services, with a range from $5 to $150. Institutions did not provide their definitions or ‘credit’ so it is not certain to what degrees these cost are comparable. Three institutions also charge fees per hour of guidance, ranging from $25 to $60

One view of providing APEL services argues that APEL, as part of a broader flexible approach to learning, increases income streams to institutions. Quality assuranceTwo thirds of institutions indicated that their APEL quality assurance mechanism were no different from their normal QA mechanism. Of those institutions that have special APEL QA mechanism, such mechanism include special examinations committees for APEL claims, requirements for second examiners and independent assessors, and special monitoring and tracing procedures.

4.2.9. IRELAND

Ireland Background:FÁS (Training and Employment Authority of Ireland) is the statutory awarding (certification) body in Ireland. The FÁS certification structures provide both for certification of skills achieved in formal training courses, at work and in other learning situations. The overall approach to certification is formulated within a certification framework and the identification and validation of prior and informal learning. Recognition of prior learning (RPL), is related to this. The "philosophy" behind the Irish certification approach is formulated in the following focal points:

i) FÁS certifies skills and skill levels, not courses. ii) Modular training is matched by modular assessment programmesiii) The emphasis is on practical and personal skills as well as related knowledge.iv) Industrial endorsement is essential for national recognition of vocational training awards.v) Each assessment is presented in terms of key objectives identifying the skills and knowledge which need to be achieved for certification purposes. These performance standards are derived from business requirements.vi) Training, assessment and certification are subject to national monitoring to assure the Research Report on the Trends and Practices of RPL Prepared By Prodigy Business Services for W&RSeta

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integrity of the system. vii) Trainees are strongly encouraged to avail of certification at the appropriate level.viii) In determining FÁS training levels, skill levels in industry and EU training levels are used as benchmarks to assist progression.

As we see, these principles focus on the certification of skills rather than courses. As such, certification is available for acquisition of skills whether achieved in formal courses, on-the- job or in informal settings. The modular focus provides either for full certification or part credits. Candidates can then be directed in their further training towards full certification. Donal Kerr, manager for certifications and standards in FÁS describes what he judges to be the strength of the system (Kerr 1996):The competence focus emphasises the skill and vocational nature of the certification while the industry based, criterion referenced standards provide the links to labour market needs. FÁS activity in RPL stems from a policy of widening access to certification. We refer to RPL in FÁS as "taking credit". It is taking credit for what you know and can do.

According to Kerr, FÁS has used two RPL methodologies so far; Portfolio development and Formal Testing supported by candidate briefing. Compared to countries like France and Australia, the Irish system is not operational on a national level, but is currently being tested in a number of sectors. FÁS has been using the Portfolio Development approach in the retail sector, as it had agreed on industry standards and because there were significant numbers of workers with no formal qualifications. To assist the Portfolio development, FÁS developed a computer "expert system". Advisors guided candidates through the process. FÁS has been applying RPL in the construction sector in partnership with employer bodies and unions. In this sector FÁS used the test based approach, and workers were submitted to formal testing. Candidates are advised on standards for certification and those passing the assessments are given appropriate certification.

The Irish RPL system is still in its early stages, currently also being tested in the electronics and transport sectors. As is the case in Australia, "Recognition of prior learning" is not an isolated initiative, rather an integrated element of a broader system, based on the national skills standards. Thus, prior and informal skills are validated on the basis of negotiated and accepted standards, increasing transparency and acceptance. The similarities between the Irish, Australian and, as we shall see, British systems are striking. This has, of course, very much to do with extensive exchange of information. Apart from this, it is interesting to note that all these countries have established national skills standards during the last decade, and that RPL (or the British APL) would have been difficult without this basis and framework. It is also worth noting, on the basis of the Australian and the Irish examples, that the combined introduction of National Standards/RPL seem to have strengthened the tripartite or corporative relations. The negotiated character of the national standards seem to be a prerequisite for the legitimacy of the system. On the institutional level, a new awarding body is in the process of being set up in Ireland. This body will cover the responsibilities of FÁS as well as the responsibilities related to academic awards. Intended to improve the coherence of the Irish system, this body was intended to be operational from 1997.


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4.2.10. SOUTH KOREA

In Korea, the Credit Bank System has been in operation since its introduction in 1998 as a system for accrediting prior learning. Through the Credit Bank System, individuals could obtain not only in the formal schooling system, but also outside of it. The Credit Bank System also approves their prior learning, qualifications, and the certificates they hold. It is hoped that this system will eventually crate a society of open education and of lifelong learning. When enough credit are accumulated to satisfy certain requirements, individuals can acquire a Bachelor’s or an Associate Bachelor’s degree.

The Credit Bank System approves the individual’s various experience and qualification to obtain credit from not only within the formal schooling system but also outside it. When the credits are accumulated and satisfy certain standards, individuals can acquire academic degrees. It is hoped that this system will eventually create an open educational society as well as a lifelong learning society. Individual experiential learning is registered as credit. When these credits are accumulated, individuals can acquire Bachelors degrees. The areas that can be accredited are as follows:

Learning subjects accredited from educational institutions Accreditation of qualification certificates Self-study as an alternative to a Bachelor’s Degree Credits acquired form accredited schools Completion of part-time attendance Accreditation of important intangible cultural skills

In essence the Credit Bank System is for those who missed the opportunity for higher education. The enrolment rate of students entering higher education at the designated time is 68.0%, which means that the Credit Bank System is for the relatively under-educated who aspire for a higher education degree. The following persons can qualify as beneficiaries of the Credit Bank Systems.

High school graduates who were previously unable to attend post-secondary educational institutions

Former college or university students who discontinued their studies Workers who hold professional certificates but did not acquire a Bachelor’s degree College or university graduates who wish to commence studies in a different field People who wish to acquire formal credits for knowledge and skills gained through self-

instruction, and workplace training and experience People who have studied at private institutions or junior colleges and wish to transfer to

the university system


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4.3. INTERNATIONAL CASE STUDIES

4.3.1. CASE-STUDIES: BROAD COUNTRY APPROACHES

International case studies have been gleaned from secondary sources and from correspondence. These provide an overview of the kinds of principles, policies and procedures being used in different contexts.

In the USA the work of the Council for Adult and Experiential Learning (CAEL) has been extremely important in placing Prior Learning Assessment (PLA) firmly on the agenda of community colleges and universities. The work of CAEL has been extremely influential in the spread of RPL related activities across the globe. The 10 standards of good practice developed by CAEL have informed international practice and the development of standards and benchmarks internationally. There are no federal/state policies in place for PLA, although most institutions who offer PLA have developed their own policy documents to guide their practice. However, one national development has been the setting on national examination systems which are used to supplement other forms of assessment.

In England, the implementation of Assessment of Prior Experiential Learning (APEL) came about as a result of a chance encounter with CAEL’s work. Subsequently, the Learning from Experience Trust (LET) was formed. APEL is practiced in one form or another in at least 75% of higher education institutions. In contrast to the USA, the portfolio is the most common method of assessment. Most APEL is practiced in conventional programmes, but one example of APEL being used in a non-traditional context is with refugees and asylum seekers. It is here that more innovative APEL is practiced and where equity and language issues are the forefront of debates.

In Canada, Prior Learning Assessment and Recognition (PLAR) began as early as 1980, but was located primarily at institutional level within particular programmes. At provincial level, Quebec was the first province to implement RPL on a province-wide basis in the mid-1980s. During the 1990s, other provinces began to follow suit. Unlike many other countries, Canada’s education system is completely a provincial jurisdiction, which has meant that the greatest challenges facing PLAR implementation relate to transferability and portability of qualifications between provinces. The cross-Canada study was initiated because there was almost no data available on PLA implementation in Canada, despite the fact that some Canadian institutions have begun providing PLA services as early as 1977. The purpose of the cross-Canada research was to obtain information on PLAR implementation in Canada, and to try and understand more about the nature of informal and adult learning some of the key findings of the cross-Canada study include: Research Report on the Trends and Practices of RPL Prepared By Prodigy Business Services for W&RSeta

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PLAR learners had college-level learning that could be credited, their average course grades were as high or higher than the average course grades of traditional students,

Their pass rates were higher and they graduated at a higher rate, It improves adults’ confidence in their own knowledge and skills, and It enhances the chances of continuation of learning over the long term. Although not part of the mainstream PLAR provision across Canada, equity and redress issues form a strong part of the work being done in Ontario where the First Nations Technical Institute has foregrounded PLAR in education and cultural rejuvenation for First Nations people.

Australia has had in place a NQF for at least the last ten years, and RPL is a fundamental part of the implementation of the framework. This case study is interesting for study is interesting for South Africa in that it point to a number of problems which potentially face us in the implementation of RPL. Three important issues in the implementation of RPL in Australia include: Firstly, there is a little evidence to suggest that RPL has significantly increased

access to “credentialled learning” for disadvantaged groups or individuals. Secondly, it has not brought closer together those who stand for traditional

notions of academic knowledge and those who advocate that more experiential learning should be recognised by institutions.

Thirdly, the expansion of competency-based education in Australia has been a double-edge sword for RPL. It has, on the one hand, helped build a close relationship between institutionalised education provision and uncreditialled learning in work and community setting by promulgating a system for naming and assessing learning that happens outside the classroom. But competency-based training has, on the other hand, also entrenched a rigid and narrow way of naming learning which has discouraged alternative ways of recognising experience-based and work-based learning.


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4.3.2. INTERNATIONAL INITIATIVES OF RPL PROVISIONING

The following are actual examples of RPL implementation:

4.3.2.1. CEDEFOP15 Leonardo da Vinci-programme: RPL Comparability Within Europe

Background: A number of projects with partners from several countries have been set up through the Leonardo da Vinci-programme to address the three problems identified as the core elements of the skills transfer and recognition, the problem of exchange of information, the problem of interpretation of information and the need for mechanisms supporting exchange and interpretation of information and the more general problem of guidance and counselling. The projects vary somewhat in their scope, some are sectoral in their approach, others are of a more general character.

Examples of some of these projects are: 1. COLO in the Netherlands has been made responsible for developing "A Network of

National Reference Structures for Vocational Qualifications" (NETREF). The objectives of the project state:The partnership (6 countries) would like to develop a new, decentralised approach and a methodology which encourages the helpful exchange of information between all those involved on professional qualifications in different European countries…" The project can be looked upon as a clear reflection of the change in political emphasis, from recognition (top down), to transparency (bottom up, decentralised). The idea is to establish a reference structure in each country gradually building up the necessary knowledge of the national vocational qualifications. Using these national "knowledge and information centres" as a basis, it may be possible to develop a European network of reference centres, supporting the exchange and interpretation of vocational qualifications. The NETREF-project does not want to support comparisons of vocational qualifications on a European level, rather, the idea is to develop, test and implement more efficient mechanisms for the exchange of information on vocational qualifications. The NETREF project is closely related to another project, the "European Network of national Reference Structures for Vocational Qualifications" (NATNET) co-ordinated by the European Institute of Education and Social Policy in Paris. This project can be looked

15 In 1975, CEDEFOP was established in Berlin. The agency was made responsible for drawing up documentation, contributing to co-operation (between researchers and administrators), and to supporting the Commission and the Member States in matters relating to vocational education and training. The need to work towards an approximation of training levels was stated as one of the centre's tasks in the founding statutes.Research Report on the Trends and Practices of RPL Prepared By Prodigy Business Services for W&RSeta

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upon as more research oriented than the NATNET, providing the knowledge-basis for developing a European network of reference centres.

2. The Irish "National Council for Vocational Awards", together with partners from 7 other countries, have received support to a project entitled "Towards Mutual Recognition of Qualifications". The idea is to develop an analytical framework for comparing systems of vocational qualifications. On the basis of studies of commercial surveys in four countries (the Nordic countries), a framework will be developed. The objective of the project is formulated as follows: "The objective of the project is to promote transparency of qualifications in order to acknowledge recognition of them and therefore allow greater mobility beyond national borders and encourage initial vocational training."

3. The Italian "Istituto Manfredi" in Bologna has, together with partners from 8 countries, received support for a project entitled "Transparency of Qualifications". The objective is:"…to improve the method of validating vocational training provided in Europe and the diplomas obtained, assessment systems and relationships between supply and demand for training between employers and employees" The expected result is a "…brochure on the current system of certification in the countries of the European Union. A system of validation based on the use of new methods and other systems of assessment will be set up. New validation certificates will be tested."

4. The National Council for Vocational Qualifications (NCVQ) has received support for two projects on the issue of transparency; the first aiming at the development of "Information Models to provide Transparency of Vocational Qualifications and Certificates", and the second aiming at the development of a "European Network of Vocational Qualifications Databases". In the first project, the objective is to test out "information models" in each participating country (10), foreseeing a "standard information model" for each country. Eventually, the models will be tested throughout the Community to see whether the information provided through the models meets the needs of the end-users (defined as employers). The project will, on the basis of this, give recommendations on the best information models providing information on vocational training in the various Member States. The second project aims at the development of a CD-Rom-based product, regularly updated, containing summary data for all occupational qualifications included in the national databases of the participating countries (UK, France, Germany and the Netherlands).

The five projects presented above are similar in the sense that they approach the problem of recognition and transfer in a general, trans-sectorial way. Differing somewhat in the number of Member States involved, all five work on the basis of (one or several) of the three basic transparency questions: How to improve exchange of information; how to improve translation and interpretation (between systems, cultures and languages); and,


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lastly, how to establish mechanisms supporting exchange of information as well as interpretation. The COLO/EIESP and the NCVQ projects focus explicitly on the first question, - how to improve the exchange of information. The difference between the two project-groups is that COLO/EIESP combines this with a focus on the third question, i.e., how to establish institutional mechanisms supporting the exchange of information, whereas NCVQ seems to be less concerned about this aspect. The Irish and the Italian projects are closely linked to the second question of how to succeed with the interpretation between different countries, systems and cultures; hopefully to be achieved by developing "new analytical frameworks" and "new assessment and validation methodologies". The majority of "transparency/recognition-projects" in the Leonardo da Vinci-program must be described as sectorial in their approach. For the time being, projects dealing with Construction, Health, Laser-Technology, Medical Bio-technology, Tourism, Welding and Wine are among those being addressed.

4.3.2.2. CEDEFOP Leonardo da Vinci-programme: RPLInitiatives related to non-formal qualifications or skills

During the last three years, several initiatives, within as well as outside of the Leonardo da Vinci-programme have addressed the problem of recognition and comparison of non-formal skills. The best known example of this can be found in the "White Paper " on Education and training published by the European Commission in 1995. The White Paper introduces the idea of a European Personal Skills Card (PSC) which would enable individuals applying for employment, education or training to document their skills, formal as well as non-formal. The idea of a PSC was followed up through a sketch of a "European Skill Accreditation System" in 1996, elaborating on some of the elements necessary in order to introduce a personal Skills card.

The PSC was based on experiences gained through a previous project; the "Individual Portfolio Project" concluded in 1995. Launched in 1993, the idea was to: "(create) a sort of standard CV making it possible for employers throughout the Community to understand the level and types of qualifications held by an applicant"

The experiences from the Individual Portfolio Project illustrates some of the problems facing a system for improving transparency of qualifications, formal as well as non-formal. As the Commission says: "The unfamiliarity of the different national systems - the result of their heterogeneity and complexity - makes information given difficult to decode and access, leaving the prospective employer at loss when it comes to evaluating the applicant's actual level of skills"

These initiatives have, to some extent, been followed up in the Leonardo-programme. To give an idea of the scope and level of these projects, two examples will be provided. The Greek ERGON is responsible for the "EXCEL-project"; "An Open and Distance Learning Programme for Men and Women Returners with Management Experience as Volunteers".


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The project takes as its point of departure the fact that many people have lengthy management experience within voluntary organisations, experience which is hardly recognised since this is unpaid work. The project, which comprises 5 partners, will develop a method for crediting such experience and thus increase opportunities in the labour market. The idea is to develop educational instruments, set up counselling for potential users, and finally, to set up training networks to provide short-term transnational courses. The Italian "Unione Italiana delle Camere di Commercio" (Unioncamere) has, together with partners from 4 countries, received support for a project focusing on "Certification of Competence and Credit Transfer". The objective is "In order to facilitate the free movement of workers and meet the needs of European companies who wish to hire ..workers who have studied or acquired experience abroad, the objective of the project is to test (and) transfer a method of assessing training…designed in the UK (by the Business and Technology Educational Council), and meets the criteria of the NVQ."

The anticipated end-product is a method to enable the recognition of training courses as well as qualifications acquired through experience in one of the Member States. Another Italian institution, IPSIA based in Cremona, has received support for a project entitled "New Skills and New Capabilities for Professional Competence". Together with partners from the UK and France, the objective is to develop a methodology for analysis of work and tasks, integrated into a method for skills auditing. The project is based within manufacturing industries, and an important focus is put on the changing skills within this industry, a change which makes it necessary to develop new methods for skills-auditing. One of the results foreseen in the project, is a software package entitled "the tree of knowledge", aimed at identification of skills at different levels, and based on studies of the current, but changing tasks within these major industries at the moment.

4.3.2.3. Canada: First Nations Technical Institute (FNTI)16

Background: This model is introduced as it represents a holistic and culturally sensitive model with unique features for South Africa. Established in 1985, FNTI is an Aboriginal-owned and operated education and training facility. It is located on the Tyendinaga Mohawk Territory near Deserento, Ontario, Canada and was established by an Aboriginal body that identified the need for native people to have their own technical college.

FNTI provides training in the following areas: Aviation, casino, computer, human services, small businesses, aboriginal media, Mohawk language, public administration and service excellence- all with an RPL component which emphasises recognising their learners’ existing knowledge. FNTI also offers community programmes, and

16 Source: www.tyendinaga.net/fnti; and: [email protected] Report on the Trends and Practices of RPL Prepared By Prodigy Business Services for W&RSeta

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mailto:[email protected]

http://www.tyendinaga.net/fnti;

technical services. Rather than excluding people whose numeracy and/or literacy are inadequate, the institute corporates numeracy and literacy into its programmes.

Stakeholders: This comprises native people of the Tyendinaga community, including members of the tribal community.

Target Audience: Canadian Aboriginal people, from across Ontario (and, for programmes such as Aviation, and Media Studies, even from across Canada). Many of the learners are from remote, depressed communities, in which there are skills shortages: viz. Admin, language and traditional knowledge.

Generally, FNTI does not offer its credit courses and programmes to non-Aboriginals, although there may be non-Aboriginals who have married Aboriginals participating in some of the programmes, non-credit computer-based workshops are offered to Aboriginals and the general population alike. (Nationally, First Nations people constitute a minority 3% of the Canadian population).

Funding: FNTI falls within the federal education system, but receives some provincial funding indirectly through its partnership arrangements with the various post-secondary institutions with which has formed alliances to offer credit programmes. The provincial money for students is channelled through the institutions to FNTI in order to cover its costs. In the early days, the institutions were taking up to 30% and higher, making it necessary for FNTI to seek the shortfalls from government sources (most often other federal government programmes). Now, however with increased credibility, FNTI has developed an arrangement with their partners institutions whereby they keep about 10% of the fees and hand over to FNTI to other 90%. With its increasing credibility and reputation, FNTI is being courted by many more post-secondary suitors, which gives FNTI more leverage in negotiation re. Overhead charges and other administrative fees.

Staffing: FNTI staff emphasise outreach, and a combination of traditional delivery and distance delivery (DE). In the case of DE, the emphasis is on taking it to learners and academics have implemented a tutorial and learner support system.

Assessment tools: FNTI’s RPL work is done by programme staff at FNTI, and the approach to portfolio developed is flexible, innovative, learner-centred and culturally grounded. The RPL approach at FNTI is widely used and was pioneered in FNTI’s Human Services Program by staff such as Diane Hill, Banakonda Bell and Ron Conlon. Almost all of the instruction and portfolio developed work is done in English, but for participants for whom English is a second language, they use a variety of aids such as tape recorders and interviews with support staff to assist them in completing the required work. FNTI is constantly working towards more comprehensive service to its learners in terms of offering and assessment in native languages, and believe that the situation will be much improved within the next five years.


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Applicant Administration System: Currently, administration of the applications system is de-centralised, with each programme handling its own admissions process, and keeping its own student records. FNTI are now in the early stages of laying the groundwork for a centralised applications system, and anticipates having this in place within the next two or three years.

Best Practice Features: A holistic model combining education and training with human health and healing. In its proactive to redress for formerly oppressed people, FNTI focuses on

incorporating culture (e.g. Mohawk cultural institutions of healing circles and elders/mentors) into the learning process, with an understanding that previously disadvantaged adults who embark on leaning often encounter personal pin and

memories that might stand in the way both of their ability to recognise and value their own existing learning, and their ability successfully to further their education.

The approach to portfolio development is flexible, innovative, learner-centred and culturally grounded

4.3.2.4. USA: Vermont State Colleges (VSC) System

Background: The VSC RPL system is much more narrowly focused than the Canadian models visited, and has been set up to give learners access to the HE system. It has been operating for twelve years. The programme is described by its director, as being “ the best programme of its type because it is so narrow, and it is not all things to all people”.

The programme is co-ordinate from a central office with minimal staff at Montpelier, Vermont, and exist to serve the Vermont Community Colleges, as well as some participating colleges outside Vermont, as well as learners. The VSC offers an RPL service that allows learners to access study at a community College, and/ or to gain transferable credit towards a qualification. The learner pays a set fee for doing a portfolio

The focus is on being learner-friendly. The aim is to get more learners into institutions, and those learners are in, they contribute to a powerful, diverse and mature student body. The aim is not to transform curriculum, but once such learners enter the system, curriculum transformation does occur as a result.

Stakeholders: The VSC is a partnership between Community College of Vermont (which has 12 offices across Vermont) and the state College of Johnson, Castelton, and Lyndon. The centre draws its assessors from the participating institutions and from industry where appropriate.


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Stakeholders include community colleges, technical colleges, private colleges, public colleges and universities

The regional collaboration did not happen deliberately, but rather through a process of evaluation whereby institutions decided to experiment being part of the programme. Regional co-operation was fairly “accidental” and became increasingly formalised as time went by.

Target audience: The VSC RPL service is aimed at learners who do not fulfil the conventional college entry requirements, or who have learning from experience for which they wish to gain credit towards a formal college qualification. Most of the learners who do the programme are asking for first or second year college credit.

Funding: The programme gets state funding (subsidy) and charges assessment fees. The partner institutions pocket the fees paid by the learners. The programme staff are employed by the community college system

Staff: Two staff members keep the show on the road. Instructors in the partner institutions guide the learners. Assessors drawn from the partner institutions and industry where appropriate assess the portfolios

Assessments tools: The assessment tool is the portfolio, implemented from a common template that has been developed. Learners received counselling a that the outset. Each participating institutions has instructors trained in helping learners understand and complete the portfolio, which is then submitted to the Central office. Copies of the portfolio are subsequently redistributed to appropriate academics representing the member institutions, as well as possibly an industry representative where appropriate. The assessors individually assess the portfolio and then come together at the central office to compare notes and agree on and award a result. There has to be consensus. The entire portfolio development process takes 6-10 months.

Applicant Administration System: Surprisingly, the applicant administration system is manual to the extent that applicant data and results are recorded on an Excel spreadsheet.

Best Practice Features: That a number of colleges have been prepared to co-operate on and agree to common

standards of assessment and a shared portfolio template, and to accept the results awarded as credit for access and/ or towards the qualification. In other US states, there is a lot of RPL but it is all institutionalised; this is the only programme set up across institutional lines.


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Learners can sign up at any participating institution in Vermont, and the course is the same throughout the system. The learner is not necessarily applying for the institution where s/he is getting instruction lines

The credit is transferable, not only across Vermont but also across the US system, although it its up to the individual institution to accept it. All the office does is make the recommendations to the institutions regarding the learner in question. Grants easy access and ensure consistency of standards across the HE and college systems.

The portfolio template itself, which allows for widely varying learner knowledge to be uniformly quantified in terms of agreed-upon criteria, and compared with the criteria established within the colleges for fulfilling particular programme requirements. The format is one that academics can understand and feel comfortable with.

The process is seen as legitimate and the learner’s access if facilitated in a cost effective and efficient manner.

4.3.2.5. Canada: Open learning Agency (OLA)

Background: The Open Learning Agency (OLA) is a fully accredited educational institution founded by the government of British Columbia. For more than 2 decades it has provided comprehensive educational programs and services to provincial, national and international markets through the BC Open University and Open College. It has award-granting status for certificates, diplomas and degrees in a number of areas. It is a member of the Association of Canadian Community Colleges and the Association of Universities and Colleges of Canada.

The OLA operates the Canadian Learning Bank, which facilitates a variety of innovative assessment services allowing individuals to receive recognition and credit for studies they have completed elsewhere. The International Credential Evaluation Service has been operating since 1995. Its South African Counterpart would be the Centre for Educational Equivalence of Qualification (CEEQ) now located in SAQA.

The Credit Review Service is a recent innovation which evaluates training programs and courses delivered outside of the formal post-secondary institutions in order to award academic credit. This service brings together teams of qualified academics from regional post-secondary institutions to participate in the reviews. Details of the review outcomes are then posted onto an online National Course Guide. Apart from the knowledge Network TV, an in-house television service similar to that of the UK Open University, a number of workplace transitions Skills Centres have also been set up.

Stakeholders and Target Audiences: All post secondary institutions across Canada. Employers and Community agencies benefit from the workplace-based accreditation,


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which counts directly academic credentials. Time spent completing qualifications is radically reduced, increasing throughput and workforce development. Companies and employers benefit because duplication of learning is eliminated and time away from the job is minimised. The number of courses are reduced, cutting down on tuition fees and creating significant cost savings in current employee training programmes. Additional benefits are the validation of quality of training and increasing employee loyalty and improved levels of productivity

Assessment tools: Generic Review Standards and processes which specify dimensions courses have to meet in the areas of content, materials, instructors and assessment. Breadth and depth of content examines the level at which it is pitched, adequacy for post secondary level. Instructional materials have to adequately support the course objectives and outcomes and the material has to have currency and be accurate and relevant to few developments in the field. The balance of qualification in terms of instructor Vs course development touches upon the appropriateness of academic qualifications, the role of the instructor, weight of the course dependent on the instructor and the qualification and expertise of the course developer.

Applicant Administration System: Learners and Institutions apply directly to the OLA. Courses, which are, awarded academic credit by the OLA credit and credentials Council (OLACCC) are listed in the Canadian Learning Bank’s National Course Guide (http; www.ola.bc.ca/credit/guide). Described as a post secondary institution’s online calendar, this database has details as about each course, title and location, learning objectives and outcomes, instructional and assessment methods, amount level and category and effective date of credits awarded. Credit obtained from these courses may be used towards related programs offered at the OLA Open College and BC Open University, as well as participating colleges and universities across Canada.

Individual learners who have successfully completed approved courses may enrol with the OLA Student registry, which provides a permanent record of learner performance and verifies the assessment and successful completion of their courses. Official transcripts of learners achievement are issued which provide institutions with all they information they need to make informed credit award decisions.

Best Practice Features: Accrediting workplace-based training motivates a new cadre of adult learners who hare then keen to complete formal credentials. Learners are more likely to adopt a “lifelong learning” attitude and seek further opportunities for learning when their current knowledge and education are valued and recognized

A standardised process and accepted review criteria facilitates articulation and transferability of credits across participating institutions and institutions who are able to be listed or student referrals.


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This model has particular relevance for our workforce development and skills development act. It further serves to provide a vehicle for a new modality for business/ industry and HE provider partnerships and could streamline the SETA and ETQA structural arrangement we currently have.

4.3.2.6. FAS: Training & Employment Authority Ireland

FÁS did not develop new philosophies but drew on the existing literature and transformed it into pragmatic workable models.

The overall approach to certification in FÁS is enshrined in a Certification Framework, which is designed to accommodate RPL.

The principles in this framework focus on the certification of skills rather than the certification of courses. As such, certification is available for acquisition of skills whether achieved in formal courses, on-the-job or in informal settings. The modular focus provides either for full certification or part credits. Candidates can then be directed in their further training towards full certification. The competence focus emphasises the skill and vocational nature of the certification while the industry based, criterion referenced standards provide the links to labour market needs.

RPL in FAS stems from a policy of widening access to certification. We refer to RPL in FÁS as ‘taking credit’. It is “taking credit” for what you know and can do.

The same certificate is awarded irrespective of where the skills are achieved, as it is the certified skill that is important not how it was achieved.

RPL may also be used to gain exemptions /credits to access education and training and to target training resources more effectively using RPL as a method of identifying training needs.

The Certification and Standards department of FAS has developed and tested a number of approaches to Recognition of Prior Learning (RPL) for occupations in construction, retailing, and childcare and in the craft occupational area (electrician). RPL in FAS stems from a policy of widening access to certification

During the last decade FAS became actively involved in RPL, installed a methodology in the organisation and shared its experiences at a European level and in South Africa. FAS Guide to RPL - a trainer guide to RPL has been developed by FAS to support employer led accreditation.


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FAS has led a number of European projects involving the development of best practice models of RPL in a context of EU co-operation and establishment of common methodologies. These projects have concluded with a high level of success.

FAS has participated in a CEDEFOP (European Centre for the Development of Vocational Training) project on ‘Identification, Validation and Accreditation of Prior and Informal Learning’. FAS were one of four EU states selected on account of the range of experiences in RPL to date. The others were Scotland (SQA) and universities in France and Germany. This work formed the basis for further CEDEFOP work in this area and to help formulate a model for RPL for a European wide study.

FAS participated in a CEDEFOP ‘Agora’ (Greek word for marketplace – where ideas and news are exchanged) entitled ‘Identification, assessment and recognition of non-formal learning’ in Greece in 1999. The Agora is representative of employers, trade unions and government bodies. Besides looking at European tendencies and developments in some member states of the EU the agora asked why measure human capital, examined mobility and social cohesion and looked at new methods of skill definition and accreditation. It also discussed the impact of RPL for collective agreements/bargaining.

The Norwegian Government along with CEDEFOP organised a conference in May 2000 on the competence reform and non-formal learning in which the Norwegian experience was compared to the rest of Europe. A key summary paper of the situation in all EU countries was presented by Jens Bjornavold which has now (2000) been published by CEDEFOP under the title ‘Making Learning Visible’ (ISBN 92-896-0006-3). This book makes regional groupings of countries using RPL. While this is interesting the groups are not always coherent. Ireland is presented in the grouping with the Netherlands and the UK.

This meeting examined methodologies for assessment and recognition of non-formal learning and the extent to which it is possible to combine high quality, high capacity and low cost. The question of how acceptance and legitimacy of RPL can be secured in the different political and institutional frameworks and the impact of RPL in labour relations were other key topics.

EVTA – Development of a Common Model for the Recognition and/or certification of acquired skills

The European Vocational Training Association (EVTA) is a body composed ofthe large training organisations in the member states of the European Union. I amChairman of its Certification committee. Over the past two years we undertook a project to apply the same RPL (APL) model in a range of countries to verify that a common approach to RPL could work in different environments.


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The objective of the project was the development of a common methodology and joint model for the accreditation and/or the certification of acquired skills. The model agreed on is virtually identical to that used by FAS in Ireland and FAS International in South Africa

The project report includes the methodology and the results of experimentation, in three different sectors in 8 countries. The participating countries included France, Germany, Sweden, Finland, Luxembourg, Spain, Portugal and of course Ireland.

The methodology is based on 3 principles: the individual approach of the candidates, the application of the RPL procedures in context of national qualification

systems, an approach that is wide enough to cover different sectors of activities and

professions.

The experimentation was undertaken in 3 sectors electricity, automobile industry, catering industry.

The model was carried out in 3 stages: advising and assessing candidates

(meeting, information, counselling, analysis of the frame of reference on employment, drawing up of the approach),

drawing up of the portfolio and/or organising tests to gauge skill (identification of training if necessary)

assessment, accreditation and/or certification.

The project progressed as follows: training of the teams of counsellors and evaluators, experimental phase, national and transnational evaluation, revision of the model, final report.

EVTA has established an expert group (including a FAS representative to further progress co-operation in RPL. The objective of the expert group is to develop the previously mentioned model with the purpose of including its principles in the educational strategies of the Member States, which are elaborating a model for competence-based qualifications. While developing the model from bottom-up, the group will also influence and collaborate with policy makers, trying to remove obstacles in adopting the common principles


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Multi-APEL

The Multi Apel project dealt with accreditation of prior experience and learning in several sectors and countries: Multi-sector, Multi-method and Multi-country.

Like the EVTA project, the Multi Apel sought to develop a common model based on experiences in Ireland, France and the Netherlands which could be applied in various contexts and member states and in applicant states.

Instruments and procedures were developed for the Care and Electrotechnology sectors. Subsequently France developed new procedures for RPL (APL) which has many similarities to the Multi Apel model.

The overall conclusion of the project is that it is possible to use the same RPL model in different sectors and countries in spite of different legislation, practices, rules and educational structures. This strength in the model however is at the same time its weakness. The strength of the model lies in its accommodation of several methods in a single model. Its weakness lies in its technical-instrumental elaboration, which circumvents problems concerning normative criteria (legality and legitimacy). The Model provides a good overview of methods and procedures and therefore serves as a means of communication for demonstrating the relationships among various methods.

The Organisation for Economic Co-operation & Development (OECD) has initiated a project on ‘The Role of National Qualifications Systems in Promoting Lifelong Learning’. This project extends beyond Europe with participants from Australia, Japan, Korea, Canada etc. Recognition of prior and informal learning will be a key element of this work as well as the qualifications impact on the processes of learning, teaching and training.

4.3.2.7. Accreditation of Prior Learning in Europe: European Qualification Authority

The Network of National Academic Recognition Information Centres (NARIC) is a network of National Centres in the greater Europe created in 1984 to help in regulating title recognition and facilitating the integration of national educational systems. It aims at improving academic recognition of diplomas and period of study in the member states of the EU, the EEA countries and the associated countries in Central and Eastern Europe, Cyprus and Malta. The European Commission is providing support for the activities of the NARIC Network within the framework of the SOCRATES programme. It aims to improve the quality and transparency of educational systems and furthering the process of education and innovation in Europe through the exchange of information and experience,


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the identification of good practice, the comparative analysis of systems and policies in the field, and the discussion and analysis of matters of common educational policy interest .

Academic recognition looks into the function and overall level of academic study of purposes of admission to further or work. In these cases, degrees or study periods may be recognised elsewhere even when the degree programmes are not equivalent. An example of academic recognition would be that a graduate is granted a degree in another country on the basis of his/her studies in his/her home country without having to sit remedial or additional examinations. Three main levels of recognition can be considered, as well as the instruments attached to them.

Recognition of qualifications, including prior learning and professional experience, allowing entry or re-entry into higher education. Recognition of short study periods relation with student mobility. The instrument attached to it is ECTS (transferable credits) and Recognition of full degrees. The instrument attached to it is the Diploma Supplement.

Apart form the recognition for academic purposes, recognition should also given for employability purposes. Employers should give credit to past experience of their new employees in order to further develop the skills and knowledge they possess, as well as giving due recognition to their employability should they decide to leave for a better opportunity.

4.3.3. INTERNATIONAL EXAMPLES OF RPL INSTRUMENTS

The Australian National Training Authority (ANTA) has developed and implemented a self-assessment guide to support RPL and RCC. The Self-Assessment Guide is designed to assist participants to gain recognition for their existing knowledge and skills and current competence.

The aim of the pilot was to conduct a trial regarding a workplace-learning model that would assist government agencies in the implementation of training commitments. To support participants a Self-assessment Guide was developed. The guide was designed to assist participants to gain RPL and RCC. Through this process, required skills and knowledge could be recognised and assessed. An individual training plan could be developed for the participant and skills gaps targeted for on-the-job activities or learning undertaken either online or through distance delivery.

Using the self-assessment guide involved a step-by-step process through which participants could identify competencies and collect evidence. Workplace supervisors supported participants and endorsed the participant’s evidence prior to assessment of the application.


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In conjunction with the self-assessment guide a supervisor notes for self-assessment guide was developed to support the workplace supervisors. This guide was aimed at providing helpful hints and information to assist both supervisor and participant through self-assessment process.

The major strength of the self-assessment guide approach used in the Australian (Queensland) pilot was employee motivation: The participants are highly motivated to gain recognition for their prior learning and

current competence. All stakeholders agreed that gaining recognition for prior learning and current competence is intrinsically rewarding and is likely to enhance employee morale.

Supervisors also report being motivated to support the RPL process. One of the major reasons why the supervisors support the self-assessment process is that they felt that it helped employees to identify skills gaps and allows them to target training toareas of need.

The major weakness of the self-assessment guide was that candidates found it difficult tp provide or document evidence.

4.4. POSSIBLE LESSONS FROM INTERNATIONAL PRACTICES

The partner institutions own the system. In advertising, it seems that direct advertising to learners does not yield the same

results as when working through the institutions to access their learners. The partners advertise the service in their institutional catalogues/ prospectuses. Work

with institutional staff in student services, and people who are friendly to adult learners. Can use financial gain to leverage support from institutions-bringing learners via RPL

often means learners who would otherwise not be studying. The partner institutions consider this a loss leader, i.e. by spending money paying RPL assessors, they get students who will pay fees.

A standardised template might be more readily acceptable than a portfolio approach It is important to be strategic and tactical, and to get people with assessment theory

who can argue convincingly for the RPL approach.


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SECTION FIVE:RPL IN THE WHOLESALE AND RETAIL SECTOR

5.1. INTRODUCTIONThere were a variety of responses in the international retail sector. In some countries such as the USA it was commonly thought among employers interviewed that there had been little or no growth in the retail and wholesale sectors in the last five years. In Europe some employers reported no change in consumer buying, whilst others insisted there was, particularly amongst tourists. Retailers operational in Asia and emerging economies indicated that the retail and wholesale sectors were robust and growing sectors –suggesting that market niches must be determined and filled.

Whilst some countries have seen their largest spenders changing from local buyers to tourists, generally established economies cited that their highest spending customers are still locals. The converse is increasingly becoming a driver for emerging economies.

Competition has increased with bigger centres attracting local consumers to do their shopping out-of-town, particularly with the "big box" stores, such as Walmart, Costco, Office Depot, to name a few. Some reported working harder than ever for the same returns. It is clear though, no matter how one analyzes market forces, employment opportunities associated with retailing are not increasing much and are dependent on sales volume.

If there is a significant demand for employees, it is through the turnover of sales-persons in some businesses. Employers reported the following skills and qualities as preferred in retail employees, current or perspective:

engaging people and communication skills for customer service; computer skills for inventories; business equipment operation (e.g., debit machine, till) able to "think on their feet" (problem-solving skills) with some ambition and initiative

to determine what needs to be done next and how to do it; need to be more creative above and beyond being a good worker; knowledgeable about products within a diversified marketplace (shoppers smarter

than ever); good presentation and salesmanship skills, that would include developing self-

esteem, confidence and self-management; basic English for effective written communications (e.g., messages); basic applied Math for calculating/estimating taxes and sale percentages; proper appearance, dress and etiquette.

Some employers suggested that until salespersons became reasonably proficient at the above skills, these employees were not making the business money. Some suggested that


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this period is often up to six months, and that some form of hands-on work experience in conjunction with classroom training would greatly shorten this period. In addition to Superhost, suggestions for courses, that might include some of the skills and qualities listed above, are as follows:

fundamentals of the retailing business (e.g., understanding profit margins, inventories, market niches);

the art and psychology of selling, salesmanship & perceived value; and basic retail skills development.

If training were to be subsidized through HRDC (or some other source) to help out both employers and employees, one retailer suggested that youth under age 25 work for a 90-day trial period prior to training to establish the sense of commitment of both employee and employer. With staff over 25 years of age, the trial period could be much shorter, since they often show more stability and likelihood of staying with the job. Such subsidy incentives were seen as necessary to establish a good return on training dollars, and reduce perhaps a lackadaisical approach to the use of free training dollars. Within bigger retailers, there was some perceived need for training amongst middle management in:

prioritizing and strategizing with their purchasing; learning to control costs internally; researching on the internet; conflict resolution and coping with stressful situations; and team-building & good communications.

In more specific or technical training areas, it is most likely that training with be provided through industry representatives, wholesalers, or buying groups.Although some employers focused more on what training perspective employees needed, others saw that the retail merchants themselves required occasional workshops to help them more effectively research, strategize and compete in the "new marketplace". This may involve courses/workshops in:

changes in market orientation and economic climate (e.g., "boom, bust, echo"); using the internet to do market research effectively; sharing and analyzing current local demographic information from various sources

(e.g., changes in school district enrollments, tourism visitor info), useful and specific to better understand local markets;

retaining customers through developing customer/consumer confidence, trust and satisfaction;

developing marketing strategies and cost-effective plans for diversification and for specialized market niches (e.g., Asian bus tours);

developing cooperative ventures in a climate of competition.


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The general consensus across countries is that workshops and courses offered within the retail sector must clearly and energetically promote the benefits to retailers. This is necessary to overcome the pessimism and skepticism of whether the dollars/pounds/euros etc spent on training are worth it in terms of financial returns to the merchant. It has also been suggested that "hands on" customization of training principles and ideas to the nature of specific retailing operations gives merchants a sense of walking away from workshops with something of applied value.

The following organisations were contacted in terms of finding out to what extent RPL was being initiated:

Ames Department Stores, Inc. - Operates self-service discount department stores. Banana Republic - Chain of stores that sells clothing, shoes, accessories and products

for the home. Includes store locator. Boscov's - Boscov's is one of the largest privately owned retailers in the Northeast

USA. Bradbeers Group of Independent Retailers - Chain of family run independent

department stores in Hampshire, UK. Dayton Hudson Corporation - General merchandise retailer operating in mulitple retail

formats from upscale, full service department stores to discount chains. Federated Department Stores, Inc - Operator of department stores in the US. Harvey Nichols - International luxury lifestyle stores specialising in brand name

merchandise with stores in London, Leeds and Riyadh. Stores offer restaurants and food retailing.

Primark - Major retail group operating stores in the UK and Ireland, where it trades under the Penneys name.

Sainsbury: Operational in UK: food retailer Spar: Italy and Europe: food and grocery chain Stein Mart, Inc. - Upscale, off-price speciality store chain. Walmart - Corporate information, jobs, stock information and company history

Feedback was brief and it would seem that most companies are really not involved in RPL. However feedback has been collated (see following table). It would seem that large retailers consider sales employees to be the most fundamental employee type, and that large chain stores and wholesalers also consider SME retailers and owners to be important – this was mentioned specifically in relation to RPL.

Employee category

Employment Opportunities

Entry Skill Training Required

Industry Upgrading Required

Training Resources

Sales recurring turnover engaging customer retailing creativity retail


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Employees of staff service communication skills

computer skills for

inventories business equipment operations self-starter/ problem-solving skills product knowledgeability presentation/ selling skills self-esteem and confidence effective written communications applied Math for transactions proper appearance, dress and sales etiquette fundamentals of the retail business

prioritizing and strategizing for purchasers internal cost control skills internet research conflict resolution and coping with stressful situations team-building and good communications

people in the community outside retailing consultants

Retail Merchants

n/a n/a changes in market orientation and economic climate market research on the internet analyzing local market info art of retaining customers marketing strategies, cost-effective planning, and meeting market niches cooperative ventures in a climate of competition

retail people in the community outside retailing consultants

In essence it was felt that the above two types of personnel are mainly the candidates for RPL – but in terms of access to formal qualifications.

5.2. INTERNATIONAL EXAMPLES


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5.2.1. MANCHESTER METROPOLITAN UNIVERSITY BUSINESS SCHOOL17: PARTNERSHIP WITH SPAIN

Independent retailers are to benefit from major research into their sector, which is not only supported by a budget of £500,000 , but also looks set to benefit from the collaboration of both Spanish and UK based project teams.

The focus of this project, under the EU banner of EQUAL, is to provide support in the form of research and training for small retailers and will involve networks of trade associations, chambers of commerce, town centre managers and other stakeholders in both Southern Spain, and the UK.

Tiyaradapt, the Spanish half of the proposed partnership and based in Cadiz, Andalucia, aims to understand the success of small businesses in particular the personal factors related to such success, with a focus upon female owners.

Retail Enterprise Network, the UK team led by Manchester Metropolitan University Business School (MMUBS), approaches this topic from the complementary angle of looking at barriers to success in addition to looking at ways of promoting and protecting diversity in the independent retail sector.

EQUAL will involve promoting and supporting equal opportunities within the sector, innovation and empowering independent retailers so that they themselves have a major input into the design of the support activities for Spanish & UK small retail businesses. Proposals for development include training products suitable for all levels, and the establishing of a commercial 'barometer' measuring the health of retail areas such as high streets and town centres.

The first meeting to discuss the future collaboration of the two teams took place in February 2002, when MMUBS welcomed the Tiyaradapt delegation to Manchester. This was seen to be a start of a new transnational partnership, through which the respective countries could support the regeneration of the independent retail sector in Andalucia and Great Britain.

Working with towns and cities in Andalucia, allows the British to learn more about trends in small retailing in Europe. It would seem that many of the problems facing small retailers in Britain are also common in Spain, for example many family-run businesses are closing because sons and daughters do not want to take over the business.

17 Retail Education: MMUBS was the first University in the UK to offer a degree course in Retail: BA (Hons) Retail Marketing


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A second meeting in Spain will formally agree the activity the two projects will undertake within the Transnational Partnership Agreement.

The project commenced in June 2002.

5.2.2. PROJECT EQUAL

MMUBS received an ESF award of £1.2 million, which will be matched by partners to make a total of in excess of £2.4 million, following it's extensive research and expertise within the retail sector.

Towards A Healthy High Street The 'Towards a Healthy High Street' project has been running at Manchester Metropolitan University Business School for over 3 years. Its aim is to support the independent retail sector through research and the development of relevant and accessible courses.

Centre of ExcellenceMMUBS was designated a 'Centre of Excellence' for its provision in retail education by the DTI report Foresight. Teaching at MMUBS was rated 'Excellent' in the last round of QAA assessments.


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5.3. SA EXAMPLES

5.3.1. RELYANT

Relyant is in the process of aligning their internal job specifications to unit standards as well as in the process of being accredited as an assessment centre and provider. Together with a service provider, Relyant has developed a template for the assessment and RPL process:


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Evidence Gathering Step By Step STEP

Before training the learner is briefed by his/her manager on what will be expectedof him/her during the course

The learner attends training

Learner and Manager meet after training to discuss experience and plan for evidence gathering [EVG] On predetermined date learner and Evidence

Gatherer/manger, meet to:1. Discuss the Learner guide on what will happen2. Determine and document Action plan

The Learner and Manager complete theactivities per action plan using provided instruments.

Feedback is given to Learner after every session

The EVG must be satisfied that the evidenceprovided proves competence

The EVG completes the assessment evaluationsfor EVG gatherers. Puts all the documents together and forwards to the Assessor.

The EVG completes the assessment evaluationsfor EVG gatherers. Puts all the documents together and forwards to the Assessor.

Should the learner not yet be competent -Feedback is sent to the EVG for further work

Damelin records/ certificates and reports to Relyant and W&R SETA.

Relyant has approximately 640 branch managers who will incrementally undergo a four day assessor training course. This will then be followed by the branch managers being trained as evidence gatherers. Relyant believes that by making the branch managers an integral part of the RPL and assessment process, logistically and ethically the process will be an efficient one.

Relyant has additionally adapted the unit standards to suit their unique corporate environment. Assessment guides have thus been developed in one format with different instruments.

Example: a general assistant will attend a customers programme, where unit standards are level 2, the branch manager will then assess the assistant based on these unit standards but the final judgement is not made. If the person is found to be competent by the branch manager then the candidate is sent to an external service provider where the evidence pack is assessed.

The portfolio of evidence is deemed to be cumbersome and not realistic as candidates below NQF 4 are unable to compile a portfolio. Further the RPL process can mean that costs can be exorbitant: double actual training costs.


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SECTION SIX:CONCLUSION AND CONSIDERATIONS FOR

W&RSETA The following are some considerations for the implementation of the RPL Project:

When selecting assessors to sit on a portfolio committee, be strategic work with people who have established a good reputation for being learner- oriented.

The South African Qualification Authorities Act makes provision for Workplace Assessment, and although the regulatory requirements have been clearly articulated, no implementation process is specified. Legislative provisions as far as competence, its codification into unit standards, and the recognition of its presence by means of assessment are not prescriptive or definitive in respect of the methodology to be adopted for assessment. Assessment practices must be developed to give effect to legislation.

How the act will be given effect thus rests with the sector, and the sector will be held accountable for the quality of the qualifications that are granted within it. It is a legal requirement that the sector meet quality control provisions of the act. The W&Rseta will be the key driver of how this actualises. It is therefore important for W&RSeta to appraise what the current thinking amongst its members is.

Taking cognisance of the responses provided by companies and members belonging to W&RSeta, it is apparent that the sector and the NQF have common human development objectives: both recognise that competence, intellectual capital, a skilled workforce, are intrinsically linked to a prosperous South Africa.

However, the W&R sector (similar to other business sectors) asserts that in the context of a competitive and unpredictable economy skills of ever-increasing sophistication are in short supply. The sector, especially the large employers have responded to such challenges through range of skills development approaches. Infact many of the W&R member companies are considered by industry to be best-in-class practices of specific training interventions. Most of the large companies interviewed have in fact begun people development initiatives several decades ago. Additionally many have been proactive and have begun to adapt unit standards to their own individual contexts etc.

Thus for large employers, the implementation of RPL and assessment raises some challenges. These challenges primarily concern the alignment of existing people development practices (of some proven efficacy) with RPL/Asessment/legislative


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requirements. Existing methods are confronted with a need to be bolstered and tailored.

Most of the large employers consider RPL to be synonymous with workplace assessment (WPA). According to the responses obtained, it is unclear to what extent the large employers are actually implementing RPL – although many have embarked on formative assessments. In terms of the medium and small companies there were none that have embarked on such initiatives.

Issues which W&RSeta should take cognisance in terns of approach, quality assurance and tools include:

The Quality Imperative: Any educational framework, and this includes the NQF, must establish a reputation for providing qualifications that reflect real competence. Its credentials must be recognised and credible. This reputational risk must be accepted and managed if the credentials are to be perceived as being worth the paper on which they are printed.

The Bottom-line Imperative: Employers are businesses that must produce returns on investment if they are to remain viable. Any activity which consumes resources and does not visibly yield returns is naturally and correctly viewed with suspicion, and as a consequence, businesses are intrinsically reluctant to become formal educators - particularly when their established methods for people development have not necessarily produced tangible failures.

In addition, they find the logistics of RPL cumbersome and consuming: there are vast numbers of people to be assessed, which could possibly consume an equally vast quantity of resources. Business naturally will evaluate RPL in terms of time, energy, money, and returns. Thus within the current context the general impression is that very few of the large employers will undertake massive RPL projects.

Bureaucratic, academic and non-business aligned processes: Responses suggest that RPL processes must be simple, economical and value-adding.

Thus W&RSeta will have to develop tools, processes and a quality assurance system that strikes a balance between business demands for simple, cost-effective, and performance-improving management practices, and the NQF’s dependency on objective, valid, and fair assessment.


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