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Strategic Objectives for Articulation and RPL: Developing Credible Policies for South Africa

This presentation focuses on the strategic objectives of developing credible policies for world-class articulation and RPL systems in South Africa, contributing to new thinking and best practices, conducting RPL assessments, and informing stakeholders.

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Strategic Objectives for Articulation and RPL: Developing Credible Policies for South Africa

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  1. RPL and Articulation@DHET

  2. Themes in the presentation • RPL and Articulation@DHET

  3. Articulation and RPL : Strategic objectives To contribute to the development of equitable and feasible quality assurance systems for lifelong learning and career development pathways by ……..developing credible policies for world class articulation and RPL systems for South Africa ……..identifying and contributing to new and critical thinking related to Articulation and RPL through practice ……..providing advice, guidance, support and collaborating with stakeholders and partners, ……..actively participating in, and contributing to, best national, continental and international practice related to Articulation and RPL ……..conducting RPL assessments, validation and awards ………informing the general public, government departments, employers, education and training institutions and other interested parties • RPL and Articulation@DHET

  4. Repositioning of Articulation and RPL • RPL and Articulation@DHET

  5. Articulation descriptions • RPL and Articulation@DHET

  6. RPL Descriptions • RPL and Articulation@DHET

  7. Articulation and RPL Policy Relationships DHET: Articulation and RPL Policies Other Government departments DBE SAQA CAT and RPL General and Further Education and Training Quality Council (Umalusi) Assessment Council on Higher Education (CHE) Assessment, CAT and RPL Quality Council for Trades and Occupations (QCTO) RPL policy National Skills Authority Sector Education and Training Authorities Policies Statutory and non-statutory professional bodies Policies Providers: Policies Beneficiaries: Employees; students; citizens etc. • RPL and Articulation@DHET

  8. Articulation and RPL Policy Environment • RPL and Articulation@DHET

  9. Higher Education Qualifications Sub-Framework Occupational Qualifications Sub-Framework General and Further Education and Training Qualifications Sub-Framework • RPL and Articulation@DHET

  10. TRENDS IMPACTING ON THE DEVELOPMENT OF NQFs • Fullan (2001): significant impact of societal, workforce, economic, political and geo-political changes • Ernst and Young (2012: 4): Democratization of knowledge and access, contestability of markets and funding, digital technologies, global mobility, and integration with industry. • Adegbija: The Digital Revolution: e-education, e-learning or open and distance learning” m-learning (mobile technologies) - “the paradigm shift, general acceptance of the new move or model in global technological education, government policies and massive enrolment for e-education and e-learning should be sustained” • Leber: Massive open online courses and open education resources:MOOCs in India and Rwanda. • Chakroun: Labour market polarisation, migration mobility; • Youth unemployment; Climate change; Sustainable Development Goals • RPL and Articulation@DHET

  11. Trends… • RPL and Articulation@DHET

  12. Building Blocks Articulation and RPL implementation • RPL and Articulation@DHET

  13. Principles for Articulation • RPL and Articulation@DHET

  14. Principles for RPL • RPL and Articulation@DHET

  15. RPL principles cont. Common principles • RPL is a multi-dimensional • RPL is multi-contextual • A holistic approach to RPL is needed • Different forms of RPL may be undertaken at any given point of the learning and recognition process • When learners seek access to further learning, when they do not meet all the formal entrance criteria set by the institution of learning they wish to enter… • This applies to people already doing certain jobs and holding positions for which they have qualifications other than those currently recognised for that position. To comply with new national and internationally comparable laws and criteria, these individuals may be required legally to acquire new certification in order to continue to practice… • When workers, including community workers and those currently unemployed, could for instance have acquired skills in the workplace or are self-taught and may have few or no formal qualifications and thus could consequently be barred from certain career pathways… • RPL and Articulation@DHET

  16. Eligibility through guidance RPL Stages • RPL and Articulation@DHET

  17. Case Studies • RPL and Articulation@DHET

  18. Thank you RPL and Articulation@DHET

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