Recognition of Prior Learning Presented by Dirk Odendaal

1. Recognition of Prior Learning Presented byDirk Odendaal NEA Conference14-16 November 2006

2. Workshop programme • Introduction • Background to our Regional RPL project • Theoretical concepts in RPL • A proposed RPL process • A Practical RPL exercise • Group discussion and closure

3. Background to our Regional RPL project

4. The Higher Education Landscape • The International context • Massification • Technology • Globalisation • Knowledge economy • Lifelong learning • Adult learning • Continuous professional development • The result: Worldwide ACCESS issues

5. The Higher Education Landscape • The South African context • Our past • Inequality • Our present • Widening participation (adult & lifelong learning) • Redress • Access with success • Our future • Planned expansion • Throughput

6. The Higher Education Landscape • The Free State Regional context • Fairly small • Fairly poor • Competition versus collaboration ? • Scarce resources

7. Partner Institutions • Central University of Technology, (FS) • Free State School of Nursing • University of the Free State

8. AIM of RPL Project The aim of the project is to increase access of adult learners into HE through the slogan: “Kopano Ke Matla” (Togetherness is strength). Towards efficiency, effectiveness and quality

9. Theoretical concepts in RPL

10. DEFINITION OF RPL “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.” (NSB 1998)

11. Types of prior learning • Formal • Non-formal • Informal

12. Non-negotiable issues • Learning does not equal experience • Learning does not equal time spent in a job • Recognition implies assessment • Assessment implies accountability and not ad hoc subjectiveness to ensure standards • Thus RPL is assessment against learning outcomes and assessment criteria

13. Purpose of RPL The process can be used for: • Access/admission to higher education and training • Credits/exemptions • Diagnoses of gaps and the need for specific education/training

14. Benefits of RPL 1. Saves time. Learning already done should not be repeated: 2. Increases self-esteem and self-confidence. 3. Identifies gaps in learning. 4. Saves cost. RPL could reduce the cost of education.

15. A proposed RPL process

16. RPL PROCESS • 1 RPL Application • 2 Screening • 3 Interview with assessor • 4Formulation of an assessment plan • 5 Self assessment by applicant • 6 Preparation for assessment by the candidate • 7 Assessment of the candidate by the assessor • 8 Judgement of the candidate’s competence by the assessor • 9 Moderation of the process to ensure validity • 10 Feedback/ Recommendations • 11 Decision making: Institution Senate approval • 12 Feedback to Applicant & Post assessment support • 13 Registration & recording of results & providing of access or credits by institution

17. RPL Application and screening • Initial RPL screening interview with applicant • Numeracy and English proficiency tests • Determine motivation for RPL request • Career plans • Expectations are clarified and • Requirements for RPL are discussed

18. Interview with assessor and assessment plan • Drawing up an assessment plan • The learning outcomes & assessment criteria are provided. • Applicant performs self assessment to ascertain ability to supply adequate evidence. • Discussion of experience & learning gained (formal, informal or non-formal) & how applicant will show capability & competence. • The assessment method & timeframe is decided on. • What kind of support will be needed by the applicant?

19. Assessment Methods, Purposes & Examples (Cohen, in Harris, 2000: 148–149) These examples are not exhaustive but are useful guidelines for the development of assessment methodologies used in RPL.

21. Self assessment and preparation for assessment • Applicants receive guidance on how to prepare for assessment. • Workshops, and/or • Individual advising on assessment methods and requirements, portfolio development, guidance on presenting and documenting evidence.

22. Assessment • The candidate undergoes assessment activities and/or submits the evidence for assessment. • Assessor evaluates the evidence and checks it against the assessment criteria and outcomes of the relevant qualification/programme/ or subject/module/course.

23. Judgement of competence • Where gaps in evidence are identified a new assessment plan may be negotiated as well as steps to take in providing further evidence to close the gaps and to be re-assessed. • Assessor provides written feedback on each assessment task which relates directly to the assessment criteria of the qualification outcomes being assessed.

24. Moderation of the process • Process moderation • Content moderation

25. Feedback • Feedback of the assessment is given to the Regional RPL Office on the Assessor Feedback Form.

26. Decision making: • Institution • Senate approval of RPL recommendations

27. Feedback to Applicant & Post assessment support • The applicant receives the results of the RPL Assessment. • Unsuccessful applicants (found not yet competent) • Letter: stating: reasons for being unsuccessful and • Advising the applicant for career guidance, a bridging programme or enrollment for the formal learning programme. • Successful applicants advance

28. Registration & recording of results Providing of access/admission or Awarding credits/ exemption

29. A Practical RPL exercise

30. REMEMBER Assessment is : ‘A structured process for gathering evidence and making judgements about an individual’s performance in relation to registered national standards and qualifications’ (SAQA 2001:16) . The purpose of assessment is to determine if the learners are competent and that relevant learning has taken place in order to give credits for or exemption from certain parts in the qualification or module.

31. Step 1 • Determine the nature of the request • RPL for Access? • RPL for Credits?

32. Step 2 • Determine the merit of the candidate • Clarify expectations • Inform the applicat of what is to be expected, timeframes, cost etc.

33. Step 3 • Formulate an assessment plan

34. Remember: For Prior Learning to be Recognised: • It must be measurable • Applicable outside the context in which it was learned • It must have a knowledge base • Imply a conceptual and practical understanding; & • Show some relationship to degree goals

35. Applied competence We therefore assess to determine whether the person claiming recognition and credits towards qualifications, have achieved the applied knowledge as described in the: • purposes, • level descriptors, of • learning outcomes & Qualifications • assessment criteria

36. Assessment plan Learner centred: • The learning outcomes & assessment criteria are provided. • Applicant performs self assessment to ascertain ability to supply adequate evidence. • The assessment method & timeframe is decided on. • What kind of support will be needed by the applicant? • What barriers are identified? Language; availability of evidence.

37. Criteria indicate . What the learner will have to be able toDo & Know to Demonstrate the LearningOutcome (LO)

38. Linking outcomes with evidence

39. The Principles of good Assessment The quality of assessment is the means through which credible certification is ensured. Credible assessment is achieved through: • Fairness • Validity • Reliability • Practicability

40. Evidence Evidence is proof that the learner should provide to show competence. It should be: • Current • Sufficient • Authentic • Valid

41. Step 4 • Prepare candidate for assessment • Candidate does self assessment • Candidate prepares the evidence • RPL office supports e.g. portfolio development

42. Legitimacy and Credibility Be transparent in terms of the standard expected, i.e. • What the learner is expected to achieve • What criteria will be used to assess • What the learner will have to do to show achievement • How it will be assessed • The conditions of the assessment • The underpinning knowledge • The complexity and type of evidence • When assessment will take place • How moderation will be done

43. Self Assessment • Do I comply with the requirements (minimum formal education & experience? • What is the Learning outcome (result of learning)? • Criteria: What should I demonstrate to be competent regarding the Learning Outcome? • Is my evidence current enough? • Is my evidence sufficient? • How will I authenticate the evidence?

44. Step 5 • Submission of evidence and judgment • Action: Assessor and candidate • Evidence is provided • Evidence is judged • Recommendation of competence is made

45. Step 6 • Moderation • Action: RPL office • Moderates process • In case of non competence, provides an opportunity for an appeal procedure • Submits recommendation to applicable body for approval

46. Step 7 • Administration of RPL results • Communicate results to all involved • Captures the results administratively • Finalize all records and paperwork • Concludes the process

47. Group discussion and closure

48. RPL Assessment should be: Transparent & fair process

49. Our contact information • Physical address Vista Campus University of the Free State Academic Block D 313 PO Box 380 Bloemfontein • Tel 051 5051272 • E-mail flusktp.blms@mail.uovs.ac.za • Website www.uovs.ac.za/rpl