A GUIDE FOR THE PROVIDERS FOR IMPLEMENTATION OF RECOGNITION OF PRIOR LEARNING IN THE SECONDARY AGRICULTURAL SECTOR
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1 A GUIDE FOR THE PROVIDERS FOR IMPLEMENTATION OF RECOGNITION OF PRIOR LEARNING IN THE SECONDARY AGRICULTURAL SECTOR
2 Contents Page Glossary Of Terms 3 Section One: RPL And The Role Of The SETASA 5 Benefits Of RPL 5 SETASA s RPL Policy 6 SETASA Role In RPL Implementation 7 Section Two: Implementation Of RPL 8 SAQA s Criteria For RPL Practices 8 RPL Assessment Principles 9 RPL Assessment Methods 9 Evidence For RPL Assessments 10 Types Of RPL And Proposed Steps To Assess The Learner s Competency 10 Recording And Reporting on RPL Assessment Results 12 Section Three: SETASA Contact Details 13 Page: - 2 -
3 GLOSSARY OF TERMS Assessment Assessor Formative assessment Learner Moderation Moderator Providers Registered assessor Registered moderator Refers to the process of collecting evidence of learners work to measure and make judgments about the achievement or non-achievement of specified National Qualifications Framework (NQF) standards and/or qualifications. Refers to a person measure the achievement of specified NQF unit standard or qualifications. Refers to the assessment that takes place during the process of delivery of education and training Refers to a person registered at the SETASA to be trained and assessed against specific NQF registered unit standards / qualifications. Refers to process, which ensures that assessment of the outcomes described in NQF standards or qualifications is fair, valid and reliable. Refers to the person who moderates assessment. Refers to providers accredited by the SETASA to only delivery, only assess or deliver and assess learning programmes, which culminate in, specified NQF standards or qualifications Refers to a person who is certified as competent against the NOF registered unit standards ASSMT 01 and registered with the SETASA to assess against specific Secondary Agriculture related unit standards or qualification Refers to a person who is certified as competent against the NOF registered unit standards ASSMT 02 and registered with the SETASA to moderate the assessments against specific Secondary Agriculture related unit standards or qualification Page: - 3 -
4 Summative assessment Refers to the final assessment against a national unit standard and or qualification to determine whether the candidate has achieved integrated competence. This is the final judgement about the candidate s achievement and competence Page: - 4 -
5 SECTION ONE RPL AND THE ROLE OF THE SETASA The South African Qualifications Authority (SAQA) National Standards Body (NSB) Regulation 8(1)(h) says that in order to register an National Qualifications Framework (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 Education and Training Quality Assurance (ETQA) Regulations say that an ETQA must demonstrate that its activities will advance the objectives of the National Qualifications Framework. The SAQA Criteria and Guidelines for ETQAs support this, 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. Through advancing the NQF objectives and principles the Sector Education and Training Authority for Secondary Agriculture (SETASA) will promote the process of Recognition of Prior Learning (RPL). Recognition of Prior Learning enables people of all races, ages, disabilities and backgrounds to receive formal recognition of experience, skills and knowledge regardless of how they were acquired. BENEFITS OF RPL Recognition of Prior Learning has different benefits for different 'customers'. Promotion of RPL will therefore differ in the Secondary Agriculture Sector depending of the target customer:- CUSTOMER Individual BENEFIT Formal recognition of learning (skills, competencies, expertise and knowledge) Receipt of credits to ward a NQF registered unit standard or qualification Access to a unit standard or qualification based on the informal learning or experience that a person has Page: - 5 -
6 CUSTOMER Employers BENEFIT acquired Access to improved job opportunities within the same area of work or in different areas Increased self-esteem or self-confidence by contributing to their personal development Ability to support NQF principles of greater access, accelerated learning, and redress of past inequalities in relation to education and training More developed understanding of the skills profile of the employees by identifying the actual education and training needs and better planning for the development of employees More focused education and training interventions that will result in a more cost effective investment in people development A more flexible and multi-skilled workforce by recognising an individuals skills and encourage a culture of lifelong learning and development Ability to fast-track skilled people to a unit standard or qualification status within the NQF structures More effective utilisation and placement of employees that could result in an increase in productivity and employer s profit margins 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 SETASA S RPL POLICY Page: - 6 -
7 The SETASA RPL policy for the implementation of RPL within the Secondary Agriculture Sector is that:- A provider must implement a RPL process that enables an individual to gain credits for registered unit standards or qualifications through recognising an individual's existing knowledge, experience and skills regardless of how or where they gained them. Therefore, a RPL initiative of the provider within the Secondary Agriculture Sector will only be seen as a RPL process if the learner can receive credits against a registered NQF unit standard and / or qualification. If the learner receives no credits the process can bee seen as a process to identify gaps and assist with the development of a development plan for the individual. SETASAS ROLE IN RPL IMPLEMENTATION To encourage and promote RPL within the Secondary Agriculture Sector, the SETASA will: Develop a clear communication strategy that outlines the potential benefits of RPL to the SETASA stakeholders, such as workers, employers providers and line managers Promote RPL best practices and suitable assessment instruments appropriate for RPL assessments Continued work on the development of unit standards and qualifications in the SETASA, including the facilitation of a monitoring process that captures any issues that may arises relating to the standards Finance the training of assessors and moderators with a provider accredited with the Education Training and Development Practices SETA to conduct these type of training Playing a quality assurance role through not only by monitoring, auditing and evaluating the implementation of RPL practices in the Secondary Agriculture Sector but also external moderating the achievement of learner results Report on RPL initiatives in the Secondary Agriculture Sector through the recording of RPL initiatives from registration to capturing the individual s achievement of credits Page: - 7 -
8 Ensure the achievement of National Skills Development Strategy (NSDS) targets through the promotion of the implementation of RPL in the Secondary Agriculture Sector Page: - 8 -
9 SECTION TWO IMPLEMENTATION OF RPL The process of assessing past learning must be similar to that process used in formal education and training. It should measure a learner's individual knowledge, experience, skills and judge whether they have or have not achieved a specified NQF unit standard or unit standard-based qualification. It is the learner's responsibility to collect and provide evidence of competency. The assessor must then judge whether the learner can do the following: Perform the task assigned Embark on a particular learning programme based on their past knowledge and experience. During the assessment process any need for additional education and training must be identified and a developmental plan should be drawn up. SAQA S CRITERIA FOR RPL PRACTICES According to SAQA, specific criteria must exist for the effective implementation of RPL practices. These core criteria as outlined in the SAQA s Recognition of Prior Learning in the Context of the South African National Qualifications Framework are:- The institutional policy and environment must be enabling and demonstrate a commitment to RPL A quality management system that ensures the quality of assessments appropriate to RPL, moderation of the RPL assessments, recording and reporting of the RPL assessment results The cost of RPL services to the candidate, when charged by the provider, should be less than cost for a full-time learning programmes Service and support including pre-assessment, educational planning and post assessment should be provided The training and registration of assessors and other key staff such as a RPL Advisor and Evidence Facilitators should be completed The method and processes of assessment should be guided principles such as sufficiency, currency, fairness, reliability, validity and authenticity In terms of curriculum development, the need for learning programmes that demonstrate the value of knowledge of different kinds and have flexible entry and exit points Page: - 9 -
10 RPL ASSESSMENT PRINCIPLES 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 practices: Validity: Fairness: Reliability & consistency: Cost effectiveness: Openness: Systematic recording: The assessment should measure exactly what it says it is measuring e.g. knowledge, subject content, skills, information and behavior. 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. The assessor should be sure that, in similar circumstances, they would make the same judgment about a particular learner. The assessment process should be time and cost effective. The learner should understand the assessment process and the criteria that will be used. Record keeping of the assessments should be as consistent and as accurate as possible. RPL 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: Project: Case study: This could be an interview, a discussion or presentation. 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. This could be a presentation of an appropriate scenario where the Page:
11 Essay: Examinations: Demonstration or simulation: Portfolio: learner examines, makes comments, identifies problems and presents solutions by drawing on their past experiences and learning. This could be a written piece of work where a learner answers specific questions, addresses particular issues or argues a particular point. This could be a written or oral examination. This could be a demonstration by the learner of a specific task. 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. EVIDENCE FOR RPL ASSESSMENTS 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: Sufficient evidence: Authentic evidence: Evidence competence: of Should be collected from activities that are as similar as possible to the conditions of actual performance. Should be of a sufficient quantity and of satisfactory quality. Should be reliable and truthful and should come from the learner who is being assessed and not from anyone else. Should be related to current competence and should show that the learner is currently capable of performing all the required activities. TYPES OF RPL AND PROPOSED STEPS TO ASSESS THE LEARNER S COMPETENCY Page:
12 Recognition of prior learning could be grouped as: 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:- Step One: Step Two: Step Three: Step Four: Step Five: 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. 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. 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. 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. 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. Page:
13 In this case RPL can be assessed in the following way: Step One: Step Two: Step Three: Step Four: Step Five: 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. 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. 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. 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. 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'. RECORDING AND REPORTING ON RPL ASSESSMENT RESULTS The outcomes of the RPL process must be recorded and reported to the SETASA. The outcome could be:- A learner fully meets the requirements of the unit standard / s or a unit standard based qualification The provider must report the outcome of the assessment process in the required SETASA reporting format. The learner will be certified by the provider if the learner was assessed through a RPL process as competent against the outcomes of the unit standard / s. The SETASA will certify the learner if assessed through a RPL process as competent against the outcomes of a unit standard based qualification. Page:
14 A learner partially meets the requirements of the unit standard or unit standard based qualification. The provider must report the outcome of the assessment process in the required SETASA reporting format. If the learner partially meet the outcomes of the unit standard based qualification, the provider will certify the learner for the unit standards that they have achieved. If the learner only meets some credits towards a unit standard, the provider must record the credits that the learner gained. The learner however could not be certified against the credits gained through the RPL assessment process. If the learner wishes to fully meet the outcomes of the unit standard or unit standard based qualification the assessor could draw up an education and training plan that is based on the learner's developmental needs. Page:
15 SECTION THREE SETASA CONTACT DETAILS You may contact the SETASA office or visit our website for more information on discretionary grants Contact details SETASA Private Bag X20003 Garsfontein 0042 Tel: (012) or Fax: (012) Website SETASA Website: Page:
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