Higher Certificate in Recognition of Prior Learning (RPL) Activities

Purpose

The Higher Certificate in Recognition of Prior Learning (RPL) Activities is a vocational qualification at NQF level 5, however, the qualification is meant for individuals who already possess a qualification in higher education and preferably experience in higher education practice. The purpose of this qualification is to develop practitioners who can demonstrate the ability to coordinate RPL activities. The Higher Certificate in RPL Activities includes Work Integrated Learning (WIL) component as a requirement for success. The WIL component of the syllabus will be a practical assessment of the learner's involvement in conducting RPL facilitation and preparation of the portfolio preparation and compilation.

On completion of the Higher Certificate in RPL Activities, the learner will be able to

• Produce evidence of the fundamental knowledge of RPL Activities, including an understanding of the key definitions, principles and concepts.
• Demonstrate knowledge of implementation of RPL policies and procedures.
• Guide RPL candidates about RPL opportunities in preparation for assessments.
• Communicate with RPL candidates about lifelong learning, skills and human resources development through RPL activities.
• Demonstrate knowledge of how to review RPL procedures for future improvement.

Rationale

The qualification, RPL Activities prepares practitioners who will in future assist with developing RPL portfolio to be assessed for applicants wishing to have their informal and non-formal experiences evaluated and to be awarded formal credits for access to higher education for part or full qualifications. The qualification is intended to train personnel who will facilitate the RPL assessments.

The Higher Certificate in RPL Activities is designed to facilitate the recognition of competence, knowledge and skills acquired by people through their daily work environment. The development of the qualification is to prepare learners for careers in the education field so that they can proceed with the task of evaluation of RPL.

The Open Distance Learning (ODL) mode of delivery provides access to learners in rural areas where Higher Education is not provided. Also, the ODL mode of delivery provides access to learners who are engaged in full-time employment and cannot attend full-time contact classes. It will meet the government's goal of transformation in education by recognising the experiences of a large portion of a previously disadvantaged population.

Learners who register for this qualification are assumed to have a higher education qualification.

Recognition of Prior Learning (RPL)

RPL can be applied in two ways for Open Distance Learning candidates. Firstly, it can be used to provide access to the Higher Certificate in RPL Practice. Secondly, it can be used to assess the competence of candidates against the curriculum and outcomes of the Higher Certificate in RPL Practice qualification to determine whether the learner meets these outcomes. In the latter case, the learner may be awarded the Higher Certificate in RPL activities.

Evidence can be presented in various ways, including international/local qualifications, reports, and testimonials indicating work experience, work records, portfolios, videos, and performance records. All evidence will be judged in accordance with the general principles of assessment and requirements of integrated assessment.

Access to the Qualification

Access to the Higher Certificate in Recognition of Prior Learning (RPL) Activities is granted to applicants who are in a possession of one of the following:

• A Bachelor Degree, at NQF Level 7.

Or

• A Postgraduate qualification.

The Qualification consists of the following NQF Level 5 Modules each worth 10 Credits, except for the Work Integrated Learning which accounts for 15 Credits:

• Introduction to RPL Practice Issues 1.
• Pre-RPL Candidate Assessment and Profile 1.
• Development of Policy and Procedures to facilitate implementation of RPL 1.
• Guidance and Advice to RPL candidates to facilitate RPL 1.
• Facilitate Lifelong Learning 1.
• Office Administration for RPL Functions1.
• Facilitate RPL Programme Co-ordinator and RPL Advisor Training 1.
• Human Resources and Skills Development 1.
• Assessment of Outcomes Based RPL Applications 1.
• Moderation of Outcomes Based RPL Assessments 1.
• Evaluation of RPL Practice Programme through RPL 1.
• Work Integrated Learning (WIL) 1.

1. Demonstrate knowledge of RPL Activities, including an understanding of the key definitions, principles and concepts.
2. Demonstrate an ability to design a pre-RPL profile of himself/herself to indicate the skills and knowledge acquired informally or non-formally.
3. Demonstrate an ability to impart knowledge to implement RPL policies and procedures.
4. Provide guidance to RPL candidates about RPL opportunities, portfolio presentation, preparation for assessments and counselling for feedback on assessments.
5. Understand the association between RPL and Lifelong Learning.
6. Demonstrate good office administration skills in handling RPL activities.
7. Facilitate and coordinate RPL processes.
8. Relate RPL and Skills and Human Resources development through RPL activities.
9. Demonstrate WIL application through simulation of how to conduct RPL activities in a given field.

Associated Assessment Criteria for Exit Level Outcome 1

• RPL and RPL Activities are defined.
• An understanding of the key principles and concepts are demonstrated.
• The purpose of RPL and RPL Activities is explained.
• The Activities of RPL and Role and Functions of the RPL facilitator are explained.

Associated Assessment Criteria for Exit Level Outcome 2

• An understanding of admission requirements is demonstrated.
• An accurate skills and knowledge profile before RPL evaluation is designed.
• The profile is designed in collaboration with an advisor.
• The pre-RPL progression cycle is discussed.

Associated Assessment Criteria for Exit Level Outcome 3

• Policies and procedures are defined.
• The purpose of policies is explained.
• RPL policies and procedures are demonstrated and implemented.

Associated Assessment Criteria for Exit Level Outcome 4

• The purpose of guidance and mentoring of RPL candidates is demonstrated and discussed.
• RPL is discussed with the RPL candidate and the relationship between prior learning experience evidence and the formal qualification towards which the evidence required for is presented.
• Feedback of assessments are outlined and clarified.
• An ability to guide, review and prepare RPL candidates for assessment and assist with the candidate's development plan is demonstrated.

Associated Assessment Criteria for Exit Level Outcome 5

• Lifelong Learning and key concepts are defined and clarified.
• The components of lifelong learning in one's life cycle are identified and explained.
• The use of RPL activities to convert aspects of lifelong learning to formal equivalents is understood.
• The role of RPL in lifelong learning is demonstrated and discussed.

Associated Assessment Criteria for Exit Level Outcome 6

• Understanding of good office etiquette and administrative habits is demonstrated.
• Administration and office functions are planned and coordinated.
• Good time management habits and timeous record keeping skills are demonstrated.
• Sound understanding of good customer care in the workplace and sound communication skills is imparted.

Associated Assessment Criteria for Exit Level Outcome 7

• Guidance in matching prior learning with accredited institutional qualification outcomes are demonstrated.
• The information given to RPL candidates on assessment implementation and procedures is explained.
• How good advice and support is provided to RPL candidates to prepare portfolios of evidence is demonstrated.
• Planning, organising, reviewing and reporting of interventions are coordinated.

Associated Assessment Criteria for Exit Level Outcome 8

• The concepts of Skills and Human Resources development are differentiated including the transformation of the educational differences of the past through RPL.
• How RPL can be used to alleviate the Skills problems of the country is discussed.
• The South African government's view to use RPL to meet skills and professional labour resources shortages in South Africa is understood.

Associated Assessment Criteria for Exit Level Outcome 9

• The concept of Work Integrated Learning (WIL) is identified, defined and compared with experiential learning (EL) and work-based learning (WBL).
• The concept of simulation is defined and its use in WIL explained.
• The knowledge of setting up simulation for RPL activities is demonstrated.

Integrated Assessment

Development of the competencies will be through a combination of formal and informal learning, self-learning and Work Integrated Learning (WIL).

The Institution will conduct diagnostic and formative assessment. Formative and other practical assessments will also take place in the work place. The learner should also be able to assess him or herself and determine readiness for a summative assessment against this qualification.

During integrated assessments the assessor will make use of formative and summative assessment methods and assess combinations of practical, applied, foundational and reflective competencies. Input to completing the integrated assessment typically makes use of combinations of the following assessment methods:

1. Time-constrained written examination.
2. Coursework Evaluation.
3. Continuous Evaluation.
4. Practical Evaluations.

Integrated assessment at this level of qualification provides an opportunity for learners to show that they are to integrate concepts, ideas and actions across modules to achieve competence that is grounded and coherent in relation to the purpose of the qualification.