Transcript Bridging the Skills Gap in South Africa through

CAN ENTREPRENEURSHIP BE ASSESSED
THROUGH A PRIOR LEARNING
ASSESSMENT PROCESS?
Jason le Grange, Ph.D. (The Institute for Upskill
and Development)
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Entrepreneurship vs. New Venture Creation
Can it be recognized through prior learning?
Is there any value to this?
New Venture Creation
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Definition of New Venture Creation
SAQA
Recognition of Prior Learning
-definitions
-challenges
-model for project
New Venture Creation
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New Venture Creation has become a priority in
South Africa due to the high level of unemployment.
In response to the need to encourage
entrepreneurship a qualification was designed and
registered on the National Qualifications
Framework to provide formal learning in the
acquisition of knowledge, skills and attitudes to
encourage citizens that were unemployed or wishing
to start their own ventures to do so.
NC: New Venture Creation aims to:
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Develop appropriate skills and knowledge for the
establishment and development of an enterprise.
Address the economic/administrative and behavioural
barriers that contribute to failures in starting and
sustaining an enterprise.
Create long-term solutions for job creation and
SMME development via the building blocks and
structure of a qualification that practically addresses
the learning requirements of budding entrepreneurs.
Competency based assessment
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The South African education system is a combination
of competency based assessments- outcomes based
methodology; and,
Traditional Higher Education where norm based
assessment is used
South African Qualifications Authority
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Act passed end 1995
Combines education and training
Allows learners to transport qualifications
Improves quality of education
Make provision for various bodies and processes
“To ensure the development & implementation of the
NQF which contributes to the full development of each
learner & to social
& economic development of the nation
at large”
National Qualifications Framework
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Ten level framework
Register of national standards and qualifications
Standards to be developed by industry (SETAs) and
SGBs
Learners get credit for standards and qualifications
Emphasis is not on how learner acquires skill - but rather
that he has it
Once standards/qualifications are registered any
provider can use them
Outcomes based methodology
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Competence is demonstrated through the assessment
of cognitive, affective and psychomotor domains or
knowledge, skills and attitudes.
Recongtion of Prior Learning -Definition
“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”. SAQA
Highlights
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Learning can occur in all kinds of situations formally, informally and non-formally,
Measurement or assessment of the learning must be
done in relation to specific learning outcomes
If the RPL candidate meets the requirements, they
should be awarded the qualification (or credits).
South African intention
Objectives of RPL:
Facilitating access to, and mobility and
progression within education, training and
career paths;
Accelerating redress of past unfair
discrimination in education, training and
employment opportunities.
Challenges
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Recent OECD report on RPL in South Africa notes
more needs to be done in terms of implementation.
“The team was surprised that there was little
evidence of systematic use of RPL as a means for
recognition of knowledge, skills and competencies
towards employment for those who are unemployed
or in informal or casual labour”(2009: 23).
Recent research findings-similar model
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Le Grange, Tome and Botha (2010) Implementing Recognition of
Prior Learning in a Blue-Collar Temporary Employment Services
Environment. Services Sector Education Training Authority,
Johannesburg.
National RPL project conducted by the Institute for Upskill and
Development, Production Management Institute and the Services
Sector Education Authority.
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Various Temporary Employment Services companies over 2008-2009
Five offices
Four provinces
898 learners
Manufacturing or Wholesale and Retail industries
Recognition of Prior Learning Model (RPL
model)Entrepreneurship
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Diagnostic assessment to establish knowledge and
skills gaps.
RPL model cont…
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Gap trainingDue to the nature of the qualification the
conventional facilitation only approach is not
sufficient therefore the delivery of learning takes
two approaches.
RPL model cont…
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Facilitation- Theoretical aspects of the exit level
outcome should be explored in addition to the gap
training to ensure a standardized approach to
learning.
RPL model cont…
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Mentoring- The learners are provided with
mentoring sessions 1:1 where they are able to gain
skills from an experienced business coach and
necessary knowledge and research opportunities
for the exit level outcome being covered.
RPL model cont…
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Coaching and assessment to ensure that learners
are aware of expectations of what evidence
requirements can be considered.
Portfolio based where learners will collect evidence
against the standards required for the qualification.
Key findings
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Resourcing of the initiative indicated that a
significant amount of time had to be invested in the
project working with individual learners. The
evidence collection facilitator had to create the
framework for the collection of “business” evidence
but then also had to manage each learner’s
collection process, remedial evidence requirements
as well as work pressures.
Key findings cont…
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The concept that recognition of prior learning
assessment is a quicker and cheaper way of
awarding qualifications is an assumption that does
not match the realities of dealing with adult
learners specifically in a workplace, even their own.
Key findings cont…
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The time associated with the process is as much as in
facilitated interventions if each learner is given the
support and guidance that they require. In addition,
the recognition of prior learning assessment works in
terms of meeting a group of learners to discuss basic
issues or to contextualize a workplace assignment, but
there still needs to be individual attention given to
each learner and the reality of a group completing
according to one assessment plan may not be as
easily realized.
Key findings cont…
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More focus should be given to the role and training
of the evidence collection facilitator who has to
understand the process, the learner, the qualification
and what evidence is suitable. Currently there is no
unit standard for evidence collection facilitators
specifically although this is covered in part in
helping learners prepare evidence and recognition
of prior learning in the assessor unit standard.
Conclusion
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This is the first in a series of research to be
conducted.
Implementation and impact analysis research to be
concluded in second phase of project