Recognition of Prior Learning

Presented by Dirk Odendaal

NEA Conference 14-16 November 2006

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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 2

Background to our Regional RPL project

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The Higher Education Landscape

The International context – Massification – Technology – Globalisation – Knowledge economy – Lifelong learning – Adult learning – Continuous professional development The result: Worldwide ACCESS issues 4

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 5

The Higher Education Landscape

The Free State Regional context – Fairly small – Fairly poor – Competition versus collaboration ?

Scarce resources 6

Partner Institutions

Central University of Technology, (FS) Free State School of Nursing University of the Free State 7

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 8

Theoretical concepts in RPL

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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) 10

Types of prior learning

Formal Non-formal Informal 11

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 12

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 13

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.

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A proposed RPL process

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RPL PROCESS

1 RPL Application 2 Screening 3 Interview with assessor 4 Formulation 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

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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 17

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?

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Assessment Methods, Purposes & Examples

Interviews (Structured or unstructured.) Performance testing or demonstration Challenge Examination To clarify issues raised in documentary evidence presented and/or to review scope and depth of learning. May be particularly useful in areas where judgement and values are important. To test applications of theory and demonstration of skills in a structured context in correct/safe manner.

To test concepts and basic skills and applications using practical 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. 19

Oral examination To check deep understanding of complex issues and ability to explain in simple terms.

Portfolio Reports, To validate applicant’s learning by providing a collection of materials that reflect prior learning and achievements. Will include own work, reflections on own practice and indirect evidence from others that are qualified to comment. The portfolio will identify relevant connection between learning and the specified or unspecified credit sought.

To indicate level of knowledge and application of skills and assess analytical and writing skills.

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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.

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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.

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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.

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Moderation of the process

Process moderation Content moderation 24

Feedback

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

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Decision making: Institution Senate approval of RPL recommendations

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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 27

Registration & recording of results

Providing of access/admission or Awarding credits/ exemption

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A Practical RPL exercise

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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.

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Step 1

Determine the nature of the request RPL for Access?

RPL for Credits?

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Step 2

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

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Step 3

Formulate an assessment plan 33

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 34

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 35

Assessment plan

Learner centred: The

learning outcomes

are provided.

&

assessment criteria

Applicant performs

self assessment

to ascertain ability to supply adequate evidence. The

assessment method

decided on.

&

timeframe

is What kind of

support

will be needed by the applicant?

What

barriers

are identified? Language; availability of evidence.

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Criteria

indicate

What the learner will have to be

able

to

Do

&

Know

to Demonstrate the

Learning Outcome

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Linking outcomes with evidence LO 1: The learner must be able to:

:

Criterium = Evidence required =

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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 39

Evidence

Evidence is proof that the learner should provide to show competence.

It should be: Current Sufficient Authentic Valid 40

Step 4

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

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

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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?

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Step 5

Submission of evidence and judgment Action: Assessor and candidate – Evidence is provided – Evidence is judged – Recommendation of competence is made 44

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 45

Step 7

Administration of RPL results – Communicate results to all involved – Captures the results administratively – Finalize all records and paperwork – Concludes the process 46

Group discussion and closure

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RPL Assessment should be: Transparent & fair process

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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 [email protected]

Website www.uovs.ac.za/rpl 49