1. RPL and Articulation@DHET

2. Themes in the presentation
Strategic Objectives
Articulation and RPL Descriptions
Regulatory Environment
Trends impacting A and RPL
Building Bocks
Principles
RPL stages and case studies
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3. Articulation and RPL : Strategic objectives
To contribute to the development of equitable and feasible quality assurance systems for lifelong learning and career development pathways by
……..developing credible policies for world class articulation and RPL systems for South Africa
……..identifying and contributing to new and critical thinking related to Articulation and RPL through practice
……..providing advice, guidance, support and collaborating with stakeholders and partners,
……..actively participating in, and contributing to, best national, continental and international practice related to Articulation and RPL
……..conducting RPL assessments, validation and awards
………informing the general public, government departments, employers, education and training institutions and other interested parties
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4. Repositioning of Articulation and RPL
Comprehensive resource-driven approach
Recognition of the complexity of Articulation and RPL systems
Quality assurance of RPL provisioning
Recognition that barriers to the implementation of Articulation and RPL exist
National coordination of Articulation and RPL
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5. RPL and Articulation@DHET
Articulation descriptions
Linkages between its different parts; there should be no silos, no dead ends.
A ‘joined up’ system incorporating qualifications, professional designations, policies aligned to and supportive of, learning and work pathways.
Structuring or aligning qualifications to enable progression in practice
Pathways followed by individuals as they progress in their learning and work
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6. RPL and Articulation@DHET
RPL Descriptions
Acquisition of skills, knowledge, experience and competence built up through non formal and informal means
Acquired in workplaces, communities, apprenticeships, internships, family environments
Individuals learn everywhere and all the time throughout life
Giving value to corresponding learning outcomes in qualifications and PQs.
RPL is a systematic, rigorous and consistent process to evaluate all sorts of learning and can demonstrate a claim for such learning.
About what an individual knows, can do, regardless of how, when, with whom and where the learning occurred
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7. National Skills Authority RPL and Articulation@DHET
Articulation and RPL Policy Relationships
DHET: Articulation
and RPL Policies
DBE
Other
Government departments
SAQA
CAT and RPL
General and Further Education and Training Quality Council
(Umalusi) Assessment
Council on Higher Education (CHE) Assessment, CAT and RPL
Quality Council for Trades and Occupations
(QCTO) RPL policy
National Skills Authority
Statutory and non-statutory professional bodies Policies
Sector Education and Training Authorities Policies
Providers: Policies
Beneficiaries: Employees; students; citizens etc.
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8. RPL and Articulation@DHET
Articulation and RPL Policy Environment
The RPL Coordination Policy (DHET)
SAQA National RPL Policy
CHE Assessment, CAT and RPL Policy
QCTO RPL policy
Artisan RPL policy
Institutional RPL policies and SADC Regional RPL guidelines
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9. National Qualifications Framework RPL and Articulation@DHET
Level
Sub-framework and qualification types 10
Doctoral Degree
Doctoral Degree (Professional) * 9
Master’s Degree
Master’s Degree (Professional) 8
Bachelor Honours Degree
Postgraduate Diploma
Bachelor’s Degree
Occupational Certificate (Level 8) 7
Advanced Diploma
Occupational Certificate (Level 7) 6
Diploma
Advanced Certificate
Occupational Certificate (Level 6) 5
Higher Certificate
Occupational Certificate (Level 5) 4
National Certificate
Occupational Certificate (Level 4) 3
Intermediate Certificate
Occupational Certificate (Level 3) 2
Elementary Certificate
Occupational Certificate (Level 2) 1
General Certificate
Occupational Certificate (Level 1)
Higher Education Qualifications Sub-Framework
Occupational Qualifications Sub-Framework
General and Further Education and Training Qualifications Sub-Framework
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10. TRENDS IMPACTING ON THE DEVELOPMENT OF NQFs
Fullan (2001): significant impact of societal, workforce, economic, political and geo-political changes
Ernst and Young (2012: 4): Democratization of knowledge and access, contestability of markets and funding, digital technologies, global mobility, and integration with industry.
Adegbija: The Digital Revolution: e-education, e-learning or open and distance learning” m-learning (mobile technologies) - “the paradigm shift, general acceptance of the new move or model in global technological education, government policies and massive enrolment for e-education and e-learning should be sustained”
Leber: Massive open online courses and open education resources: MOOCs in India and Rwanda.
Chakroun: Labour market polarisation, migration mobility;
Youth unemployment; Climate change; Sustainable Development Goals
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11. RPL and Articulation@DHET
Trends…
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12. RPL and Articulation@DHET
Building Blocks Articulation and RPL implementation
Quality Qualifications on the NQF
Levels and Level Descriptors
Notional Hours/credit values
Outcomes based approach
Exit level Outcomes
Sub-frameworks
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13. RPL and Articulation@DHET
Principles for Articulation
Both Systemic and Specific
Meets the needs of the economy
Addresses LLL
Ensures redress, equity and inclusiveness
Programmatic rather than only institutional articulation
Promote value of learning outcomes achieved through different routes equally
Must be done by design
Straight forward and ensure accessibility
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14. RPL and Articulation@DHET
Principles for RPL
Integration and comprehensiveness
Systemic approach: under the LLL umbrella
Inclusion and non-discrimination
Participation of all affected role players
Transparent
Sustainable
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15. RPL and Articulation@DHET
RPL principles cont.
Common principles
RPL is a multi-dimensional
RPL is multi-contextual
A holistic approach to RPL is needed
Different forms of RPL may be undertaken at any given point of the learning and recognition process
When learners seek access to further learning, when they do not meet all the formal entrance criteria set by the institution of learning they wish to enter…
RPL for access
RPL for advancement
RPL for credits
This applies to people already doing certain jobs and holding positions for which they have qualifications other than those currently recognised for that position. To comply with new national and internationally comparable laws and criteria, these individuals may be required legally to acquire new certification in order to continue to practice…
When workers, including community workers and those currently unemployed, could for instance have acquired skills in the workplace or are self-taught and may have few or no formal qualifications and thus could consequently be barred from certain career pathways…
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16. RPL and Articulation@DHET
RPL Stages
Building Awareness, Information and Guidance
Administration and registration
Assessment
Certification
Uploads; appeals
Eligibility through guidance
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17. RPL and Articulation@DHET
Case Studies
RPL for credit
RPL for a qualification
RPL for access
RPL for designations
RPL for promotion and Workplace recognition
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18. RPL and Articulation@DHET
Thank you
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