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Learning Outcomes in RPL Processes: Successes; Challenges; Lessons
Dr Heidi Bolton, SAQA
Policy Learning Forum on Learning Outcomes, 24-25 June 2019, Emperor’s Palace, Johannesburg
Contents
1. RPL in South Africa
2. Some RPL data
3. LOs, RPL, HEQSF
4. LOs, RPL, OQSF
5. Key lessons
RPL under the NQF Act
2010
Bridging islands of good practice
Delivery
Quality Assurance
Resourcing
2012-13
Revised RPL
policy
MHET Task Team
2011-15
National RPL
initiatives
2016
Policy for Coordinating
& Funding RPL
HEI SETAs
employers
RPL providers
200+
RPL data
RPL networks
Lessons learned
Drivers
Effective delivery
Quality Assurance
Resourcing
System
RPL DATA
Nos. of learners with achievements
through RPL: 2012 to 2018
17 914
23 669
26 178 26 379
28 81930 166
0
5 000
10 000
15 000
20 000
25 000
30 000
35 000
2012 2013 2015 2016 2017 2018
Achievements through RPL
Summary RPL Data Total
Learners
No. of Learners who achieved
one or more Qualifications via
RPL
30 166
No. of Learners who achieved
one or more Unit Standards
via RPL
71 539
Records of
Achievement
Total Qualification
Achievements through RPL33 605
Total Part- Qualification
Achievements through RPL1 418 384
QualificationsNumber of Qualifications
achieved through RPL213
No. of RPL achievements by
NQF Sub-Framework
846 , 3%
32 759 , 97%
HEQSF OQSF
LEARNING OUTCOMES IN RPL –
IN HEQSF AND OQSF CONTEXTS
…..IN THE HEQSF CONTEXT
Challenges• LOs reflect the content + structure of knowledge + curriculum in
registered qualifications (contextual + conceptual coherence are key)
• Experiential knowledge tends to reflect a more hybridised structure (not ‘horizontal’ or ‘vertical’)
• The RPL challenge (linguistic and conceptual) is to mediate the ‘dialogue’ between different knowledge and learning discourses
• Making a valid assessment by comparing experiential LOs with the LOs of a registered qualification, is a complex process that requires ‘pedagogic mediation and assessment’ (avoid technicistapproach)
Continued….
• RPL in the HEQSF context can involve questioning assumptions about learning and power (academic standards form the benchmark for recognising experiential learning)
• Not all knowledge and skills acquired outside the formal system are comparable with those specified in the LOs of registered qualifications
• How should experiential learning be recognised when it contests the established knowledge constructs in the LOs of registered qualifications?
• What are the implications for RPL processes in these cases?
Lessons 1 of 3• RPL has been supported by extensive research, which led to
carefully constructed quality assurance standards for RPL….
• In practice this meant (a) expanding institutional access policies, (b) expanding assessment practices beyond standardised tests, (c) reformulating curriculum standards into more visible LOs, (d) for adult learners, assembling, translating and mapping their prior learning against these LOs, and subjecting this mapping to an assessment process, and (e) assessment panels learning to make judgements against specified LOs and Assessment Criteria.
• Portfolio-based assessment: (1) individual; (2) ‘courses’
• Accounts: ‘hard work’; ‘creative course design’; ‘personal value’
Lessons 2 of 3• NQF context: making LOs and standards explicit
• RPL process makes the LOs of non-formal and informal learning explicit/ visible: “RPL is a mode for negotiating epistemological visibility and for negotiating new forms of recognition based not on sameness and equivalence, but on difference and inclusivity” (Michelson 2015)
• RPL can be a summative assessment practice (towards access, advanced standing, or certification) or a formative assessment practice (towards addressing learning gaps) (Ralphs 2016)
• Discliplinary context and individual academics shape the affordances and limitations of RPL (Cooper 2016)
Lessons 3 of 3“”
”The recognition of non-formal and informal learning outcomes does not in itself create human capital. But the recognition makes the stock of human capital more visible, and more valuable to society at large” (Patrick Werquin, 2010)
“””The recognition of non-formal and informal learning is a key lever in making lifelong learning a reality. It renders visible and gives value to hidden and unrecognised competences that individuals have obtained through various means…” (Madhu Singh, 2014)
…..IN THE OQSF CONTEXT
How LOs are used in RPL• There are different levels of LOs; all need to be considered:
(1) LOs in the NQF Level Descriptors, (2) Exit Level Outcomes (ELOs) of a qualification, (3) Specific Outcomes (SOs) of unit standards (part-qualifications)
• LOs in the Level Descriptors provide broad indications of/context for, the types of competences learners need to demonstrate – and help with the selection of RPL activities and assessment tools
• ELOs summarise qualification outputs, and are used to group assessment activities and unit standards for integrated assessment
• SOs provide the specifics of what learners need to demonstrate (Assessment Criteria aid rubric development)
Challenges• Disconnect between the levels of LOs
(eg qualification ELOs don’t match unit standard SOs, so both need to be assessed – requiring additional assessment)
• Moderators interpret the relationships between ELOs and SOs differently
• The NQF Level Descriptors are often ignored by RPL practitioners in the OQSF context – SOs become the focus, without context
• There is no feedback loop, from RPL practitioner experts/ RPL success cases, to the designers of qualifications
Key lessons
• LOs at all levels need to be written with RPL in mind
• LOs at different levels need to be coherent (build on each other)
• (See examples)
Mismatch Example 1• Level Descriptor NQF 4
“Ethics and professional practice, in respect of which a learner is able to demonstrate the ability to adhere to organisational ethics and a code of conduct, and the ability to understand societal values and ethics”
• Unit Standard in FETC Real Estate at NQF Level 4 includes-describe factors that influence the development of a code of ethics
-explain the contents of a Real Estate Code of Conduct
-explain the implications of a Real Estate Code of Conduct for a
Real Estate organisation
-Relate a Code of Conduct to ethical values and standards
within own organisation, and discuss ethical best practice
-Apply a Real Estate Code of Ethics in own work context
Mismatch Example 2• ELOs in FETC Real Estate at NQF Level 4
-Analyse, evaluate, and apply the Real Estate Code of Conduct…
-Demonstrate knowledge of the Real Estate environment, and the
various laws, rules and regulations that impact on….
-Perform the Real Estate function
• Unit standards cover: (1) Finance (2) Business principles
(3) Marketing and selling (4) Fundamentals (5) Legislation
(6) Self development (7) Motivating a team (8) Code of conduct
(So need to assess both ELOs and SOs)
Thank you!
