Recognition of Prior Learning Presented by Dirk Odendaal

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Recognition of Prior Learning Presented by Dirk
Odendaal

• NEA Conference14-16 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

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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

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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

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The Higher Education Landscape

• The Free State Regional context
• Fairly small
• Fairly poor
• Competition versus collaboration ?
• Scarce resources

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Partner Institutions

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

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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

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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)

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Types of prior learning

• Formal
• Non-formal
• Informal

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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

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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

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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 candidates 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

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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.) 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.
Performance testing or demonstration To test applications of theory and demonstration of skills in a structured context in correct/safe manner.
Challenge Examination To test concepts and basic skills and applications using practical examples.




(Cohen, in Harris, 2000 148149) These examples
are not exhaustive but are useful guidelines for
the development of assessment methodologies used
in RPL.
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Oral examination To check deep understanding of complex issues and ability to explain in simple terms.
Portfolio To validate applicants 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.
Reports, 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

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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

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• 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 individuals
  performance in relation to registered national
  standards and qualifications (SAQA 200116) .
• 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

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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

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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

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Assessment plan

• Learner centred
• The learning outcomes assessment criteria are
  provided.
• Applicant performs self assessment to ascertain
  ability to supply adequate evidence.
• The assessment method timeframe is decided on.
• 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 (LO)

• .

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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

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Evidence

• Evidence is proof that the learner should provide
  to show competence.
• It should be
• Current
• Sufficient
• Authentic
• Valid

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Step 4

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

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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

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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

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Step 7

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

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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
• flusktp.blms_at_mail.uovs.ac.za
• Website
• www.uovs.ac.za/rpl