Strategies trategies for for Optimising National ... · At Kopanong Hotel and Conference Centre,...
Transcript of Strategies trategies for for Optimising National ... · At Kopanong Hotel and Conference Centre,...
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SStrategies trategies for for Optimising National Optimising National Recognition of Recognition of
Prior Learning (RPL) Prior Learning (RPL) Systems Systems in the in the Developing Developing
WorldWorld: : Models Applicable Models Applicable to Subto Sub--Saharan AfricaSaharan Africa
Eng. Martin Manuhwa .President: Southern African Federation of Engineering Organisations (SAFEO).
Vice President: World Federation of Engineering Organisations (WFEO).Chairman: Engineering Council of Zimbabwe (ECZ).
SAQA2014SAQA2014
Recognition of Prior Learning (RPL) from 23 to 26 February 2014,
At Kopanong Hotel and Conference Centre, Benoni, Johannesburg, RSA.
"Implementing RPL: Tried-and-tested, tools, templates."
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Outline of My Presentation Outline of My Presentation
• Introduction
• Objectives and Scope of the Presentation
• Background of SAFEO and its role in RPL
• Status of RPL: Myths versus Reality in SSA• Status of RPL: Myths versus Reality in SSA
• A framework for Analyzing RPL Systems
• Strategies for Optimising RPL Systems in SSA
• Recommendations
• Conclusion
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Introduction Introduction
• Recognition of Prior Learning (RPL) is described in the new
National Policy for the Implementation of RPL [South
African Qualifications Authority (SAQA), 2013)] as a set of
processes through which the prior knowledge and skills of a
person are made visible, mediated and assessed. person are made visible, mediated and assessed.
• The learners may use this formal recognition or validation
for entry to a programme of study in place of the usual entry
requirement or for part of the final qualification so as to
avoid repeating learning what they can already
demonstrate.
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Introduction Introduction
• This paper discusses the Strategies for optimising National
Recognition of Prior Learning (RPL) Systems in Sub-Saharan
Africa Countries using models applicable to the technical
training in Construction.
• The Construction and engineering sector is very critical in RPL
programmes. programmes.
• Technical skills can be obtained anywhere and everywher
especially on the job, through formal and/or informal learning.
• The professional bodies and community of practices have been
identified as a key stakholder in outcome based competence
assessments
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Objectives and Scope of the Objectives and Scope of the PresentationPresentation
The objectives of this paper are to:
(i) identify the essential elements that are part of RPL processes for us to advocate for the adoption of such tools by the Construction Sector; and
(ii) examine when and why RPL could be used in the training of the Industry practioners (all built environment).
• The scope of the paper is premised on the assumption • The scope of the paper is premised on the assumption that Recognition of Prior Learning (RPL) is an internationally accepted process of assessing non-formal learning with the intention of matching it to academic credits.
• This allows the candidate to earn either a full or partial qualification based on knowledge and/or skills acquired outside of the formal classroom. Given the observation above, learning can be done anywhere.
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Background of SAFEO and itBackground of SAFEO and it’’s s Motivation for RPL for the Motivation for RPL for the
Engineering & Construction SectorEngineering & Construction Sector
The Southern African Federation of Engineering
Organisation (SAFEO) is a network of
multidisciplinary national engineering societies or
institutions which currently represent the majority of institutions which currently represent the majority of
Southern African Development Community countries
(Sixteen Signatories).
•SAFEO Strives to ensure an appropriate level of efficient
human resource capacity in the built environment professions,
particularly engineering with the aim of enabling Africa to
ultimately achieve sustainable development for all people in
Africa.63/3/2014 SAQA2014
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Background of SAFEO and itBackground of SAFEO and it’’s s Motivation for RPL for the Motivation for RPL for the
Engineering & Construction SectorEngineering & Construction Sector
•SAFEO takes responsibility for its role in the professional and industrial environment and therefore addresses support systems, wealth creation and quality of life enhancing initiatives through its OUTREACH programmes concerning Continuous Professional Development (CPD), access to technical information, best practice procurement and standards documentation, career guidance and associated advice.
•SAFEO reaches out to all communities in need of engineering services and •SAFEO reaches out to all communities in need of engineering services and capacity building assistance.
•SAFEO is committed to achieving its objectives through sharing of skills and knowledge in an unbiased, non-competitive way.
•This paper presents and explores how RPL processes can be set up and managed to benefit individuals, organisations, Higher Education Institutions and Further Education and Training Colleges in the SSA Region.
•The challenges of running successful RPL programmes for selected countries in Sub-Saharan Africa, are considered and SAFEO offers its partnership wherever needed to make the journey a success.
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Rural Africa as it is today Rural Africa as it is today
–– Just Mountains!!!Just Mountains!!!
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Rural SSA As Is Today : Rural SSA As Is Today : Just Ordinary LivesJust Ordinary Lives
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Some parts of Rural SubSome parts of Rural Sub--Saharan Africa Saharan Africa As Is Today : Just PeasantryAs Is Today : Just Peasantry
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If we harness our skills in RPL initiatives If we harness our skills in RPL initiatives and Imperatives The developing World and Imperatives The developing World Will Not Be like this Will Not Be like this –– Not at All!!Not at All!!
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SubSub--Saharan Africa Needs: Saharan Africa Needs: MINDSET CHANGE FROM MINDSET CHANGE FROM
CATERPILLAR TO CATERPILLAR TO BUTTERFLY BUTTERFLY
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Rural Areas As they Will Rural Areas As they Will Be ??Be ??
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The Roads in SubThe Roads in Sub--Saharan Africa As Saharan Africa As they should Be if we implement proper they should Be if we implement proper
RPL strategies? RPL strategies?
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An African City As it Will Be : Central An African City As it Will Be : Central Metropole of Blantyre or Harare Metropole of Blantyre or Harare
(The 30 year Vision) (The 30 year Vision) –– Yes its Possible!!Yes its Possible!!
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MINDSET CHANGE: FROM A VICTIM TO A MINDSET CHANGE: FROM A VICTIM TO A VICTOR BY ADOPTING PROPER STRATEGIES VICTOR BY ADOPTING PROPER STRATEGIES IN RPL AND OTHER CAPACITY BUILDING IN RPL AND OTHER CAPACITY BUILDING
MEASURES FOR THE DEVELOPMENT OF OUR MEASURES FOR THE DEVELOPMENT OF OUR REGIONREGION
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BriefBrief Case Case StudiesStudies & & CategoriesCategories of of RPL RPL Systems in the Built Environment SectorSystems in the Built Environment Sector
in the SSAin the SSA
• Case studies of national RPL practices in the engineering construction sector were sought.
• Initiatives found were analysed and grouped into the three broad areas of formal, informal and non‐formal learning systems. All these forms were found to be prevalent in the cases. Informal and non-formal especially psycho-motor skills were mostly looked down upon, yet they are the cog of sustainable development in SSA. This need addressing at policy and sustainable development in SSA. This need addressing at policy and advocacy levels.
• The survey findings revealed that the Construction sector stakeholders believed that the RPL process would suit their circumstances because many professionals spend years of workplace experience and had mostly attended many internal, but often unaccredited, product training programmes.
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BriefBrief Case Case StudiesStudies & & CategoriesCategories of of RPL Systems RPL Systems in in
ConstructionConstruction
• However, there was no common RPL implementation model in the SSA
countries surveyed, (could serve as a guide).
• Most RPL models followed the practices set by formal higher education
providers and there was no consideration of the many variables that providers and there was no consideration of the many variables that
have an impact in the workplace.
• In most countries Institutions of Higher Learning set their own mature
entry criteria, which often differ from Department to Department within
the same institution.
• There is a trend towards Technical and Vocational Education and
Training (TVET) recognition in most SSA Countries.
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RPL RPL Systems in the Built Systems in the Built Environment SectorEnvironment Sector in the SSAin the SSA
•The RPL system as set up by the Mauritius Qualification Authority has been a major turning point in the TVET landscape in Mauritius.
•Mauritian RPL model is seen as a reference in the African continent.
•In Mauritius Learning is hence recognized through RPL regardless of how, when and where it was acquired, provided that the learning is relevant to the outcomes of standards.
•In this case RPL is therefore a form of assessment and it involves a holistic approach where both the social and the learning context of the learner are taken into consideration. This approach will thus avoid the assessment from becoming a purely technical application.
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RPL RPL Systems in the Built Systems in the Built Environment SectorEnvironment Sector in the SSAin the SSA
• South Africa has put in place the most advanced Systems in RPL in the SSA by achieving the milestones below:
◦ RPL policy now in place
◦ Islands of excellent practice in many sectors (still to be
quantified)
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quantified)
◦ Long term in depth RPL research, findings
◦ Coordination/ dissemination of RPL research and
information - networking opportunities
◦ SAQAs RPL Reference Group
◦ National RPL Task Team
◦ Working Document on RPL
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RPL Systems Benchmarks for SSA(Adapted RPL Systems Benchmarks for SSA(Adapted
from from UnescoUnesco, 2013), 2013)
Learning Standards based in a comprehensive NQF or Nationally established qualification system
Learning Standards based in a higher education
Labour competenceframeworks related to specific occupational standards
NQFs in the TVET sector
Equivalency \frameworks in basic education
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Czech Republic , Denmark, Finland, France, Mauritus, Portugal, New Zealand, Norway SouthAfrica,
Malaysia, Republic of Korea, Zimbabwe
Mexico and Netherlands
Burkina Faso, Gambia, Ghana, India, Namibia,Trinadad and Tobago
Afghanistan, Bhutan, Jordan, Syria
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RPL Systems Benchmarks for RPL Systems Benchmarks for
SSA (SAQA, 2011)SSA (SAQA, 2011)
ModelModelModelModel CharacteristicsCharacteristicsCharacteristicsCharacteristics CountryCountryCountryCountry7. System7. System7. System7. System Countries with an inclusive policy, a system, a vision
and a culture regarding the recognition of non‐
formal and informal learning outcomes.
6. Quasi6. Quasi6. Quasi6. Quasi‐‐‐‐
systemsystemsystemsystem
Countries with an inclusive policy, an overall system
and a vision.
Ireland, Netherlands,
Denmark, Norway
5. Set 5. Set 5. Set 5. Set of of of of
consistentconsistentconsistentconsistent
practicespracticespracticespractices
Countries with a vision. Existence of the following:
many practices, access for people from many
different backgrounds, sporadic funding. Not all
Australia, Canada, SouthSouthSouthSouth
AfricaAfricaAfricaAfrica, United Kingdom,
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5. Set 5. Set 5. Set 5. Set of of of of
consistentconsistentconsistentconsistent
practicespracticespracticespractices
Countries with a vision. Existence of the following:
many practices, access for people from many
different backgrounds, sporadic funding. Not all
levels or sectors are open.
Australia, Canada, SouthSouthSouthSouth
AfricaAfricaAfricaAfrica, United Kingdom,Belgium (Flemish
Community)
4. Existence 4. Existence 4. Existence 4. Existence of of of of
fragmentedfragmentedfragmentedfragmented
practicepracticepracticepractice
Countries with clear aims. Existence of the
following: practices, targeting of certain individuals
or groups in the population, existence of sporadic
funding. Few levels or sectors are open.
Germany, Spain, Italy, Korea,
Mexico, Iceland, Switzerland,
Zimbabwe,
3. Embryonic 3. Embryonic 3. Embryonic 3. Embryonic
practicepracticepracticepractice
Countries demonstrating lukewarm interest. A few
convincing ventures in very specific areas.
Austria, Chile, Slovenia
2. Initial 2. Initial 2. Initial 2. Initial phasephasephasephase Countries in which some players demonstrate a
modicum of interest in the concept.
Hungary, Greece, Czech
Republic
1. Nothing1. Nothing1. Nothing1. Nothing No practices, no policy documents, no public
statements and no interest in the concept.
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Nature of Recognition of Nature of Recognition of Prior Learning Prior Learning (RPL) Systems (RPL) Systems in the Developing World : in the Developing World :
Myths versus Reality.Myths versus Reality.• SSA has a long way to go in the development of a RPL policies.
• Countries are at varying levels of development.
• South Africa and Mauritius are developing the most advanced systems of RPL.
• A regional implementation framework will accelerate the RPL process.
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• A regional implementation framework will accelerate the RPL process.
• But a lot needs to be done in the SSA Region e.g.• Integrated approach by having a regional say SADC framework, common RPL model
to address regional credits and mobility of professionals• Carryout needs and priorities assessments of employed and unemployed with
reference to RPL processes• Renewed partnership between all key stakeholders especially Communities of
Practices who have a Continued Professional Development (CPD) which should form the basis of the RPL process in the professions.
• Regular Policy Reviews and Stakeholder update conferences• Reference Group to be armed with advisory function as well as implementation
oversight
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A framework for Analyzing A framework for Analyzing Prior Learning Prior Learning (RPL) Systems in (RPL) Systems in ConstructionConstruction
• A framework and a scope for the analysis were developed for the Construction Industry Sector.
• The framework was premised on the developmental and outcome based RPL inputs and the impacts and costs of implementation.
• The Engineering Councils and Voluntary Associations in SA and Zimbabwe have the CPD system in place. The rest are still evolving.
• There is also mature entry into the Vas which follows RPL evaluation assessments through interviews.
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The The RPLRPL Process in Process in Engineering and Engineering and other Technical other Technical Training.Training.
The process of Recognition of Prior Learning used by SAFEO to access the RPL Readiness of the Construction practitioners was as follows:
• Identifying what the learner knows and can do;
• Matching the skills, knowledge and experience of the learner against standards;
• Assessing the learner;
• Acknowledging the competencies of the learner;
• Crediting the learner for skills, knowledge and experience already acquired;
• Issuing a record of learning/ qualification.263/3/2014 SAQA2014
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The Proposed RPL Framework The Proposed RPL Framework for the Construction Industryfor the Construction Industry
A fusion of the Context, Input, Process and Product (CIPP) and the Logic RPL Model was found to be robust and of scientific rigor and was used to evaluate the Construction Industry Initiatives.The CIPP contains three basic steps: •First delineation of questions to be answered;•second providing information to decision makers for their use and •second providing information to decision makers for their use and thereby improving ongoing RPL programs; and •third, making the decisions about the worth of such programs.Our claim is that “an explicit theory of action is required to evaluate the RPL programes” .
Therefore:The recommended strategy for the Construction Industry is to adopt the Logic and the CIPP Models and come up with an RPL Conceptual Framework as our theory of action.
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The Proposed RPL Model for the The Proposed RPL Model for the
Construction Industry Construction Industry -- The The Contextual Contextual
Logic RPL ModelLogic RPL Model
• CONTEXT : The National Qualifications Authority (NQA) mission and vision underpins the framework while factoring in important external
variables such as changes to the global educational landscape, stakeholders’ inputs and international trends and benchmark indicators. NQA’s proactive responses to these external variables
must be translated into its master capacity building strategy, policies
as well as performance and benchmarking indicators. These are then fed back into the content and delivery of the National and Regional fed back into the content and delivery of the National and Regional
RPL programmes.
• INPUTS : The NQA Programme Offices and Academic Groups (AGs)
are key drivers of RPL quality. The NQA works with the Programme
Offices and Academic Groups (AGs) to facilitate the development of their individual RPL strategies and performance components.
• PROCESS : A multi-pronged evaluation structure comprising: - self-directed evaluation by the Programme Offices and Academic Groups
- Facilitated evaluation by the NQAs via a RPL Evaluation Cycle
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The Proposed RPL Model for the The Proposed RPL Model for the
Construction Industry Construction Industry -- The The Contextual Contextual
Logic RPL ModelLogic RPL Model
•PRODUCT : The outcomes from these evaluation processes will then be
fed back into the RPL programmes and research as reiterative enhancements.
•RESPONSIBILITIES- Since there must be a close symbiosis between academic judgment and processes on the one hand, and student support
on the other, RPL must be institutionally positioned close to both these major functions in the Registered Training Organization (RTO). major functions in the Registered Training Organization (RTO).
◦ Decisions made regarding the preparedness of a non-traditional student to enter
an RTO cannot be made by an administrative official based on paper evidence of
formal training alone, but must be the result of a carefully designed and
implemented assessment process of the individual profile of the RPL candidate.
◦ A FORMAL counseling and an appeals process must be put in place to assist the
students that would have failed the assessments.
◦ Training and re-assessments must be provided.
◦ The assessment fees must be just and regulated by the Education authorities
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The Proposed RPL Model for The Proposed RPL Model for the Construction Industrythe Construction Industry
The CIPP evaluation model is a framework for guiding evaluations of programs, projects, personnel, products, institutions, and evaluation
systems (Stufflebeam, 2003).
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Dan Stufflebeam:Dan Stufflebeam:
CIPP Model of Program CIPP Model of Program
EvaluationEvaluation
Needs Assessment
What should we do?
INPUT
CONTEXT
PRODUCT
Program Planning
How shall we do it?
Implementation
Are we doing as planned?
Outcome & Impact
Does it work?
PROCESS
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LOGIC MODELLOGIC MODEL
Resources Activities Output Outcomes Impact
CONDITIONS and DRIVERSCONDITIONS and DRIVERS
The Planned Work The Intended Results
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LOGIC MODELLOGIC MODEL
CONDITIONS and DRIVERSCONDITIONS and DRIVERS
Current situation that precipitates the need
for the program for the program
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LOGIC MODELLOGIC MODEL
Resources Activities Output Outcomes Impact
CONDITIONS and DRIVERSCONDITIONS and DRIVERS
Resources and inputs needed to operate the program:personnel, facilities, materials, equipment
Resources and inputs needed to operate the program:personnel, facilities, materials, equipmentpersonnel, facilities, materials, equipmentpersonnel, facilities, materials, equipment
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LOGIC MODELLOGIC MODEL
Resources Activities Output Outcomes Impact
CONDITIONS and DRIVERSCONDITIONS and DRIVERS
Everything the program does if it had access to the resources
Everything the program does if it had access to the resources access to the resources access to the resources
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LOGIC MODELLOGIC MODEL
Resources Activities Output Outcomes Impact
CONDITIONS and DRIVERSCONDITIONS and DRIVERS
The “deliverables”—the events, products and services
Number of participants,
The “deliverables”—the events, products and services
Number of participants, Number of participants, classes, brochures, advisors,
etc
Number of participants, classes, brochures, advisors,
etc
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LOGIC MODELLOGIC MODEL
Resources Activities Output Outcomes Impact
CONDITIONS and DRIVERSCONDITIONS and DRIVERSIf the
program delivers, the participants
will benefit in
If the program
delivers, the participants
will benefit in will benefit in certain ways:
Knowledge, skills,
behavior, attitudes
Immediate, mid-term and
long-term outcomes
will benefit in certain ways:
Knowledge, skills,
behavior, attitudes
Immediate, mid-term and
long-term outcomes
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LOGIC MODELLOGIC MODEL
Resources Activities Output Outcomes Impact
CONDITIONS and DRIVERSCONDITIONS and DRIVERS
If these benefits to participants are achieved, then certain changes in organizations and communities might be expected to occur
If these benefits to participants are achieved, then certain changes in organizations and communities might be expected to occur
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LOGIC MODELLOGIC MODEL
Resources Activities Output Outcomes Impact
CONDITIONS and DRIVERSCONDITIONS and DRIVERS
The Planned Work The Intended Results
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LOGIC MODELLOGIC MODEL
• Links processes and outcomes:
◦ Funders love this!
• Great for program planning
◦ Work backwards◦ Work backwards
• Evaluation is built in!
• Ain’t perfect
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Recommendations and ActionsRecommendations and Actions
• Shared understanding of RPL principles/ advising/
admin/ teaching, learning and assessment/
pathways which allows for diversity of purpose
and method – needed for the rest of the continent
• Enabling agreements among stakeholders and
regional blocks like SADCregional blocks like SADC
• Advocacy and Research of RPL implementation
must be funded
• Effective administrative/logistical/learner support
systems need to be put in place
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Recommendations and ActionsRecommendations and Actions
• There is need to develop regional centres of
excellence and hubs for a strategic critical mass
in RPL development.
• Sharing known effective models within/ across
sectors and nations must be achieved in SSA. sectors and nations must be achieved in SSA.
• Addressing the urgent need for RPL below in all
levels, and in the post-school/Adult Education
and Training sectors – and the absence and low
take-up of RPL provision in many sectors needs
to be taken up in all SSA countries.
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Recommendation Strategies and Recommendation Strategies and
ActionsActions• It was found that national RPL in the construction sector require
elaboration of a comprehensive strategy that includes the contribution of all stakeholders, including those in the public sector, private companies and consumers.
• The Program SHOULD be aimed to provide streamlined and simplified skills recognition processes and to devise processes to minimise the cost to applicants.
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cost to applicants.
• Some of the most effective strategies proposed by stakeholders were:
• to ensure that RPL is designed to offer learners flexibility; and
• that it is essential that the process of awarding credit or part of a qualification for prior learning is regulated and managed to ensure quality. This aspect is especially important as the credit which learners gain through RPL has to have exactly the same weight and value as credit gained by completing a traditionally assessed learning programme.
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Conclusion Conclusion
• Case studies of national RPL practices in the engineering
construction sector were sought. Initiatives found were
analysed and grouped into the three broad areas of formal,
informal and non‐formal learning systems.
• A framework and a scope for the was premised on the
‐
• A framework and a scope for the was premised on the
impacts and costs of implementation of national RPL for
countries in Sub-Saharan Africa. It applied the Contextual
Input, Process, Product and outcome based assessment
methodology.
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Conclusion Conclusion
• The national RPL strategies and models found in Sub-Saharan African Countries were discussed in view of their quest to optimize value delivery in their education systems.
• The widespread development of RPL requirements in engineering and infrastructure development courses were evaluated and suitable strategies are proffered for various evaluated and suitable strategies are proffered for various scenarios.
• It has always been painful to see people who acquired skills and competences non-formally or informally being left disadvantaged in accessing and advancing in employment and the training system.
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Conclusion Conclusion
•RPL should be regarded not only as essential for the promotion of lifelong learning but rather as a strategy to formally measure and give value to a person’s non-formal and informal learning for the purposes of receiving an award and to avoid duplication of training by maximising the value of technical, vocational education and training (TVET) expenditure. education and training (TVET) expenditure.
•RPL plays a key role by providing access, transfer and progression routes to education for the skilled and the disadvantaged.
THANK YOU FOR YOUR ATTENTION
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It is a daunting but not Impossible taskIt is a daunting but not Impossible taskIt is a daunting but not Impossible taskIt is a daunting but not Impossible taskIt is a daunting but not Impossible taskIt is a daunting but not Impossible taskIt is a daunting but not Impossible taskIt is a daunting but not Impossible task