All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. |
SOUTH AFRICAN QUALIFICATIONS AUTHORITY |
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: |
Develop, support and promote RPL practices |
SAQA US ID | UNIT STANDARD TITLE | |||
116587 | Develop, support and promote RPL practices | |||
ORIGINATOR | ||||
SGB Assessor Standards | ||||
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | ||||
- | ||||
FIELD | SUBFIELD | |||
Field 05 - Education, Training and Development | Adult Learning | |||
ABET BAND | UNIT STANDARD TYPE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS |
Undefined | Regular | Level 7 | Level TBA: Pre-2009 was L7 | 10 |
REGISTRATION STATUS | REGISTRATION START DATE | REGISTRATION END DATE | SAQA DECISION NUMBER | |
Passed the End Date - Status was "Reregistered" |
2018-07-01 | 2023-06-30 | SAQA 06120/18 | |
LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
2026-06-30 | 2029-06-30 |
In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise. |
This unit standard does not replace any other unit standard and is not replaced by any other unit standard. |
PURPOSE OF THE UNIT STANDARD |
"Recognition of Prior Learning in South Africa has, unlike similar initiatives in other countries, a very specific agenda. RPL is meant to support transformation of the education and training system of the country. This calls for an approach to the development of RPL policy and practices that explicitly addresses the visible and invisible barriers to learning and assessment. Such an approach must generate the commitment of all role players to remove these barriers and to build a visible, usable and credible system as an effective and creative vehicle for lifelong learning. It is important that consensus be generated around the criteria and support systems within which the integrity and quality of all assessments will be protected." SAQA RPL policy (2002,p. 11).
This unit standard aims to recognize the expertise of people who have a deep understanding of outcomes-based assessment in general, and of the complexities concerning the initiation and implementation of Recognition of Prior Learning (RPL) policies and practices in particular. Such people are able to promote an awareness of RPL-related issues and provide RPL advice and support, at systems and strategic level, to a range of people/bodies, including assessors, moderators, evidence facilitators, assessment designers, teachers, trainers, managers, organisations, institutions, companies and enterprises. People credited with this unit standard are able to: |
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
The credit value is based on the assumption that people learning towards this unit standard already understand and can practice the key principles of an outcomes-based system in general, and standards-based assessment in particular. |
UNIT STANDARD RANGE |
Inclusions and exclusions:
This unit standard relates to the development, support and promotion of RPL practices at organisational and/or sector level within the context of given national RPL policies, criteria and guidelines. Candidates wishing to achieve this unit standard are not required to advise RPL candidates or carry out assessments towards RPL, as the direct application of RPL is integrated into the unit standards listed below. Practitioners wishing to advise or assist RPL candidates, conduct assessments towards RPL, or design assessments for the purpose of RPL, should seek to obtain the following unit standards as applicable: 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." National Standards Bodies Regulations (no. 18787 of 28 March 1998) This means that regardless of where, when or how a person achieved the learning, if such learning meets the requirements of a unit standard or a qualification (or part thereof), it could be recognised for credits. In this sense, RPL is an important principle of the NQF. RPL also involves an assessment process of preparing for RPL, engaging with RPL candidates, gathering evidence, judging evidence, giving feedback and reporting results. Purposes of RPL: The "Criteria and Guidelines for the Implementation of Recognition of Prior Learning", opted 13 August 2003, indicate that the purpose of RPL could include access and appropriate placement at a particular level at an institution, granting advanced status, advanced standing, crediting and certifying learners for unit standards or the parts of the qualification where all the requirements have been met, or depending on the context, a combination of these. It should also be noted that the NSB Regulations make it clear that a learner could achieve a qualification wholly or in part through the process of RPL. Furthermore, RPL could be used to establish whether people meet minimum requirements for entry to a job. Process of RPL and status of recognition through RPL: The SAQA RPL policy states: "there is no fundamental difference in the assessment of previously acquired skills and knowledge and the assessment of skills and knowledge acquired through a current learning programme. The candidate seeking credits for previously acquired skills and knowledge must still comply with all the requirements as stated in unit standards and qualifications. The difference lies in the route to the assessment" (SAQA, 2002: 8). All assessment involves the gathering and judging of evidence provided by and/or about the candidate in relation to agreed criteria, regardless of whether the candidate is a recent learner or developed their skills, knowledge, understanding, attitudes and values in the past. Assessors are required to uphold the principles of currency, sufficiency, authenticity, reliability and validity of evidence. Credits awarded through an RPL process are therefore just as valid as credits awarded through any other assessment process. The emphasis on RPL is brought about by the need for recognition in assessment practice of evidence from prior learning activities that may have been negated in the past or were simply not considered as evidence for various reasons. In addition, many providers of training and assessment only offer assessments based on their learning programme. A person seeking RPL will not necessarily attend the full learning programme and will therefore require assessment that is not dependent on a particular learning programme, but one that recognises broadly equivalent skills and knowledge as reflected holistically in the relevant unit standard(s) or qualification. |
Specific Outcomes and Assessment Criteria: |
SPECIFIC OUTCOME 1 |
Demonstrate understanding of the conceptual underpinnings and purposes of the recognition of prior learning. |
OUTCOME RANGE |
For the purposes of assessment in this unit standard, it will be sufficient for candidates to use examples from a specific sector where they have assessment experience and wish to promote RPL. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Key purposes of RPL are explained in the light of the prevailing context, historical assessment practices in South Africa and the objectives of the NQF. Clarifications are provided concerning the intent of RPL and common misconceptions and misgivings are identified and clarified. |
ASSESSMENT CRITERION RANGE |
"Context" to include the identification of social and economic contexts. |
ASSESSMENT CRITERION 2 |
RPL is described in terms of the potential implications for candidates, organisations and society in general. |
ASSESSMENT CRITERION RANGE |
ASSESSMENT CRITERION 3 |
Explanations are provided concerning the implications of RPL for education and training providers and the impact on assessment and moderation practices. Explanations include an analysis of assessment practices with particular reference to biases in assessment practices and possible implications for funding of providers. |
ASSESSMENT CRITERION 4 |
RPL practices are outlined in terms of national and/or international models, trends and findings. |
ASSESSMENT CRITERION RANGE |
ASSESSMENT CRITERION 5 |
Explanations are provided of ways in which RPL serves as a key part of an outcomes-based approach to education and training. |
ASSESSMENT CRITERION 6 |
Legislation and national guidelines relative to RPL are identified and outlined in terms of the historical development, purposes and key elements. |
SPECIFIC OUTCOME 2 |
Investigate current RPL practice and opportunities in an organisation or sector. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
The investigation establishes the extent to which RPL implementation exists, and the extent to which implementation is developmental and holistic. |
ASSESSMENT CRITERION 2 |
Possible or existing barriers to implementation of RPL are identified. |
ASSESSMENT CRITERION RANGE |
External and internal barriers, including systemic barriers facing learning providers, social and personal barriers to RPL, and ways in which candidates are likely to view assessment and further learning. |
ASSESSMENT CRITERION 3 |
Priority areas for RPL projects are identified and profiles of relevant candidates are outlined in terms of a variety of factors. |
ASSESSMENT CRITERION RANGE |
"Factors" to include: demographic distribution, population groupings, age, language, culture, gender, work context, economic standing, qualifications, experiences of and attitude to learning and assessment. |
ASSESSMENT CRITERION 4 |
The investigation provides an outline of factors that could impact on the feasibility of implementation of RPL processes. |
ASSESSMENT CRITERION RANGE |
Factors include the following as applicable:
|
ASSESSMENT CRITERION 5 |
The investigation generates information and stimulates reflection that feeds into the processes of strategic planning towards a holistic model. |
SPECIFIC OUTCOME 3 |
Develop RPL policies, procedures and plans for an organisation. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Relevant stakeholders and management representatives are identified and included in a consultative process. |
ASSESSMENT CRITERION 2 |
Policies define the various purposes of RPL and align with employment equity policy, national skills development strategies and organisational strategic objectives. |
ASSESSMENT CRITERION 3 |
Policies express an explicit commitment to the principles of equity, redress and inclusion. |
ASSESSMENT CRITERION 4 |
Policies and procedures provide an effective, credible and contextualised framework for holistic RPL implementation. |
ASSESSMENT CRITERION 5 |
Organisational structures are planned to ensure those involved in or affected by RPL, at any level, are given sufficient capacity building, support and resources to enable holistic and effective RPL. |
ASSESSMENT CRITERION 6 |
Admission procedures and systems are accessible and inclusive of learners with diverse needs and backgrounds. |
ASSESSMENT CRITERION 7 |
Planned quality assurance mechanisms, including monitoring, moderation and review mechanisms, ensure the critical integrity of all RPL-related activities. Reporting and recording processes inform strategic planning requirements. |
ASSESSMENT CRITERION 8 |
Plans are suitable for implementation, are manageable and meet individual, organisational and national strategic objectives. Plans include details of target groups, target area, support structures, quality assurance mechanisms, resource requirements, costs, staff development needs and processes and roll-out mechanisms. |
SPECIFIC OUTCOME 4 |
Provide RPL advice and support. |
OUTCOME RANGE |
Advise and support to anyone involved or interested in RPL, including assessors, moderators, evidence facilitators, assessment designers, teachers, trainers, managers, organisations, providers, institutions, companies and enterprises. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
The nature and scope of advice facilitates the development of RPL strategies that are fair, manageable and effective. |
ASSESSMENT CRITERION 2 |
The concept, context, philosophy, purpose and process of RPL are described accurately and at a level suitable to the audience. Misgivings among the audience are identified and addressed in a manner that promotes the purposes of RPL. |
ASSESSMENT CRITERION 3 |
Advice is provided on suitable ways of collecting and/or generating acceptable evidence for the recognition of learning acquired outside formally assessed learning programmes. |
ASSESSMENT CRITERION 4 |
Advice is provided for the re-alignment and/or redevelopment of existing programmes or the adaptation of assessments based on formal learning programmes, to meet the needs of those who do not need to attend the relevant learning programmes. This includes advice on the possibility of multiple entry and exit points to learning programmes. |
ASSESSMENT CRITERION 5 |
Advice and support is provided in a way that promotes the objectives of the NQF in general and the purposes of RPL in particular. |
ASSESSMENT CRITERION RANGE |
This includes promoting equity of access, meaningful progression along career and learning paths, the integration of education and training, and addressing the negation of non-formal or historical learning. |
ASSESSMENT CRITERION 6 |
Advice and support promotes high levels of awareness of RPL issues, resulting in increased flexibility and sensitivity related to RPL practice. |
ASSESSMENT CRITERION 7 |
Advice and support helps practitioners and/or organisations to draw people into the RPL process and deal with the barriers, anxieties, discomfort and traumas that arise when adult learners enter the RPL arena. |
SPECIFIC OUTCOME 5 |
Promote RPL practices. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Effective advocacy campaigns are planned and implemented to sensitise people and organisations to the concept, context, philosophy, purpose and process of RPL. |
ASSESSMENT CRITERION 2 |
Knowledge, skills and learning that has not been valued historically, including indigenous knowledge, are identified and promotion activities help to address the negation of such knowledge, skills and learning. |
ASSESSMENT CRITERION 3 |
Promotion methods are sensitive to various target groups. |
ASSESSMENT CRITERION 4 |
RPL is promoted in a manner that helps to address emotional, educational, cultural, linguistic and economic factors that constitute barriers to effective learning and assessment practice. |
ASSESSMENT CRITERION 5 |
RPL practices are monitored and trends are evaluated resulting in ever improving RPL practices. |
ASSESSMENT CRITERION RANGE |
Trends related to successes and failures. |
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS |
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE |
The following knowledge is embedded within the unit standard, and will be assessed directly or indirectly through assessment of the specific outcomes in terms of the assessment criteria:
|
UNIT STANDARD DEVELOPMENTAL OUTCOME |
N/A |
UNIT STANDARD LINKAGES |
N/A |
Critical Cross-field Outcomes (CCFO): |
UNIT STANDARD CCFO IDENTIFYING |
Identify and solve problems using critical and creative thinking: investigation and promotion of RPL as outlined in this unit standard will require high levels of problems solving in relation to current practices and what is required for transformation and effective RPL. |
UNIT STANDARD CCFO WORKING |
Work effectively in a team using critical and creative thinking: successful promotion of RPL requires careful cooperation between a variety of people and groups. |
UNIT STANDARD CCFO ORGANISING |
Organise and manage oneself and ones activities: all the outcomes depend on high levels of self management. |
UNIT STANDARD CCFO COLLECTING |
Collect, analyse, organise and critically evaluate information: this will be required particularly when investigating RPL practices and opportunities. |
UNIT STANDARD CCFO COMMUNICATING |
Communicate effectively: the entire standard depends on high levels of communication. |
UNIT STANDARD CCFO DEMONSTRATING |
Demonstrate the world as a set of related systems: this will be demonstrated when addressing the implications of RPL on individuals, society, organisations, sectors and the nation. |
UNIT STANDARD ASSESSOR CRITERIA |
N/A |
REREGISTRATION HISTORY |
As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. |
UNIT STANDARD NOTES |
Definition of Terms:
The following terms are defined as used within this and related unit standards: - How will the assessment take place? - What is needed to make the assessment happen? - How will evidence be gathered, recorded and judged? In general, Assessment Guides include descriptions of the approach to the assessment, assessment conditions, assessment activities, instructions to assessors and candidates/learners, assessment methods, assessment instruments (e.g. scenarios, role-plays, questions, tasks), resource requirements, guidance for contextualising assessments, relevant standard operating procedures, administrative procedures, moderation requirements, assessment outcomes and criteria, observations sheets, checklists, possible or required sources of evidence and guidance on expected quality of evidence including exemplars, memoranda or rubrics. - The award of credits for a specified unit standard or qualification, - Access to further learning, - Recognition in terms of meeting minimum requirements for a specific job, - Placement at a particular level in an organisation or institution, or - Advanced standing or status. This means that regardless of where, when or how a person obtained the required skills and knowledge, it could be recognised for credits. In this sense, RPL is an important principle of the NQF. RPL involves an assessment process of preparing for RPL, engaging with RPL candidates, gathering evidence, evaluating and judging evidence in relation to defined criteria, giving feedback and reporting results. Given that the all candidates are assessed against the same criteria, credits awarded through RPL are therefore just as valid as credits awarded through any other assessment process. Principles of assessment: Methods of Assessment: Evidence Overall assessment process |
QUALIFICATIONS UTILISING THIS UNIT STANDARD: |
ID | QUALIFICATION TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | STATUS | END DATE | PRIMARY OR DELEGATED QA FUNCTIONARY | |
Core | 63711 | Bachelor of Geographical Information Science (GISc) | Level 7 | NQF Level 07 | Passed the End Date - Status was "Reregistered" |
2018-06-30 | |
Elective | 59201 | National Certificate: Generic Management | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | As per Learning Programmes recorded against this Qual |
Elective | 50330 | Bachelor: Occupationally Directed Education Training and Development Practices | Level 6 | NQF Level 07 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | As per Learning Programmes recorded against this Qual |
Elective | 50331 | National Certificate: Occupationally Directed Education, Training and Development Practices | Level 6 | Level TBA: Pre-2009 was L6 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | ETDP SETA |
Elective | 67460 | National Diploma: Public Administration | Level 6 | NQF Level 06 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | As per Learning Programmes recorded against this Qual |
Elective | 20485 | National First Degree: ABET Practice | Level 6 | Level TBA: Pre-2009 was L6 | Passed the End Date - Status was "Reregistered" |
2018-12-31 | ETDP SETA |
PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: |
This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here. |
1. | AFRICA COMPETENCY DEVELOPMENT (PTY) LTD |
2. | Aubrey Nyiko Business Enterprise cc |
3. | BEPE Developments |
4. | Bohlali Provider Support |
5. | BORDERGATE EVENTS MANAGEMENT AND PROJECTS |
6. | Colleen Osorio Skills Development Consultancy cc |
7. | Dee s Training PTY LTD |
8. | EDUTEL SKILLS DEVELOPMENT PTY LTD |
9. | HOPE ACADEMIC AND SKILL CENTRE |
10. | Ifalezwe Learning Express |
11. | Inkwazi Learning Network |
12. | Jabulani Training & Development |
13. | Karlyn Skills Training |
14. | KITSO TRAINING AND DEVELOPMENT |
15. | Leronsa Trading Enterprise |
16. | M3i Skills Development |
17. | Marematlou Training Institute |
18. | MENTORNET (PTY) LTD |
19. | MI Learning & Development Consultancy |
20. | Mondo Skills and services providers |
21. | MVIMBI BUSINESS ENTERPRISE |
22. | MWG Logistical Services |
23. | Netgrow Training Solutions |
24. | Networx for Career Development |
25. | Nomagwanishe Investments cc |
26. | Pachi Global Foundation |
27. | PC Educational Holdings Pty Ltd |
28. | Petra institute of Development (PTY) Ltd |
29. | PND Academy of Learning cc |
30. | Regenesys Management (Pty) Ltd |
31. | Resonance Institute of Learning |
32. | Retshetse Training Project |
33. | Saint Colonel Graduate Institute (PTY) Ltd |
34. | Seshego Risk Management Solutions (Pty) Ltd |
35. | South West Gauteng Tvet College |
36. | SPS Consulting (Pty) Ltd |
37. | The Institute of People Development |
38. | TMG Quality Services |
39. | Training Answers |
40. | VERYCOOLIDEAS |
41. | Vutivi Training and Skills Development |
42. | VUTLHARI BYA DZONGA CONSULTANTS (PTY) LTD |
All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. |