Commissions - ETDP Seta

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Day One: Thursday, 24 March 2011 - 14:00 to 17:00 Commissions (Continued)Commission 2 - Marco PoloTheme : RPL Policy & Programme for Workplace Learning and DevelopmentPanel Chair : Graham MeyersScribe : Rama KistiahSouth Africa is challenged by low productivity in the workplace, as well as slow transformation of the labour market and alack of mobility of the workforce, largely as a result of inadequate training for those already in the labour market.The New Growth Path adopted by government calls for increased workplace training of workers already in employment inorder to improve productivity and the overall growth and development of our economy.To address this challenge, the NSDS III, through both the mandatory and discretionary grants of the SETAs, must supporttraining of employed workers, and encourage employers to expand such training, in order to improve the overall productivityof the economy and address skills imbalances in our workforce in particular and the labour market in general. Accordingly,emphasis will be placed on the use of the levy-grant system with investment into our overall skills agenda (NSDS III, 2011).In order to achieve the holistic ideal realistically, the transformation of education and training needs to take place incrementally.This means focusing on RPL as a category of assessment requiring a high degree of flexibility, sensitivity and specialisationwhile, as far as possible, making use of existing infrastructure and resources. RPL policies must be integrated into existingprocesses, structures and projects. Much thought must be given to the provision of candidate support and candidatepreparation, as well as to preparation of assessment methods, instruments and administrative systems to support theprocess and protect the integrity of the results.A developmental and incremental approach gives providers of education and training the space to explore and experimentwith implementation of the policy. This supports the need for institutions and sectors to retain their autonomy and todevelop implementation plans within the constraints of their organisations while meeting the agreed requirements of theframework and criteria indicated in the policy.Most importantly, a developmental and incremental approach pre-supposes implementation plans with sustainability targetsagainst which the system measures its progress towards the objectives of the plan. Education and Training Quality Assurancebodies (ETQAs) will have an important role to play in facilitating and monitoring the progress towards full implementationof RPL (SAQA RPL policy, 2002).An external assessment conducted under the auspices of the relevant assessment quality partner is a prerequisite forcertification of occupational qualifications. This also applies to candidates who have thus far demonstrated their competencethrough recognition of prior learning processes. To be eligible for the external assessment, RPL candidates, like all otherlearners, must meet the criteria stated in the qualification assessment specifications.Each occupational curriculum lists exemptions for offerings from other sub-frameworks and exemptions for relevant NQFqualifications and/or unit standards. Learners who have obtained qualifications or credits towards such qualifications areexempt from the identified part of the occupational curricula.4
Day One: Thursday, 24 March 2011 - 14:00 to 17:00 Commissions (Continued)Curriculum components provide clear guidance on the requirements for internal assessment. This guidance can be usedby accredited skills development providers to facilitate the conduct of RPL assessments for knowledge and practical skills.Successful RPL candidates receive statements of results which will be recognised in terms of eligibility for access to theexternal summative assessment.An accredited assessment centre or an employer for whom an RPL candidate has worked may use the work experiencerecord (provided as part of the occupational curriculum and stating the minimum requirements) to sign off work experience.The signed work experience records will be recognised in terms of eligibility for access to the external summative assessment.Where foundational learning competence is a requirement for access to the external assessment, the assessment qualitypartner for foundational learning may conduct the external assessment without the candidate attending a training programmefor foundational learning, and may issue certificates of competence to successful candidates (QCTO draft policy, 2010).2.12.2Training of employed workers addresses critical skills, enabling improved productivity, economic growth andthe ability of the work force to adapt to change in the ETD sector. How can the ETDP SETA facilitate thedevelopment of workplace based skills development?A developmental and incremental approach gives providers of education and training the space to explore andexperiment with implementation of the SAQA RPL policy. How can the ETDP SETA strengthen RPL withinthe ETD sector and promote its wide usage?2.3 What are the key issues and challenges in implementing RPL in the workplace?2.4 In which ETDP SETA workplaces/subsectors is there most need for RPL?2.5 What support or resources do workplaces need from the ETDP SETA in order to implement RPL?2.6 What key objectives and activities should be included in the ETDP SETA RPL implementation strategy?5
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Commissions - ETDP Seta

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