POLICY ON THE RECOGNITION OF PRIOR LEARNING TSHWANE UNIVERSITY OF TECHNOLOGY

Date issued: New policy Date reviewed: Nap Date approved EMC/Senate: Senate Meeting of This policy and its rules, guidelines and procedures replaces all previous policy and/or circulars on the recognition of prior learning.

1. POLICY

1.1 It is the policy of Tshwane University of Technology to assess prior learning in accordance with statuary requirements to enable a person to gain recognition and credit for competence proved. The assessment refers to a combination of flexible ways of evaluating an individuals formal, informal and non-formal learning experiences, against a registered set of outcomes and standards.

2. DEFINITIONS

2.1 Recognition of prior learning (RPL)

RPL refers to the formal identification, assessment and acknowledgement of the full range of an individual’s skills, knowledge and capabilities irrespective of how and where they have been acquired. It is the acknowledgement of skills, competencies, knowledge and work ethos obtained through:

 Formal and informal learning  non-formal learning, inclusive of on-the job experience as well as life experience

2.2 Assessment

Assessment is an integral part of RPL and is carried out for the purposes of accreditation, access and placement.

2.3 Exemption/credit transfer

Page 1 of 18 An exemption or credit transfer is a credit granted for a formal course/ subject/ outcome passed/ attained at an accredited institution/ education service provider.

2.4 Work experience

Although no minimum period is prescribed for access to a programme, at least 5 years experience is recommended without grade 12. (See par.3.4.11)

2.5 Assessor

The person who is registered by the relevant education and Training Quality Assuror (ETQA) in accordance with criteria established for this purpose by a standards generating body (SGB) to measure the achievement of specified national Qualifications framework (NQF) standards or qualifications.

2.6 Portability

One of the underlying principles of the NQF requires qualifications to be nationally portable between providers, occupations and employers, in that they recognise the importance of generic and transferable skills.

2.7 Formal learning

This refers to completed qualifications or credits obtained from accredited academic institutions of higher education.

2.8 Informal learning

This refers to learning completed at institutions that have not been accredited through the CHE process.

In both 2.8 and 2.7 above learning would have followed a curriculum based on formal outcomes and for which certificates would have been obtained.

2.9 Non-formal learning

Page 2 of 18 Learning (competencies) achieved through life and work place experience. No formal qualifications or credits would have been completed.

2.10 Accredited institution

An institution that has been accredited as a provider of education through the CHE process.

2.11 Current Competencies

Non formal or informal achievements submitted for RPL should satisfy current competency requirements or outcomes.

3. RULES

3.1 Grouping of prospective students

Applicants who apply for admission through the RPL process, are grouped as follows:

Goup A: Students who have not completed a NQF level 4 qualification, but have gained current competencies through experience

These applicants seek to gain access to the higher education system. The application is based on an uncompleted secondary schooling and is supported by relevant learning (current competencies) obtained through experience. In this case the RPL evaluation would be required to determine whether the current competencies achieved are equivalent to NQF level 4, in which case the prospective student would be slotted into the normal Tshwane University of Technology selection process, or whether additional “top-up” studies would be required to bring the candidate up to the required entrance standard.

Although a minimum age or work experience is not compulsory, applicants in this group should have relevant work experience, and proven ability relating to the proposed instructional programme.

Page 3 of 18 The assessment panel should also be satisfied that the standard of such person’s communicative skills (at least NQF level 4), his/her ability to study successfully and his/her work experience are such that he/she will be able to successfully complete the proposed instructional programme.

Such applicants should also satisfy specific entry requirements towards an instructional programme, eg. if mathematics Gr 12 is required, the required level of knowledge should be assessed.

Group B: Students with a completed NQF level 4 qualification and have in addition competencies gained through experience

This grouping applies to students who have already gained access to the Tshwane University of Technology system, but wish to be evaluated for credits for competencies obtained through experience. A typical example would be the student with a completed grade 12 certificate, with high level computer experience. RPL would be used to recognize these competencies and grant the necessary credits.

Group C: Students with a completed qualification or credits at the post – NQF 4 level

These applicants seek to gain credit transfers/exemptions from subjects completed at non-accredited institutions or to gain access to higher level qualifications on the grounds of non-accredited qualifications already completed (granting of status), as well as relevant life or work place experience (current competencies).

Group D:

University employees:

RPL is a key component of the implementation of the Employment Equity Act and the Skills Development Act. Therefore, the University should promote opportunities for employees and prospective employees to gain credit through RPL:

Page 4 of 18  RPL should be integrated with staff training and development policies and used to facilitate the professional development and career-pathing of employees.

3.2 Facets of RPL One of more of the following mechanisms should be applied in order to grant an applicant admission through RPL:

3.2.1 Access

Prospective students wishing to use the RPL process for access to an academic program would normally come from grouping A above, and the RPL actions would be based on a recognition of the current competencies attained through non-formal learning or informal learning. These prospective students do not have the equivalent of a grade 12 school leavers certificate, but have relevant experience in the field in which further studies are to be undertaken.

It will be necessary through the RPL process to verify the learning that has taken place and that the prospective student has the potential to success with studies at a tertiary level.

3.2.2 Subject Exemptions

Subject exemptions could form part of the RPL process.

Subject exemption refers to the credits awarded to a prospective student for outcomes achieved (subjects passed) at an accredited institution of higher education, (Formal Learning). This mechanism is outcomes driven, but for practical purposes must still be handled on a subject for subject basis at this stage.

The prescribed policy for recognitions and exemptions will apply when recognizing prior learning in the form of outcomes achieved at accredited formal institutions of higher education:

3.2.3 Competency Testing

Page 5 of 18 Competency testing is applicable in cases where a student has already been granted access to a Tshwane University of Technology course, but because of experience gained through the non-formal/informal process before admission, has the capability of satisfying certain of the outcomes required in a first year of study (NQF5). A typical example would be a student who has an advanced experience in computer methods gaining access to a course for which computer literacy is one of the first level outcome requirements.

3.2.4 Recognition of Current Competencies

Recognition of current competencies (RCC) is the umbrella term used to describe recognition of prior learning that has taken place through informal or non-formal learning.

3.2.5 Status

Status refers to recognition given for “prior learning” to a prospective student who wishes to further his studies at Tshwane University of Technology. There are 2 possible mechanisms for the awarding of status:

(i) The prospective student has completed a formal qualification at an accredited institution of higher education. It is used to give recognition for equivalence of qualifications and enables prospective students to enroll for advanced qualifications at Tshwane University of Technology on the grounds of qualifications completed at another accredited institution.

In these cases the normal admission criteria apply when recognizing “prior learning” in the form of qualifications completed at a formal accredited institution of higher education:

There must be equivalence between the completed qualification and the qualification for which status is required.

Where there is a large degree of equivalence but still a shortfall in the required outcomes between the completed qualification and the qualification for which status is required, the prospective student can be

Page 6 of 18 required to complete a number of requisite subjects in order to make good the shortfall.

(ii) Status may also be granted in cases where a formal qualification has not been obtained but prior learning achieved through other modes is regarded as being of equivalent level to that of the entry level requirements for the program. A full assessment is required of the learning achieved before access is granted to higher levels of learning.

In all cases where status is granted the Tshwane University of Technology qualification is not awarded to the prospective student. Granting of status is a recognition mechanism allowing a prospective student access to a post diploma level programme.

3.3 Criteria to be taken into consideration

When establishing assessment mechanisms and assessing prior learning, the following should be taken into account:

 Authenticity The applicant has actually demonstrated the learning outcome that is being claimed.

 Currency The learning outcome is still valid and performable.

 Quality The learner has reached the acceptable level.

 Relevance The learning is applicable to the area claimed.

 Transferability The learning outcome can be applied outside the specific context in which it was learned.

 Comparability The assessment mechanisms adopted should ensure that the prior learning is comparable in content and standard with the subject(s) in which credit is sought. 3,4 Principles

Page 7 of 18 3.4.1 RPL must be as inclusive as possible.

3.4.2 A Flexible system of assessment and accreditation, should be applied.

3.4.3 Internationally recognized principles of commitment, access, fairness, openness and support, should be applied.

3.4.4 Ensure maximum portability.

3.4.5 RPL focuses on acquired competencies rather than on teaching and learning.

3.4.6 After a comprehensive assessment of RPL, conditional status recognition can be granted to candidates for admission into a formal course (i.e. N Dip, B Tech), which must be executed within one year after which the exemption will be re- evaluated. The focus will be on the extent to which the prior learning has prepared the candidate for the programme.

3.4.7 The methods of prior learning assessment (see par 3.5) will be determined with due consideration to aspects such as the unique requirements of a particular learning programme, the nature of the acquired competencies and the capabilities of the applicant to demonstrate such competencies. It is the responsibility of the programme group to decide which possible method of assessment or combination of methods will be best suited to its specific needs.

3.4.8 It is the responsibility of the applicant to provide proof/ evidence. Such evidence may be submitted in a language according to the University’s language policy.

3.4.9 It is the responsibility of the University to provide counseling and guidance and to facilitate/ provide guidance to the applicant on preparing evidence.

3.4.10 When providing RPL for the purpose of gaining credits, it would be allocated against the registered standards at SAQA.

3.4.11 The minimum qualifications, which an RPL candidate should have before RPL can be carried out at Higher Education and Training (HET) level remain in the

Page 8 of 18 transitional phase. Generally, he/she could be expected to have the following minimum qualifications:

 General education and training (Adult Basic Education and Training) level 4; grade 9/std 7)-five year’s working experience in a relevant field.

 However should a division decide to waive these pre-requisites, the onus is on that division to ensure that it makes an informed decision and motivates the matter to Senate.

3.4.12 Certification will only occur if the student has fulfilled the following residency requirements: 50% of the subjects/credits of the applicable programme, including 50% of exit level subjects/credits must have been completed and assessed through the normal programme structures of Tshwane University of Technology, and in the case of a Master’s level, the minimum requirements is 70%.

3.4.13 A registered RPL assessor will be present at each assessment interview, on-site visit, etc, to ensure that the process is fair and transparent. An applicant may appeal against the procedure if he/she feels dissatisfied with the process or assessment decision.

3.4.14 10% of completed assessments will be moderated for consistency, fairness and reliability.

3.4.15 The assessment of RPL should be conducted in accordance with the assessment policy of TUT.

3.4.16 Where subjects/outcomes that were obtained through NSSP or learnership programmes at TUT, are presented for RPL, an external moderator approved by the RPL office, should form part of the assessment panel.

3.4.17 A subject/ part of a subject RPL-ed will be indicated as pass of fail. No marks will be allocated.

3.5 Valid methods of assessment

Page 9 of 18 The standards applied in assessing prior learning should not be greater than those required passing the subject(s), but the methodology can differ from that used to assess learners doing the subject.

3.5.1 Formal examinations

3.5.2 Challenge examinations

These examinations are one of the most familiar types of RPL assessment tools being used. This type of examination is not a course final, but is usually prepared especially for the applicant by the assessor. It is not based on a particular textbook, nor does it require that a learner be exposed to a particular instructor at a particular time. The examination should cover a wide body of accepted knowledge or concepts in the challenged course, spelled out in the course learning outcomes.

3.5.3 Demonstration

Give applicants the chance to show their expertise in performing some activity that groves mastery of a skill, such as conducting an interview, writing code for a computer program or some aspect of health care. The applicant performs the skill in the presence of an assessor who uses a set of criteria against which an applicant can be measured.

3.5.4 Assignments

Assignments can be given to the applicant after discussion with the assessor. Both parties would determine what proof was required and the best way for the applicant to demonstrate the required level of knowledge.

3.5.5 Interviews

Interviews between the assessor and applicant can be used to supplement any of the above tools.

3.5.6 Assessment in the workplace

Page 10 of 18 Assessment of performance in the course of normal work offers the most natural form of evidence of competence. Observing the candidate at the workplace has several advantages to an employee, both technical and economic:

! Technically – it directly assesses the ability to perform competently at work ! Economically – candidates are not removed from their work

Additionally, this evidence is the only type which takes into account both time pressures and pressures from interpersonal relationships which can interfere with performance.

In some instances, the candidate’s activities at the workplace can produce a physical product and it will be the product rather than the process that will be assessed. The advantages of evaluation of product evidence are that it allows the candidate to be assessed without being subjected to the stresses of observation by an assessor and it is less time consuming for the assessor than observation.

The issue of authentication arises, however, it is important that the assessor is able to make sure that the resulting product is the candidates own work. Pertinent questioning of the candidate will help achieve this.

3.5.7 Portfolios

A portfolio is a document including “work samples” which demonstrate the learner’s competence in a particular area. Prior learning needs to be taken into account by employers in areas such as recruitment and selection, testing methods and career development and training. Prior learning is also likely to be considered by the NQF when determining educational levels, which people have achieved.

Compiling an acceptable portfolio is the sole responsibility of the person who wants to apply for RPL. The portfolio consists of a file or folder of information that you develop according to specific guidelines. The portfolio is assessed to determine the achievement of the learning outcomes or competencies the candidate would be expected to demonstrate.

Page 11 of 18 Development of a portfolio expect that the candidate reflect on past academic and professional experiences and use the information gained form this reflective process to develop learning statements. Learning statements explain the relationship between a competency a candidate has required to demonstrate and the evidence you submit to document achievement of that competency.

Development of a portfolio requires good written communication skills and the ability to present relevant information and evidence in a clear, organized, and persuasive manner. The burden of proof rests with the student to adequately describe and document achievement of learning outcomes. Portfolio assessment operates on the belief that learning on tertiary level, no matter how it is gained, warrants credit. Therefore, nearly any area in learning can be converted into credits as long as it is taught at a regionally accredited institution and expertise can be proven.

A portfolio is a compilation of data assembled in an approved format to demonstrate knowledge on tertiary level for an award of credit. Often compiled like a notebook, each portfolio generally represents one course. The portfolio submitted by the candidate, will serve as proof of the applicant’s expertise and the value it has in the academic world will serve as proof of the applicant’s expertise and the value it has in the academic world. It can include knowledge or skills gained from a wide variety of sources.

3.6 Costing

3.6.1 Fees will be payable as determined by Council, subject to annual revision. The amount payable to the external assessor will be determined through the normal fee structure of the University.

3.6.2 An initial application fee is payable for the process, irrespective of the number of subjects for which recognition is sought.

3.6.3 For the assessment of a single subject, 25% of the current subject fee is payable.

Page 12 of 18 3.6.4 For the assessment of more subjects, or a whole qualification, a maximum fee is payable, as indicated in the University’s official fees structure.

6.5 For access applications, only the initial application fee is payable.

3.6.6 No fees are charged for staff or dependants.

3.7. Roles, rights and responsibilities of stakeholders in the RPL process:

3.7.1 The role of the RPL assessor

The role of the assessor has evolved during the last few decades from being a gate-keeper who excludes non-traditional candidates from learning to being a supportive guide to assist the non-traditional candidate to gain access to higher education.

The responsibilities of the assessor (assessing institution) are to:

 Inform the candidate about the qualification or unit standard requirements.  Support and guide the candidate in the collection of evidence.  Help the candidate plan for the assessment.  Inform the candidate about the arrangements surrounding the assessment.  Conduct the assessments according to the relevant ETQA/SETA principal and policies.  Provide feedback  Complete the documentation and recording requirements, and forward the results to the ETQA/ SETA  Regularly review the assessment process and implement changes as and when required.  Comply with all moderation requirements  Manage, carry out and coordinate the assessment process.  Keep abreast of current assessment practices, learning outcomes: Standards for assessment, methods of assessment, time frames, technical details and understanding of the process.  Counsel candidates  Recommend top-up training

Page 13 of 18  Negotiate assessment procedures with relevant academic staff  Communicate assessment methodologies and details to the candidate in writing as soon as possible after receipt of application.  Convene assessment panel (if appropriate). Ensure that the panel comprises of academic staff, industry representatives and qualified assessors.  Conduct assessment of RPL in line with related curriculum  Maintain records of assessment  Ensure that all original documents or materials are returned to the candidate or kept for a maximum period (to be determined by the institution)  Ensure that candidates are informed of the results of the assessment within a specified time.  Provide certificates of competence

3.7.2 The role of the RPL office

The RPL advisor’s role must be distinguished from that of the RPL assessor.

The RPL advisor should counsel the candidate regarding the RPL process, conduct a screening interview and furnish information

3.7.3 The role of the student

It is the candidate’s responsibility to identify his/ her prior learning and show that it matches the learning outcomes for a particular course or courses that form part of the programme leading to a desired qualification. It is the candidate’s responsibility to prove that he/ she has learned what he\she claims to have learnt.

Page 14 of 18 8. Procedures

Flow Diagram for the process of RPL

FLOW DIAGRAM RESPONSI- ACTIONS BILITY

Pre assessment Learner Form XX completed and Process Learner applies submitted to RPL office

Screening interview. Advisor checks as to whether or not RPL office satisfies basic requirement No e.g. relevance (consult with Advise Satisfies academic HOD if necessary) learner basic requiremen ts Yes

RPL office

Learner pays application fee

Information provided on process, time, fees, etc. Can form part of screening interview. Form XX officially Registration for RPL RPL office process accepted.

Learner works with Assessment Process Learner HOD/Assessor to: o Identify learning experience Supervised Match elements of prior Individual o reflection HOD/ learning with required Learner Assessor competencies submits o Individual career path Prepares for assessment evidence o e.g. portfolio, audition, written examination.

Next page

Learner pays Page 15 of 18 assessment fee Learner RPL office

Panel under leadership of HOD/ assessor/HOD evaluates Assessor Form of: Panel o Portfolio Assessme Audition nt o

evaluation o Written examination unsuccessful RPL office o Other

Important that standards are Advise same as for subject/module learner successful being recognised.

Faculty Faculty Ratifies decision of assessor Board Board and panel Not accepted Advisor

Advise learner Accepted

Notes decision of Faculty Board

SENATE

Advisor

Advise learner

Administration Academic process Register in Academic System

HOD END Proceeds in Academic Structure

NOTE: 1. Appeal can be lodged by the learner against any unsuccessful actions up to but excluding the decision of the Faculty Board. Appeal must be made to the Dean of the faculty.

Page 16 of 18 2. This interim process is to facilitate RPL implementation until such time as recognized assessors are appointed.

Page 17 of 18 ANNEXTURE A

ABBREVIATIONS

ABET - Adult Basic Education and Training ETQA - Education and Training Quality Assuror FET - Further Education and Training HET - Higher Education and Training NQF - National Qualifications Framework RPL - Recognition of Prior Learning SAQA - South African Qualifications Authority SGB - Standards Generating Body

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