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Recognition of Prior Learning and Experience

Explore the promise, reality, and role of Recognition of Prior Learning (RPL) in the Ditsela FETC:TUP learnership. Learn how RPL can fast-track progression, address inequality in learning resources, and formalize union knowledge and skills. Discover the principles, methodology, and assessment strategies involved in RPL for effective education transformation.

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Recognition of Prior Learning and Experience

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  1. Recognition of Prior Learning and Experience The Case of the Ditsela FETC:TUP Learnership

  2. Contents • Promise of RPL… • Reality of education today… • Hope springs eternal… role of RPL • Purpose of RPL in TUP learnership • Principles • Methodology • Assessment Presentation for W&RSETA 28th April 2010

  3. The promise of RPL… • Personal development and/or certification of current skills without progression into a learning programme, • Progression into a learning programme, using RPL to fast-track progression through the learning programme; • Promotion; and • Career or job change Presentation for W&RSETA 28th April 2010

  4. The reality… • RPL implicated in unequal distribution of resources for learning • 2009 matric results, the worst since 1994 - official failure rate is 39.4%, • The real failure rate, is 78% (Sunday Independent 2010/01/10). • 45% drop out rate in adult literacy • 23% of 14-18 year olds not in school • 50% first time undergraduates drop out Presentation for W&RSETA 28th April 2010

  5. The Role of RPL in the TUP • Human thought develops NOT from the individual to the social, but from the social to the individual! • Formalise recognition of knowledge, skills, experience and values in TU movement by: • Providing a valid and reliable basis for the recognition and development of union knowledge, skills and ways of learning Presentation for W&RSETA 28th April 2010

  6. Continue… • Affirming and acknowledging the rich and diverse range of learning activities, methods and languages used in unions • Affirming and acknowledging the particular nature of union activity in the production of union knowledge, skills and values • Providing the tools to access and succeed in the formal and work based learning of TUP: Presentation for W&RSETA 28th April 2010

  7. Purpose • Challenge and enrich the content and methodology with aspects of union knowledge and skills that contest or complement current outcomes specified in the TUP • Develop strategies for engaging that which ‘does not fit’ squarely into the curriculum or the given set of assessment criteria Presentation for W&RSETA 28th April 2010

  8. Continue • Teach how to recognise and engage the different rules and requirements of the structured course work and work based components of the TUP • Provide a valid, reliable and efficient process for the formal assessment and giving credit to the knowledge and skills acquired outside of but equivalent to the outcomes of the FETC:TUP Presentation for W&RSETA 28th April 2010

  9. Principles • In design and implementation of the TUP curriculum: • to know what participants know and can do • include provision for engagement with prior formal and experiential learning before introducing new material Presentation for W&RSETA 28th April 2010

  10. Methodology • Affirms unions as strongest communities of practice • Definition; ‘People with particular identity, value orientation and purpose’ Walker and Parker • There is a strong sense of shared values and beliefs, a consciousness of and commitment to an overall holistic purpose that shapes its activities • An agreement on the set of practices that constitute competent practice Presentation for W&RSETA 28th April 2010

  11. Continue… • Communities of practice • emphasise the social and constructive nature of learning • learning is simultaneously a path to knowledge, • initiation into a community of practitioners and a shaping of one’s identity Presentation for W&RSETA 28th April 2010

  12. RPL as Assessment • RPL closely related to but not the same as assessment • Access to qualification is open with assumption of maths literacy and communication at NQF Level 3 • Qualification may be achieved in part or in full through RPL Presentation for W&RSETA 28th April 2010

  13. Continue.. • Assessment for credit of prior /certified and or experiential learning available on request for learners • Participants who successfully challenge for credit will be asked to stay on the programme as mentors or advisors to others on the module • Final assessment in the form of activist conversation based on RPL practice Presentation for W&RSETA 28th April 2010

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