116587: Develop, support and promote RPL practices

Click here to view the course details on the SAQA website: 116587

Topics Covered

Chapter 1: Recognition of prior learning (RPL) defined

• Introduction
• Definitions
• The purpose of the recognition of prior learning
• Misconception of the recognition of prior learning
• The implications of the recognition of prior learning for candidates
• The implications of the recognition of prior learning for employers
• The implications of the recognition of prior learning for education, training and development providers
• The implications of the recognition of prior learning for society in general
• Recognition of prior learning models, trends and findings
• Legislation and national guidelines relative to the recognition of prior learning
• Summary of Chapter 1

Chapter 2: Current RPL practice and opportunities

• Introduction
• The extent to which RPL implementation exists and the extent to which implementation is developmental and holistic
• Who is eligible for recognition of prior learning?
• Key features of a sound RPL service
• Possible or existing barriers to the implementation of RPL
• Priority areas for RPL projects
• Factors that could impact on the feasibility of the implementation of RPL
• Strategic planning of RPL
• Quality assurance mechanisms
• Summary of Chapter 2

Chapter 3: RPL procedures and plans

• Introduction
• Admission procedures and systems
• RPL Procedures
• Stage 1: Pre-entry
• Stage 2: Candidate profiling
• Stage 3: Initial guidance
• Stage 4: Recognising and identifying skills
• Stage 5: Relating skills to criteria
• Stage 6: Gathering evidence
• Stage 7: Documentation of evidence
• Stage 8: Assessment
• Stage 9: Top-up learning
• Stage 10: Quality assurance
• Stage 11: Accreditation
• Stage 12: Certification
• Stage 13: Progression and post-assessment guidance
• Summary of Chapter 3

Chapter 4: Providing RPL advice and support

• Introduction
• Advice and support to assessors
• Principles of good practice
• Principles of assessment
• The initial assessment plan
• Assessment options
• Pitfalls in assessment
• The assessor's role and responsibilities
• Moderation
• The nature and scope of advice
• Active candidates
• Advising, not telling
• Mentoring, not protecting
• A resource, not a clinical facilitator
• Supporting, not building false expectations
• Providing facts and figures
• Summary of Chapter 4

Chapter 5: Providing RPL to groups

• Introduction
• RPL briefing sessions
• Briefing session participants
• The briefing session venue
• Time of day and length of the session
• Refreshments
• Materials and audio-visual aids
• A team approach
• Content of the briefing session
• Portfolio development workshops
• The design
• The content
• Constructing the portfolio
• Preparing the portfolio
• Preparing for assessment
• Approaches to portfolio development workshops
• Summary of Chapter 5

Chapter 6: Administration of RPL

• Introduction
• Organisational structures
• Stakeholders in RPL
• RPL Policies
• Requirements for an RPL Policy
• A balanced and simple fee structure
• Procedures and conditions for top-up learning
• A timeframe for portfolio development
• The RPL procedure and the role-players in the process
• The nature, level and amount of recognition (number of credits) that can be awarded
• Appeals procedure
• The language policy
• The type of record retained about each candidate
• Setting standards
• Addressing staff issues
• Materials needed for RPL
• Portfolio production
• Summary of Chapter 6

This course is part of the following qualifications that we offer:

1. Fundamental 97154 - Occupational Certificate: Occupational Trainer Level 4, 124 Credits
2. Fundamental 97542 - Occupational Certificate: Early Childhood Development Practitioner Level 4, 131 Credits
3. Elective 50331 - National Higher Certificate: Occupationally Directed Education, Training and Development Practices Level 6, 145 Credits