QCTO

Key principles underpinning RPL

Key principles underpinning RPL RPL has a social justice function it is aimed at empowering learners and enabling them to access and move through the learning process, based on their prior learning and experience. RPL has an efficiency focus it aims to reduce the time learners have to spend in acquiring the qualification and this should lead to an improved utilisation of learning resources and an improvement in workplace efficiency. RPL aims to convert the intrinsic value of learning acquired by candidates into an extrinsic value in the form of…

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QCTO

RPL for credit

RPL for credit RPL for credit provides for the formal award of credits for, or towards a qualification or part-qualificationregistered on the NQF. RPL for credit may only be conducted against the assessment specifications for the relevant qualification or part qualification. Candidates requiring RPL for credit must undergo an EISA conducted at a QCTO accredited assessment centre and normally would be required to go through an RPL process for access first. The Assessment Quality Partner must design and implement a tool to conduct RPL assessments at external summative assessment stage…

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QCTO

RPL within the oQSf

RPL within the oQSf Candidates deserve credit or acknowledge- ment for their competences, skills and knowledge, even if these have been gained through informal education or have been acquired in the course of their working lives or in participation in society and community activities outside formal places of learning. RPL provides formal recognition for knowledge or skills gained on the job or as a result of other informal or unstructured learning experiences. Candidates might seek RPL for various reasons. There are two main forms of RPL which reflect the different…

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QCTO

ROL goal and Purpose of the guidelines

The first goal is to ensure that RPL services meet accepted quality standards. Second, that all RPL candidates everywhere receive fair and equitable services. The purpose of these guidelines is to set the requirements for the provision of quality RPL services. It provides guidance on the principles to be met, the steps to be followed and methods that can be used by RPL service providers (including Skills Development Providers (SDPs), Work-places, Assessment Centres and RPL Centres), for accreditation or recognition by the QCTO. These Guidelines also include a self-audit checklist…

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QCTO

Processes essential to Quality RPL Services

Processes essential to Quality RPL Services A quality RPL process has many elements designed to ensure that a candidate’s learning and skills are acknowledged, valued, assessed, and recognized. Quality RPL services require processes for: step-by-step advice and guidance: that clearly sets out the process from start to finish and advising on services provided by trained personnel, on requirements for forms and documentation to be submitted, on the evidence a candidate must provide for RPL assessment, the requirements and assessment criteria for each module in the knowledge, practical skills and work…

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QCTO

Definition of RPL

Recognition of Prior Learning (RPL) is a set of processes that allows candidates to identify, document, be assessed, and gain recognition for their prior learning (including competencies). This may be required for different reasons and within different contexts, ranging from recognition towards  a qualification, professional development, career guidance, career progression and job placement. In terms of the SAQA definition, RPL is a process through which formal, non-formal and informal learning are measured and mediated for recognition across different contexts and certified against the requirements for credit, access, inclusion or advancement in…

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QCTO

Occupational Responsibilities An occupational responsibility

Occupational Responsibilities An occupational responsibility refers to a cluster or group of practical skills that must be performed to produce a specific product or service or a component thereof. It is thus a summary of a number of practical skills at a specific level of complexity. Each occupational responsibility becomes the title of a practical skill module in the curriculum. Some QDFs find it easier to start with Step B4.1 (Identify the occupational responsibilities) whilst others find it easier to start with Step B4.2 (Identify practical skills). In essence it…

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QCTO

Qualifications and Part Qualifications on the oQSf

The qualifications and part qualifications on the Occupational Qualifications  Sub- framework (OQSF) comprise Knowledge, Practical  and Workplace Experience components. The requirements for delivery and assess- ment for the different modules within each component is specified in an associated curriculum for the related qualification. Obtaining an occupational qualification or part qualification requires a formal teaching and learning environment, a practical / simulation environment (offered by accredited Skills Development Provider(s)) as well as actual workplace experience (offered by Employer(s)) and a national standardised External Integrated Summative Assessment (EISA) conducted at an accredited assessment…

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