recognition of prior learning and experience the case of the ditsela fetc:tup learnership

Recognition of Prior Learning and Experience

The Case of the Ditsela FETC:TUP Learnership

Presentation for W&RSETA 28th April 2010

Contents

Promise of RPL… Reality of education today… Hope springs eternal… role of RPL Purpose of RPL in TUP learnership Principles Methodology Assessment


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


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


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


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:


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


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


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


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


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


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


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

recognition of prior learning and experience the case of the ditsela fetc:tup learnership

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