121276_7: A Holistic Approach to the Recognition of Prior Learning

Topics Covered

Chapter 1: RECOGNITION OF PRIOR LEARNING DEFINED

• Recognition of Prior Learning (RPL) defined
• 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
• Recognition of prior learning in South Africa

Chapter 2: CURRENT RPL PRACTICES AND OPPORTUNITIES

• Who is eligible for the 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

Chapter 3: A HOLISTIC APPROACH TO RPL

• The nature of a holistic approach to RPL
• The general characteristics of a holistic approach to RPL
• Using RPL to overcome social and personal barriers
• A flexible RPL system
• The CAT system Providing candidates with new knowledge and skills
• A developmental approach to RPL
• Removing external barriers to RPL
• Removing internal barriers to RPL
• Workplace-based RPL
• Recognising a rich diversity of knowledge and skills
• Maintaining the integrity of formal standards
• Protecting and promoting the interests of RPL candidates
• Adding value to the workplace

Chapter 4: THE SIGNIFICANCE OF LEGISLATION FOR RPL

• Legislation and national guidelines relative to the recognition of prior learning
• The objectives, spirit and content of legislation
• Redress
• Prerequisites for a national RPL policy and procedure

Chapter 5: RPL PROCEDURES AND PLANS

• Admission procedures and systems
• RPL Procedures

Chapter 6: PROVIDING RPL ADVICE AND SUPPORT

• The training of RPL practitioners Providing advice and support to assessors
• Principles of good practice
• Principles of assessment
• The initial assessment plan
• Assessment options
• Assessment techniques
• 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

Chapter 7: PROVIDING RPL TO GROUPS

• 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
• The content of the briefing session
• Portfolio development workshops
• The design
• The content
• Understanding the standards
• Defining the evidence
• Constructing the portfolio
• Preparing for assessment
• Approaches to portfolio development workshops

Chapter 8: ADMINISTRATION OF RPL

• 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
• The RPL procedure and role-players
• The nature, level and amount of recognition (number of credits) that can be awarded
• Appeals procedure
• The language policy
• The type of records retained on each candidate
• Setting standards
• Addressing staff issues
• Materials needed for RPL
• Portfolio production

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

1. Core 121276 - Advanced Occupational Certificate: Learning and Development Professional Level 6, 280 Credits