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RECOGNITION OF PRIOR LEARNING Recognition of Prior Learning

   

Added on  2021-05-31

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Running head: RECOGNITION OF PRIOR LEARNINGRecognition of Prior LearningName of the University:Name of the Student:Author Note:
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1RECOGNITION OF PRIOR LEARNINGTable of ContentsActivity 1....................................................................................................................................2Activity 2....................................................................................................................................3Activity 3....................................................................................................................................4Activity 4....................................................................................................................................5Activity 5....................................................................................................................................6Activity 6....................................................................................................................................8Activity 7....................................................................................................................................9Activity 8..................................................................................................................................11Activity 9..................................................................................................................................11References................................................................................................................................13
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2RECOGNITION OF PRIOR LEARNINGActivity 11.1.The key purposes of RPL is to include the appropriate and accessible placement atany particular level of an institution, advanced standing, granting advanced status,certifying and crediting learners for the unit standards and the qualification parts whereall requirements have been met, depending on the overall context and a combination of allthese factors (Gonzales 2016). 1.2.Objective 1: The implementation of RPL within the context of NQF will enable thelearners in gaining a quality assured, resource driven and comprehensive approach inorder to optimize the RPL services as well as programs, including assessments. Objective 2: This will build on the competencies and strengths including basic prioritiesand principles for RPL for further development, especially in South Africa. Objective 3: Enabling potential individuals to attain recognition regarding appropriateskills and knowledge for employment market and personal development in South Africa.Objective 4: Quality councils, skill development providers, educational institutions, workplaces and other professional will provide the base for instructional decision making.Objective 5: Self learning and developing skills by enhancing the learners’ knowledge,competencies, skills, qualifications in national learning system (Pitman and Vidovich2016). 1.3.The misconceptions regarding RPL are as follows;RPL is an alternative form of formal learning.RPL can replace formal learning.Individual can gain certificates or credits without any relevant skills or knowledgepreviously.
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3RECOGNITION OF PRIOR LEARNINGRPL cannot make any substantial contribution to redress or transformation(Ralphs 2016). 1.4.RPL helps in facilitating the cycle of continuous and developmental learning whereassessment feeds learning and learning feeds assessment. In addition to this, providingauthenticity will not become a problem as the evidence will be presented under thesupervision and guidance of the facilitator (Malatji and Maphosa 2016). Activity 2An example of a successful international RPL model, by considering the systemwhich was developed by South Western Sydney Institute to discuss the trends and findings ofsuccesses, failures as well as challenges experienced;Step One: Information SessionThe entire procedure started with a formal information session regarding the newqualification criteria for the Institute’s teachers.Step 2: Grouping the competenciesThe Institute then started forming groups of 12 individuals who wanted to completetheir training and assessment sessions. They discussed their issues as well as shared theirrelevant working experiences, both workplace and in teaching. The ideal candidates were theone who delivered training and education programs at various workplaces or environments. Step 3: MentoringOne of the major issues that emerged at the time of RPL procedure was that theindividuals often under-estimated their skills, experiences and knowledge. They lackedconfidence in their competencies at various areas or sections. Therefore, the mentoring
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