In 2024 we piloted the Advanced Certificate on Occupational Learning: Learning and Development Advisor, on NQF Level 7. Learners had to submit more than 50 practical assignments to be declared ready for the EISA. This gave me the idea to share their products with other learning providers and learners in occupational and vocational learning. So, I asked the learners who achieved a distinction for assignments for permission to publish their submissions as articles on our Intgrty website. Articles are published unanimously for obvious reasons.

Investigate current RPL practice and opportunities in an organisation and various sectors. What would you do to improve the RPL system of your learning organisation or any other learning organisation that you evaluated?

Evaluation checklist for RPL practice.

Criteria: Answer “yes” or “no” to each question.

1. Is the learning institution committed to establish a clear policy for the recognition, assessment and accreditation of prior learning?
2. Is there a concrete plan to integrate RPL with other learning services?
3. Is there a strong commitment to staff development and on-going team building throughout the learning institution?
4. Are qualified RPL facilitators and assessors available?
5. Is a manager appointed for the management of the RPL process?
6. Is there a clear RPL marketing strategy?
7. Is there a commitment to offer a range of assessment-on-demand services?
8. Do the RPL policies and plans show an explicit commitment to the principles of equity, redress and inclusion?
9. Are the RPL policy, planning and management structures in line with relevant legislation, e.g., the Skills Development Act, the Employment Equity Act, etc.?
10. Is information about RPL services and programmes widely available and actively promoted to prospective candidates?
11. Are admission procedures and systems user-friendly and inclusive of people with diverse cultural, linguistic and educational backgrounds and indigenous knowledge?
12. Is equal access to opportunities for advice, support, time and resources ensured for all RPL candidates?
13. Is access to quality advising and assessment opportunities in the workplace made possible through company policies which ensure that RPL facilitators, assessors and moderators are given enough time, resources and recognition for their services?
14. Do learning providers and quality assurance bodies promote regional integration and collaboration amongst institutions, professional bodies, workplaces in the provision of RPL to candidates?
15. Are formal agreements closed between providers, workplaces and quality assurance bodies and do they ensure effective validation, articulation, and recognition of RPL assessment information?
16. Is there a balanced and simple fee structure and are fees charged for assessment based on the services performed in the RPL process and not on the number of credits awarded?
17. Is top-up learning available and is the decision to offer top-up learning based on the level and amount of learning still needed for accreditation?
18. Is a reasonable amount of time provided for portfolio development, and is the time provided based on a standard formula that will apply to all RPL candidates?
19. Do or did all personnel involved in the assessment of learning receive adequate training for the functions they are to perform, and is provision made for their continued professional development?
20. Is the nature, level and amount of recognition (number of credits) that can be awarded specified in writing?
21. Does a fair and democratic appeals procedure exist and are candidates made aware of this?
22. Does the language policy promote RPL?
23. Are records retained for each candidate and are credit awards and their transcript/academic record entries monitored to avoid giving credits twice for the same learning?
24. Are standards maintained?
25. Are assessment programmes regularly monitored, reviewed, evaluated, and revised as needed to reflect changes in the needs being served and in the state of the RPL assessment processes?

Recommendations for Improving the RPL System

1.     Develop and Implement a Clear RPL Policy

• Draft a formal RPL policy that outlines procedures, responsibilities, and alignment with national legislation.
• Ensure the policy emphasizes equity, redress, and inclusion.

2.     Create a Strategic RPL Plan

• Integrate RPL with other learning services offered to create seamless articulation pathways.
• Regularly review and adjust the plan to reflect organisational needs and changes in national policies.

3.     Appoint an RPL Manager

• Designate a qualified individual to oversee RPL processes, including marketing, assessment, and quality assurance.

4.     Develop a Marketing Strategy

• Actively promote RPL services to potential candidates through brochures, presentations, and workshops.
• Use digital platforms to provide accessible information.

5.     Revise Admission Procedures

• Simplify admission procedures to accommodate candidates from diverse cultural, linguistic, and educational backgrounds.
• Include guidelines for recognising indigenous knowledge systems.

6.     Strengthen Workplace Policies

• Work with leadership to allocate time and resources for assessors and facilitators to provide RPL support.
• Ensure policies support flexible advising and assessment opportunities.

7.     Promote Regional Collaboration

• Build partnerships with other learning providers, professional bodies, and external organisations to standardise RPL validation and articulation.
• Establish formal agreements for recognising and sharing assessment results.

8.     Introduce Top-Up Learning Opportunities

• Offer supplementary courses or modules to address gaps identified during the RPL process.
• Provide flexible learning formats, such as online courses, to accommodate working professionals.

9.     Specify Recognition Criteria in Writing

• Clearly document the levels and amounts of recognition (e.g., credits) available for each qualification.
• Ensure this information is accessible to candidates during the application process.

10.   Establish a Fair Appeals Procedure

• Develop an appeals policy that is transparent, fair, and easily understood.
• Communicate the procedure clearly to all candidates.

11.   Regularly Monitor and Update Standards

• Implement a system for periodically reviewing and updating assessment programmes and standards.
• Use feedback from candidates and assessors to identify areas for improvement.

12.   Expand Access to Information

• Provide multilingual materials and workshops to ensure accessibility for all candidates.
• Include detailed guides on RPL processes, evidence requirements, and timelines.

13.   Enhance Portfolio Development Support

• Offer candidates structured workshops, templates, and examples to aid in preparing portfolios.
• Provide flexible timelines based on the complexity of evidence required.