SA Council for Social Service Professions [SACSSP] RPL POLICY FOR THE SOCIAL SERVICE PROFESSIONS SECTION A: THE BASICS OF RECOGNITION OF PRIOR LEARNING [RPL] 1. Introduction RPL basically means that people who have gained skills and knowledge through nonformal and/or experiential learning can be assessed and awarded credits for such learning if it meets the requirements of the unit standard or qualification. RPL is therefore specifically designed to identify what a learner knows and can do match the person s skills, knowledge and experience to specific standards and the associated assessment criteria of a unit standard or qualification assess the person against those standards credit the person for skills, knowledge and experience built up through formal, informal and non-formal learning that occurred in the past. Consequently, it is necessary that the SACSSP develop an RPL policy to guide the regulation and implementation of RPL for the social service professions. The SACSSP fully supports the principles of RPL and the value its implementation holds for learners to redress the inequities of the past, give credit where credit is due and contribute to development. Council will strive to ensure that its policy and procedures uphold the principles of good practice. 2. Definition of RPL The definition of RPL in the National Standards Bodies Regulations (No. 18787 of 28 March 1998) to the SAQA Act, 1995 is as follows: Recognition of Prior Learning means the comparison of the previous learning and experience of a learner howsoever obtained against the learning outcomes required for a specific qualification, and the acceptance for purposes of qualification of that which meets the requirements. This means that regardless of where and how a person achieved the learning, if such learning meets the requirements of a qualification (or part of it), it can be recognised for credits.
3. The purpose of this The purpose of this policy document is to - provide a framework for the implementation of RPL within the Social Service Professions that can be used to guide applicants, providers and the SACSSP explain the SACSSP s position in terms of RPL provide a framework for the registration of social service professionals by the SACSSP for persons who have achieved qualifications totally or partially through RPL outline the Council s system of quality assurance relating to RPL within the social service professions which also links with the SACSSP s broader Quality Assurance Policy. 4. General Principles of RPL Council supports the general principles of RPL that are the following: RPL is equivalent to learning achieved through formal education and training RPL must be accessible RPL is individualised RPL is measured against outcomes of learning guided by specific assessment criteria RPL is evidence-based RPL focuses on quality Learning that is recognised through the RPL process is transferable, meaning that it is accepted by all providers and ETQAs. 5. Legislative context The Social Service Professions Act, 1978 and its Regulations prescribe the Council s role and functions. These include determining the minimum standards for education and training of social service professionals determining the qualifications for registration with the SACSSP controlling and exercising authority on all matters affecting the training of social service professionals promoting the standards of education and training undertaking assessments and quality assurance registering social service professionals. The above highlight the statutory powers and responsibilities of the SACSSP in terms of education and training which obviously include RPL, as RPL impacts on minimum standards, qualifications for registration, and quality assurance. PLEASE NOTE: This Policy will be applicable for all social service professions having an established Professional Board under the auspices of the SACSSP. At this stage, Council is only responsible for the quality assurance of Social Work qualifications. As other qualifications become recognised in terms of regulations, this Policy will be amended to include them as well.
The current situation in respect of Social Work qualifications, is that the SACSSP has chosen to share its quality assuring function with 2 other bodies by signing Memorandums of Understanding [MoUs] with them. MoUs spell out the functions that each body undertakes regarding quality assurance. The following table provides the situation in respect of the ETQA for each qualification that is currently registered on the NQF: Qualification FET Certificate in Social Auxiliary Work Bachelor of Social Work Post-graduate qualifications in Social Work ETQA MoU between the SACSSP and the Health and Welfare Sector Education and Training Authority [HWSETA] MoU between the SACSSP and the Council for Higher Education [CHE] is under consideration Under consideration by Council and the CHE The current situation in respect of Child and Youth Care qualifications, is that the SACSSP is in the process of preparing for the registration of child and youth care workers. At the same time, the Child and Youth Care qualifications have been submitted for registration on the NQF and the FET Certificate has been approved. The process of negotiating an MoU in respect of quality assuring the FET Certificate is underway. The following table provides the envisaged situation in respect of the ETQA for each qualification submitted for registration on the NQF: Qualification FET Certificate in Child and Youth Care Bachelor of Child and Youth Care Post-graduate qualifications in Child and Youth Care Envisaged ETQA An MoU between the SACSSP and the Health and Welfare Sector Education and Training Authority [HWSETA] is planned An MoU between the SACSSP and the Council for Higher Education [CHE] is planned Planned to be the joint responsibility of Council and the CHE RPL may also be used to facilitate articulation between social service professions. Learners wishing to obtain recognition of learning towards another qualification should contact providers. 6. RPL and registration to practice SAQA s policy indicates that it is possible to obtain a whole qualification through RPL. However, the SACSSP will implement this option as follows: a) Qualifications on NQF Level 4 and below, where applicable, will be recognised by Council for registration purposes where all the credits have been obtained through RPL b) The Bachelors of Social Work and of Child and Youth Care qualifications will only be recognised by Council for registration purposes where no more than 50% of the credits have been obtained through RPL as is the case in other professions c) Where a provider has assessed a person as possessing an equivalent to a Social Work NQF Level 7 qualification in terms of RPL and has approved the person to access an NQF Level 8 qualification in Social Work or Child and Youth Care, the Council will only register the person as a social worker/ child and youth care worker once the NQF Level 8 qualification has been successfully obtained.
RPL in order to obtain credits towards a qualification is the responsibility of providers and NOT of Council. 7. Non-South African qualifications RPL is also relevant to people who have obtained qualifications or experience outside of South Africa. Those wishing to obtain a recognised qualification should approach providers for RPL to gain access to or to obtain credits towards an NQF registered qualification based on their competencies and experiential learning. It must be noted that persons possessing a recognised social work/child and youth care qualification obtained outside of South Africa and who wish to apply to be licensed to practice in South Africa as a social worker/child and youth care workers DO NOT apply for RPL as applications for registration to practice are dealt with solely by the SACSSP in terms of the Social Service Professions Act, 1978. SECTION B: THE VARIOUS ROLEPLAYERS 1. South African Qualifications Authority (SAQA) SAQA is responsible for establishing the policy developing guidelines implementing Regulations. 2. Education & Training Quality Assurance bodies [ETQAs] ETQAs play the following role in respect of RPL: Audit current RPL practices Develop sector/band specific implementation plans Facilitate building of capacity Facilitate the design and moderation of assessment instruments and tools Establish a research base and report on RPL in their sectors/bands Moderate RPL as assessed by providers 3. ETQAs and Social Service Professions qualifications The quality assurance of the social service professions qualifications that are registered on the NQF involve 3 bodies: a) Council for Higher Education [CHE] The CHE is the accredited ETQA for the band known as Higher Education and Training [HET]. This band covers all qualifications at NQF Level 5 and above. b) HWSETA The HWSETA is one of the SETAs established by the Minister of Labour to realise the goals of the Skills Development Act, 1998. One of the most important objectives of the HWSETA is to monitor education and training in the sector of Health and Welfare. Combined with its function to develop learnerships, the HWSETA is the accredited ETQA for the FET Certificate in Social Auxiliary Work and the FET Certificate in Child and Youth Care which are NQF Level 4 qualifications. c) SACSSP
In terms of its quality assurance responsibilities and in view of its legislative mandate, the SACSSP has adopted the partnership approach which entails MoU s with the two accredited ETQAs, namely the CHE and the HWSETA in respect of the relevant qualifications. The SACSSP delegates its quality assurance powers tio the relevant Professional Boards for implementation. Further information is found in Section C. 4. Providers The term provider refers to an education and training provider, i.e. a body that presents learning programmes that culminate in specified NQF standards or qualifications. All providers must be accredited as providers for specific standards and qualifications by the relevant ETQA. In the case of Social Work and Child and Youth Care qualifications, providers must be accredited by the HWSETA for the NQF Level 4 qualification and by the CHE for the NQF Levels 7 and higher qualifications. SECTION C: ASSESSMENT 1. Principles of good assessment Council and providers should subscribe to SAQA s principles of good assessment in terms of RPL and the fact that good RPL assessments depend almost exclusively on the validity, reliability and fairness of the assessment process. The main principles are described as follows: a) Fairness: Assessment should not in any way disadvantage or advantage a learner. b) Validity: An assessment should measure what it is supposed to measure, be it knowledge, understanding, subject content, skill, information, behaviour, etc. The assessment must assess the learner s ability to perform designated tasks and the outcome must be clearly defined and stated. c) Reliability: Assessment should be consistent and the same relative judgements should be made in the same or relatively similar contexts each time an assessment of specified stated outcomes is conducted. d) Practicality: Assessment must take into account monitoring, time, resources and facility costs. It should not be unreasonably costly, too time-consuming and cumbersome. 2. Criteria a) Criteria for Assessors, Moderators and Verifiers A qualification that is registered on the NQF includes the criteria for assessors, moderators and verifiers and these must be applied by the relevant ETQA and providers undertaking RPL. For the purpose of this Policy, the following definitions apply: a) Assessor is a person who is registered by the relevant ETQA in terms of the criteria set by the relevant Standards Generating Body (SGB) for the achievement of specified NQF standards or qualifications.
b) Moderator is a person/body that checks the work of several assessors to ensure consistency of assessments conducted regarding the outcomes described in the NQF unit standards or qualifications. c) Verifier is a person/body that verifies the policies and procedures used in assessment and moderation. The criteria for assessors and moderators in terms of the specific outcomes/ unit standards of qualifications currently registered on the NQF that fall under the SACSSP are as follows. Qualification FET Certificate in Social Auxiliary Work FET Certificate in Child and Youth Care Bachelor of Social Work Bachelor of Child and Youth Care Bachelor of Social Work Honours Postgraduate Certificate in Social Work Master of Social Work Criteria for Assessors Possess an NQF Level 7 qualification in Social Work Registered with the SACSSP as a social worker Have a minimum of 2 years practical social work experience Registered as a qualified assessor by the relevant ETQA [the HWSETA] Registered with the SACSSP as a child and youth care worker Registered as a qualified assessor by the relevant ETQA [the HWSETA] Possess at least an NQF Level 7 qualification in Social Work Registered with the SACSSP as a social worker Have a minimum of 5 years appropriate social work experience Registered as a qualified assessor by the relevant ETQA [CHE] Possess at least an NQF Level 7 qualification in Child & Youth Care Registered with the SACSSP as a child & youth care worker Registered as a qualified assessor by the relevant ETQA [CHE] Possess at least an NQF Level 7 qualification in Social Work Registered with the SACSSP as a social worker Have a minimum of 5 years appropriate social work experience Registered as a qualified assessor by the relevant ETQA [CHE] Internal assessors must - possess at least an NQF Level 8 qualification in Social Work a minimum of 5 years appropriate experience be registered with the SACSSP as a social worker be registered as a qualified assessor by the relevant ETQA [CHE] External assessors must - possess an appropriate qualification and/or possess appropriate experience in the chosen focus area be registered as a qualified assessor by the relevant ETQA [CHE] Internal assessors must - possess at least an NQF Level 8 qualification in Social Work be registered with the SACSSP as a social worker be registered as a qualified assessor by the relevant ETQA [CHE] External assessors must - possess an appropriate qualification and/or appropriate experience in the chosen focus area be registered as a qualified assessor by the relevant ETQA [CHE]
Doctor of Social Work Internal assessors must - possess at least an NQF Level 8 qualification in Social Work be registered with the SACSSP as a social worker be registered as an assessor with the relevant ETQA [CHE] External assessors must - possess an appropriate qualification and/or appropriate experience in the chosen focus area be registered as a qualified assessor by the relevant ETQA [CHE] b) Criteria for Applicants It must be stressed that RPL is NOT an easy alternative to gaining credits, a qualification or access to a learning programme or to obtain registration with the SACSSP in order to practise. People considering applying for RPL must understand this clearly. As will be explained later on in detail, applicants must be able to provide substantial evidence that can be verified and that proves competence. The evidence provided by applicants must be both sufficient and current in terms of the required outcomes. Note that providers are responsible for conducting the RPL process. On the other hand, Council or its delegated Professional Board, is responsible for 2 main functions, namely: deciding on the registration of persons granted RPL. undertaking quality assurance of RPL practices, as required. The criteria for persons applying for RPL in respect of the registered qualifications in the social service professions are explained as follows: (i) FET Certificate in Social Auxiliary Work / FET Certificate in Child and Youth Care a) RPL for access to the learning programme Persons with a Grade 9, NQF Level 2 or lower qualification, or who have never attended any formal education BUT who have obtained learning through relevant life or work experience may apply for RPL to gain access to the Certificate. In other words, people who lack the minimum requirements for entry into this learning programme, namely NQF Level 3 but who believe they can prove they have gained learning equal to or beyond the minimum requirements. Candidates for RPL for this purpose should contact the HWSETA or providers accredited by the HWSETA. b) RPL for credits towards the qualification Persons may apply for RPL in order to obtain credits towards the qualification if they have - attended appropriate short courses and/or in-house training programmes worked and gained valuable learning through relevant life and work experience not completed the relevant NQF Level 7 qualification Once again, evidence must be submitted to substantiate the application. Candidates should apply to the HWSETA or an accredited provider for RPL for this purpose.
c) RPL for the whole qualification Anyone who believes that he or she meets all the requirements for the qualification and has the competencies in terms of the relevant exit level outcomes may apply for RPL for the whole qualification. It should be noted that providers and the HWSETA may certify the competence of successful applicants. Applicants should therefore apply to providers or the HWSETA for RPL for this purpose. d) Registration with the SACSSP Two situations need to be clarified in this respect: Persons who have undergone the Social Work/Child and Youth Care learning programme at tertiary institutions and who are competent at NQF Level 6 [i.e. completed the core subject in both 1 st and 2 nd years in terms of theory and practice] but who have not achieved the NQF Level 7 qualification may apply to be registered as a Social Auxiliary Worker / Auxiliary Child and Youth Care Worker with the SACSSP. Council may then conduct an assessment and decide to register the person without awarding the qualification. Persons who can provide substantial evidence that they have gained the necessary knowledge, skills and competence through experiential and/or informal learning, may also apply to the Council for registration purposes. Note that registration may be approved, but no qualification will be awarded. (ii) Bachelor of Social Work / Bachelor of Child and Youth Care a) RPL for access to the learning programme People who do not meet all the requirements set by a provider for entry to the learning programme may apply for RPL. Applicants should first contact the provider to determine the provider s access policy and the criteria for RPL. Candidates must be able to furnish sufficient and substantiated evidence to the provider for the RPL process. b) RPL for credits towards the qualification If persons can show evidence that they have obtained one or more of the following they may apply for RPL for credits towards the qualification: credits towards another qualification credits from having attended appropriate short courses and/or in-house training programmes work where valuable and relevant learning through life and work experience were gained (iv) Post-graduate Qualifications in Social Work Post-graduate qualifications in Social Work include the Postgraduate Certificate in Social Work, Master of Social Work and Doctor of Social Work. Given the ethical parameters of social work and the statutory requirements, any candidate applying for RPL in respect of any aspect of these qualifications must be registered as a social worker with the SACSSP. In exceptional cases, as mentioned in paragraph 6 this
requirement will not be applicable but the person must be registered with the SACSSP as a student social worker on enrolment. Candidates who wish to obtain access to or credits towards a post-graduate qualification must approach providers to determine the policy and requirements. SECTION D: QUALITY ASSURANCE 1. Introduction Quality assurance processes are critical for the protection of the integrity of education and training and constitute a key principle of the NQF in terms of the quality improvement imperative. Quality assurance should not be seen as an inspection, but rather as an intervention to ensure continual improvement and development of the social service professions. This section deals with the SACSSP s ETQA responsibilities in terms of the quality assurance of RPL. Note that the Professional Boards of the Council are essentially responsible for the quality assurance of the contents and outcomes of learning programmes for their specific profession. 2. Factors which the Council/Professional Board will take into account In carrying out its ETQA responsibilities, the Board will consider whether the RPL undertaken met the following: The principles of good assessment were implemented throughout the process Assessors and moderators met the criteria of theoretical, practical and/ or experiential learning in terms of the qualification Providers were accredited with the relevant ETQA The process of assessment and moderation were in line with the prescribed guidelines The evidence submitted by applicants was recent, sufficient and validated Successful applicants indeed met the unit standard or exit level outcomes of the specific qualifications. 3. The Professional Board s role and functions in the quality assurance of RPL The Professional Boards ETQA role and functions in respect of quality assurance and RPL must not be seen in isolation to the role of the Council and the Boards in respect of the quality assurance of all education and training of social service professions. The quality assurance of RPL is an integral part of the total quality assurance responsibility of the SACSSP. SECTION E: GLOSSARY Credit means the value assigned by SAQA to 10 notional hours of learning National Qualifications Framework (NQF) and levels: The NQF was established to provide for the registration of national standards and qualifications. It consists of levels and each level has specific level descriptors which provide a basis for differentiating the various levels of complexity of qualifications on the framework.
Notional hours of learning means the learning time that it is conceived it will take an average learner to meet the outcomes defined and includes concepts such as contact time, time spent in structured learning on the work place and individual learning. A Programme is a purposeful and structured set of learning experiences that leads to a qualification. Qualification is the formal recognition and certification of learning achievement awarded by an accredited institution. Unit standard means registered statements of desired education and training outcomes and their associated assessment criteria together with administrative and other information as specified in the SAQA Regulations. SECTION F: BIBLIOGRAPHY HWSETA. Recognition of Prior Learning Policy and Procedures, Undated. Johannesburg SAQA SAQA Update: Recognition of Prior Learning: Special Edition. Undated. Pretoria: UNISA SAQA 1998. Regulations under the South African Qualifications Authority Act, 1995 Government Gazette 393 (18787). 28 March 1998. Pretoria: Government Printer SAQA 2002. Recognition of Prior Learning in the context of the South African National Qualifications Framework: Policy Document, June 2002, Pretoria: Government Printer SAQA 2003. Criteria and guidelines for the implementation of Recognition of Prior Learning. 13 August 2003. Pretoria: Government Printer. SAQA 2004. Criteria and Guidelines for the Implementation of the Recognition of Prior Learning: Guideline Document, June 2004, Pretoria: Government Printer. South Africa. 1995. South African Qualifications Authority Act. 364(16725). 4 October 1995. Pretoria: Government Printer. UNISA 2004. Recognition of Prior Learning. Pretoria: UNISA