QCTO

RPL within the oQSf

RPL within the oQSf Candidates deserve credit or acknowledge- ment for their competences, skills and knowledge, even if these have been gained through informal education or have been acquired in the course of their working lives or in participation in society and community activities outside formal places of learning. RPL provides formal recognition for knowledge or skills gained on the job or as a result of other informal or unstructured learning experiences. Candidates might seek RPL for various reasons. There are two main forms of RPL which reflect the different…

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QCTO

Definition of RPL

Recognition of Prior Learning (RPL) is a set of processes that allows candidates to identify, document, be assessed, and gain recognition for their prior learning (including competencies). This may be required for different reasons and within different contexts, ranging from recognition towards  a qualification, professional development, career guidance, career progression and job placement. In terms of the SAQA definition, RPL is a process through which formal, non-formal and informal learning are measured and mediated for recognition across different contexts and certified against the requirements for credit, access, inclusion or advancement in…

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QCTO

Key principles underpinning RPL

Key principles underpinning RPL RPL has a social justice function it is aimed at empowering learners and enabling them to access and move through the learning process, based on their prior learning and experience. RPL has an efficiency focus it aims to reduce the time learners have to spend in acquiring the qualification and this should lead to an improved utilisation of learning resources and an improvement in workplace efficiency. RPL aims to convert the intrinsic value of learning acquired by candidates into an extrinsic value in the form of…

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QCTO

Occupational Responsibilities An occupational responsibility

Occupational Responsibilities An occupational responsibility refers to a cluster or group of practical skills that must be performed to produce a specific product or service or a component thereof. It is thus a summary of a number of practical skills at a specific level of complexity. Each occupational responsibility becomes the title of a practical skill module in the curriculum. Some QDFs find it easier to start with Step B4.1 (Identify the occupational responsibilities) whilst others find it easier to start with Step B4.2 (Identify practical skills). In essence it…

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