means a qualification registered on the NQF. “Qualification” of prior is a developmental process that includes teaching, “Recognition learning” mentoring, assessing, accrediting and certifying the previous learning of a learner for the purposes of personal development, further learning and advancement in the workplace. means a centralised facility empowered to fund, direct, evaluate “RPL Institute” and oversee the mainstreaming of RPL. means a person who is registered with the RPL Institute in “RPL practitioner” accordance with criteria established for this purpose. There are three types of RPL practitioners: Advisor, Facilitator and Administrator. Principle and Context of RPL RPL is a principle closely aligned to three key elements of the national policy discourse in South Africa since 1994: As part of the political discourse of transformation, its intended role is to redress injustices and ensure effective access to formal learning. As part of the discourse of accreditation and lifelong learning, it renders explicit and certifiable, knowledge, skills and attitudes acquired experientially, at work, or in other contexts outside the formal education and training system. As part of an integrated NQF, its intension is to enhance flexibility and articulation in the education and training system. As such it accommodates all forms of learning. Objectives of NQF The objectives of the NQF are to: Create a single integrated national framework for learning achievements. Facilitate access to, and mobility and progression within, education, training and career paths. Enhance the quality of education and training. Accelerate the redress of past unfair discrimination in education, training and employment opportunities. Contribute to the full personal development of each learner and the social and economic development of the nation at large. The NQF is developed as an integrated framework overseen by SAQA and made up of three coordinated integrated sub-frameworks, each overseen by a quality council: Higher Education Qualifications sub-framework overseen by the Council on Higher Education General and Further Education and Training Qualifications sub-framework overseen by Umalusi Occupational Qualifications sub-framework overseen by the Quality Council for Trades and Occupations In terms of Section 13[h] of the NQF Act, and notwithstanding the provisions of any other Act, SAQA is required to develop and implement policy and criteria,
“Qualification” means a qualification registered on the NQF. “Recognition of prior learning” is a developmental process that includes teaching, mentoring, assessing, accrediting and certifying the previous learning of a learner for the purposes of personal development, further learning and advancement in the workplace. “RPL Institute” means a centralised facility empowered to fund, direct, evaluate and oversee the mainstreaming of RPL. “RPL practitioner” means a person who is registered with the RPL Institute in accordance with criteria established for this purpose. There are three types of RPL practitioners: Advisor, Facilitator and Administrator. Principle and Context of RPL RPL is a principle closely aligned to three key elements of the national policy discourse in South Africa since 1994: As part of the political discourse of transformation, its intended role is to redress injustices and ensure effective access to formal learning. As part of the discourse of accreditation and lifelong learning, it renders explicit and certifiable, knowledge, skills and attitudes acquired experientially, at work, or in other contexts outside the formal education and training system. As part of an integrated NQF, its intension is to enhance flexibility and articulation in the education and training system. As such it accommodates all forms of learning. Objectives of NQF The objectives of the NQF are to: Create a single integrated national framework for learning achievements. Facilitate access to, and mobility and progression within, education, training and career paths. Enhance the quality of education and training. Accelerate the redress of past unfair discrimination in education, training and employment opportunities. Contribute to the full personal development of each learner and the social and economic development of the nation at large. The NQF is developed as an integrated framework overseen by SAQA and made up of three coordinated integrated sub-frameworks, each overseen by a quality council: Higher Education Qualifications sub-framework overseen by the Council on Higher Education General and Further Education and Training Qualifications sub-framework overseen by Umalusi Occupational Qualifications sub-framework overseen by the Quality Council for Trades and Occupations In terms of Section 13[h] of the NQF Act, and notwithstanding the provisions of any other Act, SAQA is required to develop and implement policy and criteria,
Policy%20and%20criteria%20for%20RPL%20-%20SAPA%20Revised.docx