RPL journey-

W&RSETA RPL Pilot StudyPresenter: Inger Marrian

Presentation Structure

1. RPL Conference- 2010

2. RPL Pilot project - 2011

3. RPL Grants – 2013

RPL Conference- 2010

Outcomes of the conference

• Employers view RPL as an onerous process, very labour intensive without having any real return on investment

• Labour view RPL as an opportunity for members to be recognised for their work experience and supports mass implementation

• The developed RPL toolkit has been fully embraced and customised and although • The developed RPL toolkit has been fully embraced and customised and although customised needed updating.

• There is a dire need for a structured model for successful RPL implementation to be achieved

• Need for a pilot project

RPL Pilot project - 2011

What was supposed to have happened

• The project aim : pilot RPL in the three major provinces Gauteng, Kwazulu Natal and Western Cape

• The objectives of the project were to:

• Develop a model for RPL implementation for the W&R sector

• Develop a funding model for the implementation of RPL in the sector

• Develop best practice guidelines for RPL

• Update the W&RSETA RPL toolkit

• Capacitate Unions

RPL Pilot project - 2011

• Actual project implementation:

• Project was implemented in two provinces ( KZN and Gauteng)

• KZN – rural focus and for skills programme

• Area- Mtubatuba and Empangeni

• Employer- the Power Spar Group

• Training provider- Edutel Wholesale and Retail Academy ( Pty) was • Training provider- Edutel Wholesale and Retail Academy ( Pty) was

the lead provider and was assisted by Ubuhle HR

• Programme –Cashier / Till Operator ( OFO: 631102)

• Learners: 15 employed Learners

RPL Pilot project - 2011

• project implementation: KZN

• Job profiles and performance areas matched with specific outcomes and

assessment criteria

• Assessment instruments were developed to address gaps and sent for approval to W&RSETA

• Learner selection and Identification was done by management and Ubuhle

• A motivational letter was required

• An induction was done with the Super Spar HR department, the store

managers and learners

• Programme ran from September 2011- April 2012.

• Managers and Supervisors served as workplace coaches

• Assessment- training – assessment

• Direct Observations and POE building

RPL Pilot project - 2011

• KZN :

Successes

• All 15 Learners successfully completed external moderation was done and

the assessment decision was upheld.

• All 15 Learners received skills programmes certificates for the Cashier

occupation and obtained credits towards the Wholesale and Retail occupation and obtained credits towards the Wholesale and Retail

Operations NQF 2 qualification

Challenges

• RPL exercise was very costly, cost more than the normal skills programme grant

• Distances and to be travelled

• Learner preparedness for the assessment

• All learners needed to be taken through classroom facilitation

• Communication barriers

• Candidate screening

RPL Pilot project - 2011

• KZN :

• Recommendations

• Better planning for assessments to minimise travel costs

• Plan for costs for interpreters in Rural areas

RPL Pilot project - 2011

• Actual project implementation:

• GP – urban focus and for a full qualification ( learnership)

• Area- Woodmead, Germiston and Strubens Valley

• Employer- Makro

• Training provider- Edutel Wholesale and Retail Academy ( Pty) • Training provider- Edutel Wholesale and Retail Academy ( Pty)

• Programme – National Certificate : Wholesale and Retail Operations

63409

• Learners: 15 employed Learners

RPL Pilot project - 2011

• project implementation: GP

• Learner selection was based on the Makro policy where opportunities are

advertised and staff needed to apply

• Candidates had to complete an RPL application form and write a

motivation

• Candidates were subjected to a pre- assessment to determine there • Candidates were subjected to a pre- assessment to determine there

readiness for the RPL

• Most candidates held a matric certificate but the Math Fundamental was

identified as a gap

• Orientation of learners on the Math Fundamentals was done

• Facilitation, assessment and moderation was done on the fundamental

Maths US

RPL Pilot project - 2011

• project implementation: GP

• Job profiles were linked to the assessment criteria

• Meeting was held with the managers to confirm the learners competencies and

skills gaps and then with learners

• Evidence gathers were capacitated to assist learners with the evidence gathering

processprocess

• Roll out plan for the core and elective Unit standards was developed and

implemented

• Assessment instruments were updated and submitted for approval

• On the job observations were primary ( Australian model)

• Learners attended training for those unit standards for which they did not qualify

for RPL

• Achievements were uploaded on the SETA MIS

RPL Pilot project - 2011

• GP :

Successes

• External moderation and certification took place

• Feedback was obtained from learners and employers through a questionnaire

administered by the provider

• All 13 Learners successfully completed external moderation was done and the • All 13 Learners successfully completed external moderation was done and the

assessment decision was upheld.

• Learners received skills programmes certificates of competence for the

qualification Wholesale and Retail Operations NQF 2

• Learners were positive about their work and more familiar with the company POS

• Store managers found the process undisruptive

• Learners were “happy”

RPL Pilot project - 2011

Challenges

• Evidence gatherers found the SAQA language challenging

• Trading peak period form October – January resulted in delays no training or

assessment could be done

• One learner found the pace too fast • One learner found the pace too fast

• Evidence gatherers needed more training than anticipated

• Managers and learners opinion on the learners competence differed

• RPL toolkit was not user friendly

• Recommendations

• Better planning around business trading periods

• Evidence gatherers need to be trained on the US they need to assist learners on

RPL Pilot project - 2011

Overall Project Successes and Recommendations

• Model for RPL implementation

• Funding model for RPL should be 75% of learnership or skills

programme grant

• RPL toolkit has been updated and made more user friendly• RPL toolkit has been updated and made more user friendly

http://www.wrseta.org.za/downloads/etqa_downloads/etqa_new/Updated_Final_RPL_toolkit_WR_2012.docx

• Mentors and Coaches need to be trained for the sector

• Need for both the Observation and POE model

• RPL toolkit includes good practice guidelines

Partners in the process

RPL Pilot project - 2013

Current Project Status

Discretionary grants for RPL

• Learners :767

• Employers :46

• Providers : 8

• Regions :EC ,GP, L, MP, NW and WC • Regions :EC ,GP, L, MP, NW and WC

• Programmes various qualifications and learnerships

• Further Education and Training Certificate: Wholesale and Retail Generic Management

• National Certificate in Wholesale and Retail Operations Supervision

• National Certificate: Wholesale and Retail Chainstore Operations

• National Certificate: Wholesale and Retail Distribution

• National Certificate: Wholesale and Retail Merchandising Operations

• National Certificate: Wholesale and Retail Stock Control in a distribution centre

• National Certificate: Wholesale and Retail: Retail Sales