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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Higher Certificate in Recognition of Prior Learning (RPL) Activities 
SAQA QUAL ID QUALIFICATION TITLE
93928  Higher Certificate in Recognition of Prior Learning (RPL) Activities 
ORIGINATOR
Richfield Graduate Institute Of Technology (Pty) Ltd. (previously known as PC Training And Business College (Pty) Ltd) 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Higher Certificate  Field 05 - Education, Training and Development  Higher Education and Training 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 05  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The Higher Certificate in Recognition of Prior Learning (RPL) Activities is a vocational qualification at NQF level 5, however, the qualification is meant for individuals who already possess a qualification in higher education and preferably experience in higher education practice. The purpose of this qualification is to develop practitioners who can demonstrate the ability to coordinate RPL activities. The Higher Certificate in RPL Activities includes Work Integrated Learning (WIL) component as a requirement for success. The WIL component of the syllabus will be a practical assessment of the learner's involvement in conducting RPL facilitation and preparation of the portfolio preparation and compilation.

On completion of the Higher Certificate in RPL Activities, the learner will be able to:
  • Produce evidence of the fundamental knowledge of RPL Activities, including an understanding of the key definitions, principles and concepts.
  • Demonstrate knowledge of implementation of RPL policies and procedures.
  • Guide RPL candidates about RPL opportunities in preparation for assessments.
  • Communicate with RPL candidates about lifelong learning, skills and human resources development through RPL activities.
  • Demonstrate knowledge of how to review RPL procedures for future improvement.

    Rationale:
    The qualification, RPL Activities prepares practitioners who will in future assist with developing RPL portfolio to be assessed for applicants wishing to have their informal and non-formal experiences evaluated and to be awarded formal credits for access to higher education for part or full qualifications. The qualification is intended to train personnel who will facilitate the RPL assessments.

    The Higher Certificate in RPL Activities is designed to facilitate the recognition of competence, knowledge and skills acquired by people through their daily work environment. The development of the qualification is to prepare learners for careers in the education field so that they can proceed with the task of evaluation of RPL.

    The Open Distance Learning (ODL) mode of delivery provides access to learners in rural areas where Higher Education is not provided. Also, the ODL mode of delivery provides access to learners who are engaged in full-time employment and cannot attend full-time contact classes. It will meet the government's goal of transformation in education by recognising the experiences of a large portion of a previously disadvantaged population. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners who register for this qualification are assumed to have a higher education qualification.

    Recognition of Prior Learning (RPL):
    RPL can be applied in two ways for Open Distance Learning candidates. Firstly, it can be used to provide access to the Higher Certificate in RPL Practice. Secondly, it can be used to assess the competence of candidates against the curriculum and outcomes of the Higher Certificate in RPL Practice qualification to determine whether the learner meets these outcomes. In the latter case, the learner may be awarded the Higher Certificate in RPL activities.

    Evidence can be presented in various ways, including international/local qualifications, reports, and testimonials indicating work experience, work records, portfolios, videos, and performance records. All evidence will be judged in accordance with the general principles of assessment and requirements of integrated assessment.

    Access to the Qualification:
    Access to the Higher Certificate in Recognition of Prior Learning (RPL) Activities is granted to applicants who are in a possession of one of the following:
  • A Bachelor Degree, at NQF Level 7.
    Or
  • A Postgraduate qualification. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The Qualification consists of the following NQF Level 5 Modules each worth 10 Credits, except for the Work Integrated Learning which accounts for 15 Credits:
  • Introduction to RPL Practice Issues 1.
  • Pre-RPL Candidate Assessment and Profile 1.
  • Development of Policy and Procedures to facilitate implementation of RPL 1.
  • Guidance and Advice to RPL candidates to facilitate RPL 1.
  • Facilitate Lifelong Learning 1.
  • Office Administration for RPL Functions1.
  • Facilitate RPL Programme Co-ordinator and RPL Advisor Training 1.
  • Human Resources and Skills Development 1.
  • Assessment of Outcomes Based RPL Applications 1.
  • Moderation of Outcomes Based RPL Assessments 1.
  • Evaluation of RPL Practice Programme through RPL 1.
  • Work Integrated Learning (WIL) 1. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate knowledge of RPL Activities, including an understanding of the key definitions, principles and concepts.
    2. Demonstrate an ability to design a pre-RPL profile of himself/herself to indicate the skills and knowledge acquired informally or non-formally.
    3. Demonstrate an ability to impart knowledge to implement RPL policies and procedures.
    4. Provide guidance to RPL candidates about RPL opportunities, portfolio presentation, preparation for assessments and counselling for feedback on assessments.
    5. Understand the association between RPL and Lifelong Learning.
    6. Demonstrate good office administration skills in handling RPL activities.
    7. Facilitate and coordinate RPL processes.
    8. Relate RPL and Skills and Human Resources development through RPL activities.
    9. Demonstrate WIL application through simulation of how to conduct RPL activities in a given field. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • RPL and RPL Activities are defined.
  • An understanding of the key principles and concepts are demonstrated.
  • The purpose of RPL and RPL Activities is explained.
  • The Activities of RPL and Role and Functions of the RPL facilitator are explained.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • An understanding of admission requirements is demonstrated.
  • An accurate skills and knowledge profile before RPL evaluation is designed.
  • The profile is designed in collaboration with an advisor.
  • The pre-RPL progression cycle is discussed.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Policies and procedures are defined.
  • The purpose of policies is explained.
  • RPL policies and procedures are demonstrated and implemented.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • The purpose of guidance and mentoring of RPL candidates is demonstrated and discussed.
  • RPL is discussed with the RPL candidate and the relationship between prior learning experience evidence and the formal qualification towards which the evidence required for is presented.
  • Feedback of assessments are outlined and clarified.
  • An ability to guide, review and prepare RPL candidates for assessment and assist with the candidate's development plan is demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Lifelong Learning and key concepts are defined and clarified.
  • The components of lifelong learning in one's life cycle are identified and explained.
  • The use of RPL activities to convert aspects of lifelong learning to formal equivalents is understood.
  • The role of RPL in lifelong learning is demonstrated and discussed.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Understanding of good office etiquette and administrative habits is demonstrated.
  • Administration and office functions are planned and coordinated.
  • Good time management habits and timeous record keeping skills are demonstrated.
  • Sound understanding of good customer care in the workplace and sound communication skills is imparted.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Guidance in matching prior learning with accredited institutional qualification outcomes are demonstrated.
  • The information given to RPL candidates on assessment implementation and procedures is explained.
  • How good advice and support is provided to RPL candidates to prepare portfolios of evidence is demonstrated.
  • Planning, organising, reviewing and reporting of interventions are coordinated.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • The concepts of Skills and Human Resources development are differentiated including the transformation of the educational differences of the past through RPL.
  • How RPL can be used to alleviate the Skills problems of the country is discussed.
  • The South African government's view to use RPL to meet skills and professional labour resources shortages in South Africa is understood.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • The concept of Work Integrated Learning (WIL) is identified, defined and compared with experiential learning (EL) and work-based learning (WBL).
  • The concept of simulation is defined and its use in WIL explained.
  • The knowledge of setting up simulation for RPL activities is demonstrated.

    Integrated Assessment:
    Development of the competencies will be through a combination of formal and informal learning, self-learning and Work Integrated Learning (WIL).

    The Institution will conduct diagnostic and formative assessment. Formative and other practical assessments will also take place in the work place. The learner should also be able to assess him or herself and determine readiness for a summative assessment against this qualification.

    During integrated assessments the assessor will make use of formative and summative assessment methods and assess combinations of practical, applied, foundational and reflective competencies. Input to completing the integrated assessment typically makes use of combinations of the following assessment methods:
    1. Time-constrained written examination.
    2. Coursework Evaluation.
    3. Continuous Evaluation.
    4. Practical Evaluations.

    Integrated assessment at this level of qualification provides an opportunity for learners to show that they are to integrate concepts, ideas and actions across modules to achieve competence that is grounded and coherent in relation to the purpose of the qualification. 
    		•

    INTERNATIONAL COMPARABILITY 
    It is not possible to conduct a comparative analysis between this qualification and the international best practices or qualifications as there are no qualifications of this nature been developed. However, one can consider the roles the RPL administrators/coordinators would play in the RPL process at international institutions so as to ensure the tasks, activities and the knowledge have been covered in the curriculum of this qualification.

    The role of the RPL Administrator/designated Administrator at the Glasgow Caledonian University is as follows:
  • Provides advice and guidance on RPL processes.
  • Coordinates the RPL process.
  • Follows up on signatures.
  • Monitoring and recording of RPL claims.

    In Australian Higher Education Institutions if candidates want to apply for RPL they need to meet/communicate with the RPL Coordinator who will outline the RPL process and identify applicable evidence. The candidate then gathers evidence that meets the elements of units from the workplace or from other sources. According to the Council of Australian Governments Recognition of Prior Learning Program: Good Practice Case Studies, RPL Coordinators monitor the progress of candidates, host consultation sessions where candidates are assisted to reflect on their skills and identify those qualifications or units for which they are likely candidates for RPL, and begin to develop their RPL plan.

    In other countries essential training that relates to RPL is offered separately and such training is named:
    1. Assessor training.
    2. Advisor and mentor training.
    3. Moderation and verification.
    4. Facilitation.
    5. Administration of learner records.
    6. Lifelong learning nationally.

    Conclusion:
    The Higher Certificate in RPL Activities compares favourably with the roles of the RPL Coordinators as the curriculum of this qualification will prepare the RPL administrators in South Africa sufficiently. However, consideration can be given to the best practices outlined in Australia. 
    		•

    ARTICULATION OPTIONS 
    The qualification is one of the first to be developed in this field; however, there are short courses of similar nature which are not registered on the NQF.

    Horizontally with:
  • Higher Certificate in Human Resource Practices at NQF Level 5.
  • Higher Certificate: Human Resource Management at NQF Level 5.

    Vertically with the following:
  • Diploma: Higher Education and Training Practice at NQF Level 6. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Richfield Graduate Institute Of Technology (Pty) Ltd. (previously known as PC Training And Business College (Pty) Ltd) 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.