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Recognition of Prior Learning: An Evaluation of The Insurance Sector Education Training Authority’s Practice
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PURPOSE
• The purpose of the research was to understand how Recognition of Prior Learning is seen
within the Insurance Sector by its various stakeholders.
• INSETA works within a regulated environment and brokers within the sector had to achieve
credits in order to remain employed. Many of the brokers have been within the industry for
over 5 years and therefore have relevant workplace experience.
• INSETA wanted an opportunity to conduct a 360 evaluation to understand the perceptions of
RPL within the Sector to understand if RPL was being used within the sector to achieve
credits.
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METHODOLOGY
• This is a cross-sectional study which considers how various stakeholders consider Recognition
of Prior Learning in the Insurance Sector.
• The three research groups noted are: The Workplace, Training Providers including ETD
Practitioners (Assessors and Moderators) and the Insurance Sector Education Training
Authority.
• Data was collected through an electronic survey which was distributed to stakeholders as per
established communication records.
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PERCEPTIONS OF RPL
• Perceptions considered:
• Understanding of the acronym RPL
• Whether the INSETA offers RPL
• RPL Process
• Whether RPL is a “quick” way to get credits
• Whether RPL has the ability to transform the Insurance Sector• Whether RPL has the ability to transform the Insurance Sector
• Whether RPL is seen as a credible process
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CHALLENGES OF RPL
• Challenges considered:
• Whether understanding, cost, time to complete or access was the greatest challenge
• The barriers to RPL
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WORKPLACE
• Research in the area of the workplace focused specifically on:
• Understanding RPL and its place with the Workplace’s Skills Development Strategy
• Noting the actual use of RPL by the workplace
• Understanding the perceptions of the efficacy of RPL
• Perceptions of credibility of RPL
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TRAINING PROVIDER (INCL ASSESSOR
AND MODERATOR)
• Research in the area of the Training Provider focused specifically on:
• Provision of RPL
• Capacity to offer RPL
• Model used for RPL
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INSETA
• Research in the area of the INSETA focused specifically on:
• The custodians of RPL within the SETA
• The quality assurance custodians of RPL
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RECOMMENDATIONS
• The sector in general:
1. Information sharing about RPL, the INSETA’s role in RPL, opportunities for learners with
RPL and the process for RPL.
1. Ensuring credibility of RPL process, not a “quick fix” to get credits
1. Share quality assurance process for RPL
2. Continued research into other sectors to see trends associated with RPL and SETA’s
specifically.
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RECOMMENDATIONS
• Workplace:
1. Information sharing about RPL and skills development plans
2. Consider how to encourage RPL as an option of getting credits
• Training Providers:
1. Ensuring quality assurance practice to ensure credibility of RPL process
2. Develop RPL model guidelines2. Develop RPL model guidelines
3. Capacity building of RPL providers (Assessment centres)
• INSETA:
1. Skills Development initiatives linked to the Sector Skills Plan
2. Information sharing about RPL within the INSETA, including process, access to funding and
quality assurance
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• Thank you
• Mrs. Nadia Starr (INSETA ETQA Manager)
• 011 544 2000
• Dr. Jason le Grange (INSETA ETQA Consultant)
• 021 685 4774