Artisan Recognition of Prior Learning

Initiative focus

The Artisan Recognition of Prior Learning is an initiative that makes it possible for artisans holding no formal recognition of their competencies, to have their informally gained competencies formally recognised through a structured process.

Target group

Public TVET authorities/institutions that undertake the selection of students/trainees/apprentices regularly.

Description of the Initiative: Artisan Recognition of Prior Learning2

Introduction

In late 2010, the South African Department of Higher Education and Training (DHET) implemented a multistakeholder and highly inclusive consultative strategy aimed at formulating a single national apprenticeship development system that all stakeholders could relate to and ‘own’. Only then would it be possible to ensure the transfer of knowledge and skills between stakeholders as they continue to build the national apprenticeship system. One of the outcomes of these efforts was the national initiative called the '7 steps to become an artisan’ that was introduced in 2011. The early version of the '7 steps' has been reviewed to address the specific concerns raised at each of the  7 steps. A final version of the '7 steps' – now called '7 steps' to become a qualified artisan’ - became part of the Draft National Artisan Development Strategy and Implementation Plan 2018.

Parallel to these efforts the piloting of a dual apprenticeship system was initiated inspired by the dual system of Germany and Switzerland. From 2015 until today, the dual system has developed through pilot projects that increasingly build on job-related components of already existing qualifications.

Due to the lack of formal apprenticeship opportunities during the apartheid years, a large number of people had no other choice than to gain their artisan skills informally – (e.g. informal apprenticeship/internship). In order to meet these needs for formal skills recognition the Artisan Recognition of Prior Learning (ARPL) was revised. The competency-based ARPL process was approved and published as the Criteria and Guidelines for the Implementation of ARPL in January 2015.

The ARPL represent an interesting initiative linking informally gained skills - often through some form of informal apprenticeship or internship – to the formal TVET system through recognition of skills in accordance with the National Qualification Framework (NQF).

Artisan Recognition of Prior Learning

The purpose of the ARPL is to introduce the ‘Criteria and Guidelines for the Implementation of Artisan Recognition of Prior Learning’ (ARPL guidelines).

“This Criteria and Guidelines promote and implement Artisan Recognition of Prior Learning (ARPL) as an active pathway to a full artisan trade occupational qualification registered on the national qualification framework linked listed trades and provides for full artisan trade qualification in all sectors of the economy, and set national criteria and guidelines on the practice of ARPL in order to grant access to non-contracted learners to a national trade test both in the formal and informal sector of the economy.”

Source:    ‘Criteria and Guidelines for the Implementation of Artisan Recognition of Prior Learning. Gazette 40691, 17     March 2017. Pretoria: RSA Government.

The ARPL increases access for potential candidates to attain recognition of the appropriate knowledge and skills required for personal development, employment, self-employment and ultimately access to a trade test to become a qualified artisan in accordance with the NQF. For some, the ARPL can provide an alternative path into a formal learning programme, e.g.  for those who do not meet formal entry requirements.
The ARPL Guidelines provide a description of the different steps of the way to a recognised certificate.

Figure 1: Model of recognition of prior learning for artisans

Source:    Criteria and Guidelines for the Implementation of Artisan Recognition of Prior Learning. Gazette 40691, 17 March 2017. Pretoria: Republic of South Africa Government.

In preparation for ARPL, measures are being taken to raise awareness of this alternative pathway to the trade test.

Newspapers, radio and TV, posters, brochures, roadshows, websites etc. are uitilised to create awareness of the ARPL facility. To facilitate ARPL candidates, so-called ARPL toolkits have been developed for different professions, which provide a simple step-by-step process to fulfil the ARPL requirements.

Candidates who meet the minimum requirements can apply to an accredited Trade Test Centre (TTC) in the trade/profession for which they are applying. The ARPL toolkit includes a standard application form that can be completed electronically or manually.

Figure 2: ARPL information example

Source: Technotrain. https://technotrain.co.za/#arpl

At orientation, candidates are informed about:

• What ARPL is;
• The purpose and process of ARPL;
• The documentation needed for the evaluation of the Portfolio of Evidence (PoE);
• The legislative framework related to ARPL;
• What expectations are created and how to manage those expectations.

To progress, the candidate must compile a Portfolio of Evidence (PoE) that should contain the ID, a CV, documentation of work experience and supporting documents (see the box for details).

The PoE is reviewed by a Technical Panel to determine candidates' compliance with the criteria mentioned in the ARPL Guidelines. TTC facilitates the work of the panel, which is comprised of at least one qualified artisan for the specific trade, who is a Subject Matter Expert (SME). The panel should have at least two persons on the panel, to ensure the integrity of the process. The panel members should be approved and registered on a database as assessors and/or moderators with the National Artisan Moderation Body (NAMB).

Candidates meeting the criteria will be registered to undergo the ARPL process of evaluation/interview and assessment. An accredited assessor will conduct the evaluation interview and provide the candidate with a checklist outlining the profession against which the candidate will be assessed to identify the integrated theoretical and practical knowledge and its application and to confirm the candidate's competence for each of the modules of the trade. The checklist will be signed by the candidate, assessor and a witness that is a representative of the employer or a representative of the employee.

After the evaluation/interview, the Assessor will provide the candidate with feedback on possible gaps that might have been identified. Based on the checklist the Assessor and the candidate will agree on the extent of the gaps and how best to close those gaps. The Assessor will draft a report, which will be added to the PoE.

Candidates with no or very few gaps can continue to the Knowledge Assessment, Practical Assessment and Workplace Observation. These three assessments are guided by approved ARPL toolkits for the relevant trade. All accredited TTCs that are accredited by the National Artisan Moderation Body (NAMB) and the Quality Council for Trades and Occupations (QCTO) accredited for the trade must apply to the NAMB for the toolkits. TTCs must submit their accreditation details and documents to receive and use the toolkits. The toolkits may not be used by other than the approved TTC.

In 2017, the first ARPL toolkits were introduced for boilermakers, welders, mechanical fitters, motor mechanics, diesel mechanics and hairdressers. In September 2019 additional trades such as electricians, plumbers, fitters and turners, instrument mechanics, lift mechanics, sheet-fed lithographers, heavy-equipment mechanics, bricklayers, carpenters, shipbuilders, vehicle painters and panel beaters. These ARPL toolkits provide practical guidelines on the above mentioned three assessment areas of the ARPL candidates.

Candidates showing many gaps will need to undergo training to close those gaps. The assessment or interview report will list the training needs at a recognised training provider or workplace, after which the applicant may undergo the three assessments, which may take two to three days. This will include knowledge assessment regarding all theoretical trade aspects to establish the depth of knowledge. This will be done against a set of questions specific to the trade. The candidate will fill in a questionnaire that will be marked by a Subject Matter Assessor. The questionnaire may include questions on, for instance, concepts, components, measurements, design, assembling and testing.

The practical assessment is covering all integrated practical task aspects of the entire scope of the trade, based on each module of the trade. This will include the use of tools, equipment and machinery where applicable, materials and compliance with Occupational Health and Safety in performing an assigned task. The practical tasks are usually integrated with trade knowledge, for example, mathematic measurements and reading of drawings/designs. The candidate will have to perform integrated practical tasks that will be assessed to ascertain that the candidate has the skills and knowledge required for the particular trade.

Workshop observation is also used through which the candidate should show their practical competence level. The observations will be done by the Assessor at the workplace of the candidate. The candidate will perform their normal day-to-day tasks assigned by the employer. The Assessor cannot decide which practical task the candidate must perform. If the candidate is self-employed or unemployed the evaluation/interview will establish the level and extent of workplace exposure of the candidate.

Figure 3: ARPL Toolkit the example of Motor Mechanic

Source: Department of Higher Education and Training, South Africa.

An ARPL Trade Test readiness grid is used to assess the candidate covering all three assessment fields.

Figure 2: ARPL Trade Test readiness grid.

Source:    Criteria and Guidelines for the Implementation of Artisan Recognition of Prior Learning. Gazette 40691, 17 March 2017. Pretoria: Republic of South Africa Government.

The grid makes different grading possible and responses possible such as:

• A candidate who is viewed as Not Yet Ready in the theoretical assessment but Ready in the practical assessment and workplace observation should be offered education/training to close the gap before proceeding to be recommended for a trade test.
• A candidate who is viewed as Not Yet Ready in the practical assessment but Ready in the theoretical assessment should receive needed practical training to close the gap before proceeding to be recommended for a trade test.
• A candidate who does not meet the requirements of the workplace observation or workplace experience assessment will be referred for a more focused workplace visit. Upon reassessment of the candidate and a "Ready" result, the candidate may be recommended for a professional examination. A candidate who is viewed as Not Yet Ready in the workplace observation or evaluation of workplace experience, but Ready in the theory and practical assessment should be referred to a workplace for additional training aimed at closing the gap.
• When a candidate is found Not Yet Competent on the first trade test attempt but found competent in at least 50% of the trade test tasks, they will be given recognition for those tasks for a maximum of 18 months or three attempts, whichever comes first.

The result of the assessments – Trade Test Readiness - will help the technical panel to determine if the candidate can apply for a Trade Test to the relevant Sector Education and Training Authority.

At the trade test, the candidate will perform four tasks chosen at random by the examiner. Each task will include a practical exercise and theoretical questioning. The candidates that have proven competence in all four tasks will pass. Successful candidates will be offered a recognised certificate.

Candidates will have to pay to progress through the ARPL process. The candidateswho work for an employer may have their employer to cover the cost. Below is an example of the costs related to the different steps of the ARPL;the costs may vary depending on the trade.

Source: P&T Technology. http://pandttechnology.co.za/wp-content/uploads/2020/02/4-ARPL-Electrical-Trade-test-2020.pdf

• Because informal/traditional apprenticeships are the main option for the large majority of people in most African countries it is highly relevant to find an attractive way to recognise the competencies gained through informal/traditional apprenticeships. The South African ARPL is one such system that can serve as an inspiration to others.
• The ARPL establishes a single nationally accepted and standardised RPL process that is applied across different sectors of the economy. The entire process is well described and facilitated by, for example, the ARPL toolkits. The toolkits will not only structure the step-by-step process but can also serve as a benchmark for RPL candidates to measure themselves against requirements to establish if they need further training.

The ARPL establishes a link between informal and formal vocational training, which through the ARPL requirements can facilitate the orientation of informal training to the requirements, which in turn can give informal training a quality boost.

• Looking at the diagram of the ARPL process it may look complicated. It should be remembered that the ARPL facility is designed to work in the context of the South African TVET system. This means that the process matches the South African TVET structure, its institutions and their capacities. A condition that might not be present in all other African countries to the same degree. Consequently, an RPL facility should match the existing TVET structure and the capacity of the institutions and partners.
• Whenever there is a cost involved to be paid by an individual candidate it will deter or make it financially difficult or even impossible to get their competencies recognised. From an access point of view, it is clear that in order for funds not to be a barrier, the costs for the individual should be kept to a minimum.