Conference Agenda

What do we mean by recognition? We tend to approach recognition from the perspective of what does an individual know and can do that aligns to certain criteria by which we say “yes, that person does or not know this.” And then, somehow, there is some type of award that comes out of it. But really, when we look at this, recognition is a big black box, we really do not know what recognition is all about. Recognition tends to be approached in a linear, cause-and-effect manner – if someone knows this, then it equals that. However, we need to be thinking about recognition from other models, such as a developmental/ additive perspective, one that grows and captures as a person learns and also addresses what an individual knows and can do that is in addition or other than than what the convention defines.

Recognition ranges from self-recognition, peer recognition, organizational recognition to external recognition. We also see recognition capturing learning gained from formal, informal and/or non-formal opportunities. We try to categorize learning that is acquired through education, work, and personal experiences. We have cases of misrecognition or unrecognition. The ways in which we slice-and-dice recognition creates artificial divisions as though someone’s knowledge and skills are compartmentalized.

Conventionally, we tend to assume external recognitions are more trustworthy because we believe that it is the most objective. In addition, the less individualized a recognition (thus more formalized) the easier it is to assess at scale and is often less expensive – thus attractive to many regardless of the accuracy of the claim for the recognition. In terms of providing a more accurate picture of what someone actually knows or can do, the individual is more reliable to assess his or her ways of knowing than someone(s) from the outside, thus self-recognition can provide more about how an individual functions with knowledge and skills and applies them to experiences.

Inherent to recognition are tensions of trust, accuracy, validity, scalability, and expandability. How do we trust recognition to accurately assess how an individual’s knowledge set fits within a broader context that is acceptable to a field and, at the same time, still recognizes different ways of knowing and provides ways that collective knowledge can expand? To what degree does recognition identify an individual’s knowledge and skills versus how that individual fits into and is reflective of a collective body of knowledge? And, do we need to know the difference? How valid are recognitions in terms of what they claim? Fundamental to these questions are underlying assumptions of what is meant by trust, accuracy, validity, scalability, and expandability – and concepts of equity, quality, and integrity. All of these are dependent on the perspectives of those involved.

This session examines these inherent tensions and proposes a different perspective on recognition that values the individual and the collective, makes recognition accessible for everyone, and engages multiple perspectives. The proposed solution uses AI to assist with scalability of recognition and expandability of what is recognized. Participants will be encouraged to engage a discussion about recognition, underlying assumptions, and ways to address these inherent tensions.

South Africa has made great strides in developing and implementing an integrated education and training system that values diverse forms of learning beyond the more traditional or formal types of learning. At the heart of this approach is the National Qualifications Framework (NQF), which plays a crucial role in facilitating the recognition of learning by providing a framework aligned with national education and training goals. It achieves this through mechanisms such as quality assurance and the advancement of Flexible Learning Pathways (FLPs). These elements are important in achieving the NQF’s broader objectives of ensuring access, promoting redress, facilitating mobility and supporting progression within education, training and career paths.

In this context, the principles of learning pathways and articulation are interconnected concepts that underscore flexibility and accessibility to education, training and the world of work. Articulation refers to the process of forming connections between qualifications and part-qualifications to allow learners to move through the different levels of education or between different institutions, thus providing flexibility. Flexible Learning Pathways, on the other hand, encompass a range of policies, structures, and practices designed to enhance access, redress, and progression within learning and work environments. These pathways are supported by articulation, which helps create a more coherent and efficient educational journey for learners.

One of the key mechanisms or instruments that supports FLP is the Recognition of Prior Learning (RPL). RPL is a process that allows individuals to gain formal recognition for skills and knowledge acquired outside traditional/formal educational environment. In South Africa, RPL is backed by a robust legislative framework, reflecting its importance in the broader national agenda for education and workforce development. However, despite its successes, widespread implementation of RPL in South Africa faces several challenges. These include resource constraints and concerns regarding the perceived quality of RPL processes and outcomes.

The South African education landscape is also witnessing a growing demand for small units of learning that enable workers to rapidly upskill whilst engaging in lifelong learning. These small units – otherwise known as micro-credentials – are increasingly gaining momentum around the world as part of the solution to upskilling and reskilling people. The South African Qualifications Authority (SAQA), as the custodian of the NQF, is actively exploring the potentials of formally recognising and adopting small units of learning in the NQF. The exploration of recognition practices in South Africa, with a focus on RPL and small units of learning or micro-credentials, aims to provide valuable insights and contribute to the ongoing global discourse on these critical concepts that ultimately support lifelong learning.

This presentation provides an overview of the RPL landscape in South Africa, the practices achievements and challenges in the implementation of RPL and highlights potential areas of improvements particularly in terms of processes and systems for enhancing the effectiveness of RPL. In addition, the presentation provides an overview of the on-going research regarding small units of learning and its potential impact on the NQF, and the broader education and training landscape. The presentation will also share insights into the journey and steps taken in formulating a national position on micro-credentials, lessons learned, insights gained and possible challenges in charting a way forward.