RPL at the Association of Accounting Technicians (South Africa)

Transcription

1 RPL at the Association of Accounting Technicians (South Africa)

2 The Association of Accounting Technicians (South Africa) The UK s leading qualification and membership body for accounting staff Sponsored by professional accounting bodies 120,000 members in over 90 countries worldwide Members are students, people working in accountancy and other areas, and self-employed business owners AAT in South Africa operates in joint partnership with the South African Institute of Chartered Accountants AAT(SA) is the leading professional body in South Africa dedicated to the education, development, regulation and support of accounting technicians Member of the Eastern Central and Southern African Federation of Accountants Qualifications from NQF Level 3 to 5 registered with SAQA

3 Recognition of Prior Learning Current lack of recognition of prior learning: Workers performing to high standards in relevant jobs Unable to progress in careers due to lack of qualifications Absence of external recognition of experiential achievements Recognition of Prior Learning (RPL) policy: Recognise prior achievements by crediting against AAT qualifications Students avoid training/assessments they don t need Reduces time and money involved in learning Attracts these learners into education

4 Recognition of Prior Learning Three different approaches to RPL: 1. Workplace evidence 2. Exemptions 3. Skills tests/checks Approach depends on circumstances of individual candidate Credit candidate with units Especially useful if covered part of qualification Determine commencement level of training May provide exemption from lower levels

5 Route one Workplace evidence Portfolio of evidence from current or previous work experience Freedom given to accommodate student individuality and business reality Evidence must be: Valid relevant to assessment criteria Authentic student s own work Current less than 18 months old Sufficient enough evidence to satisfy criteria Broad range of evidence Witness testimonies Written and oral questions and answers Observation records Workplace documents

6 Route one Workplace evidence Assessors map evidence against criteria of unit using mapping sheet. See example below: Title (and reference number) Lev el 4 Learning outcomes learners will: Spreadsheets software (SPSW) Assessment criteria learners can: Your ev idence* Assessor (tick) 1 Use a spreadsheet to enter, edit and organise numerical and other data Identify what numerical and other information is needed and how it should be structured. Enter and edit numerical and other data accurately. Combine and link data from different sources. Store and retrieve spreadsheet files effectively, in line with local guidelines and conventions where applicable. 2 Select and use appropriate formulas and data analysis tools and techniques to meet requirements Explain what methods can be used to summarise, analyse and interpret spreadsheet data and when to use them. Select and use a wide range of appropriate functions and formulas to meet calculation requirements. Select and use a range of tools and techniques to analyse and interpret data to meet requirements. Select and use forecasting tools and techniques.

7 Route two Exemptions Units or qualifications achieved elsewhere through another awarding body at an earlier date Units are more transferable than qualifications For commonly used qualifications, the awarding body maps these to its own qualifications, unit by unit, which providers then use For more unusual qualifications, providers map qualifications themselves in agreement with awarding body Successful exemptions may be one-way or two-way

8 Route two Exemptions Mapping example one Mapping document NVQ equivalent Diploma equivalent Unit no Unit title Unit no Unit title Unit no Unit title Work effectively in accounting and finance 23 Achieving personal effectiveness New Explain the role of accountancy or payroll and other financial functions within the business. Identify the contribution of those in accounting or payroll and other financial roles to maintaining the smooth running, solvency and legal compliance of an organisation. Identify your appropriate reporting lines within your working environment. Demonstrate a level of numeracy and literacy skills appropriate to your role within the organisation or 36 Perform effectively in the work place New Explain the role of accountancy or payroll and other financial functions within the business. Identify the contribution of those in accounting or payroll and other financial roles to maintaining the smooth running, solvency and legal compliance of an organisation. Identify your appropriate reporting lines within your working environment. Demonstrate a level of numeracy and literacy skills appropriate to your role within the organisation. Explain the importance of continuing professional development and identify your own development needs and objectives.

9 Route two Exemptions Mapping example two Title (and reference number) Accounting - Unit: Work Effectiv ely in Accounting and Finance (skills unit) NVQ Level Credit value Learning outcomes - the learner will: 3 2 Assessment criteria - the learner can: 1 Understand the accounting or pay roll f unction within an organisation Explain the role of accountancy or pay roll and other financial f unctions within the business Identify the contribution of those in accounting or pay roll and other financial roles to maintaining the smooth running, solv ency and legal compliance of an organisation NEW NEW 1.3 Identify your appropriate reporting lines within y our working environment NEW 1.4 Recognise any organisational policies and procedures that affect y our work K and U 23 & 1,2, and 3 2 Demonstrate a range of effectiv e communication skills Demonstrate a level of numeracy and literacy skills appropriate to y our role within the organisation Present information in appropriate f ormats and within organisational guidelines for: inf ormal business report (including diagrams) letter or memo NEW 23.2a (inf ormal reports with diagrams is new)

10 Route three Skills checks/tests May be used as standalone assessment Or may be used in conjunction with work place evidence to demonstrate competence across all criteria Provider devises questions or test to cover missing areas AAT provides skills check for each unit to providers (see example) Sometimes providers devise their own skills checks Providers may administer old AAT exams where students request to begin studies at higher levels Exams available on website for free Offers a more comprehensive assessment of students knowledge and skills

11 Route three Skills checks/tests Example of an AAT skills check

12 Current practice with providers in South Africa Survey of current RPL practices undertaken in October 2010 with 20 providers in South Africa: Four providers solely involved in a specific programme which targets disadvantaged had no instances of RPL Four providers had no instances of RPL One of which recruits only school leavers 12 providers carry out RPL

13 Current practice with providers in South Africa Of these 12 providers carrying out RPL: Four used work place evidence One had been using skills checks with CVs but replacing with employer witness testimony Four referred to use of skills checks specifically Bryant Bell & Associates use these with a CV and professional discussion Three regularly use exemptions Three have specially designed bridging courses for students who use RPL for part of a qualification The College of People Management and Development use skills checks with old AAT exam. Students who fail exam undertake bridging course Another provider combines exemptions with a bridging course

14 Conclusion Approaches put different demands on providers and assessors These processes should be quality assured and rigorously applied to ensure consistency and high standards Problems with RPL include insufficient experience of basic accounting functions among higher level students Variation in application of the assessment of RPL preferred with need for providers to be flexible in approach