THE ROLE OF THE EVIDENCE COLLECTION FACILITATOR IN PRIOR LEARNING ASSESSMENT- A CASE STUDY

J. le Grange

The Institute for Upskill and Development (SOUTH AFRICA)
There are various models for Prior Learning Assessment and role of the learner is the primary focus of research. In this research project the role of the evidence collection facilitator is addressed through a case study where learners working in the Parliament of the Republic of South Africa went through a Prior Learning Assessment against a full qualification.

This recognition of prior learning initiative was institutionally led in order to formally recognise staff members against a unit standard based qualification registered with the Education, Training and Development Practices Sector Education Training Authority in order that knowledge and practice could be recognised, standardised and through the initiative a framework of practice be developed that could in turn be used to implement a recognition of prior learning initiative within the organisation on a newly registered Certificate: Parliamentary Studies.

Not enough information and research exists about the role of the evidence collection facilitator specifically within the South African context and this role directly impacts on the success of the learners in collecting evidence in the workplace and understanding the theoretical requirements of the qualification.

The evidence collection facilitator has to meet multiple requirements without compromising the collection of evidence, or “leading learners towards competence” through partaking in co-dependent activities.

The role of the evidence collection facilitator was:

- Designing an evidence collection framework
- Providing resources for theoretical understanding
- Evaluating evidence and providing recommendations
- Identifying gaps and working on solutions with learners

The paper will explore the various roles and provide examples and best practice notes about the process.