“Broadening RPL: Potential for collective action –
promoting redress and social justice”
PROGRAMME
Wednesday 15 October 2008
9h00 -11h00
Registration and Tea
Facilitated by Judy Knock
11h00 – 12h00
Welcome and Opening
Praise singing by Xolani Santi
Address Chairperson of the Board of the WorkersCollege Harold Mdineka
12h00 – 12h15
Introduction
A brief overview of the conference programme and proceedings will be provided.
12h15 – 13h00
Session 1: Exploring the RPL terrain
There are many conceptualisations of RPL. In this introductory session, facilitated by Kessie Moodley we begin a conversation on RPL and its various conceptualisations.
13h00 – 14h00
Lunch
14h00 – 15h30
Session 2: Further Exploration of the RPL terrain
This session is a continuation of the previous session. It will revisit and unpack the conceptualisations of RPL as a means of introducing RPL practices. (Input from all participants)
15h30 – 16h00
Tea
16h00 – 17h30
Session 3: RPL Practice
In this session, participants will explore the challenges relating to their RPL practices. We will examine the idea of prior knowledge and engage with the importance of recognising knowledge gained through activism. In addition we will examine the methodologies of extracting this knowledge, its potential in building organisational capacity and that challenges that this poses. The recipients of the Workers College RPL programme will initiate this discussion with a dramatic exhibition of their experience of an RPL programme. (Further input from UWC and Nunavut)
19h30
Buffet Supper
Thursday 16 October 2008
09h00 – 10h30
Session 4: Engaging with Formal education
One of the most common understandings of RPL is RPL for accreditation. RPL for accreditation may assist adult learners in accessing higher education, but the experiences of many institutions in South Africa and abroad suggests that its true potential has not been fully explored as yet. This session examines the potential and limitations of RPL for accreditation. (Input from WorkersCollege Facilitators; OPSEU; UWC and POPCRU, NEHAWU). Session facilitated by Kuki Ndlovu
10h30 – 11h00
Tea
11h00 – 13h00
Session 5: RPL and Community, Social and Organisational Development
A critical examination of our practice(s) raises debates about whether RPL can/should be applied for the benefit of the collective i.e. communities and organisations. (Input from OPSEU, WorkersCollege, NEHAWU, SADTU) Facilitated by POPCRU
13h00 – 14h00
Lunch
14h00 – 15h30
Session 6: Social Issues and Healing
In many communities people sometimes lose a sense of self, often as a result of oppression and oppressive experiences and this has continued from generation to generation. These patterns will continue until we, as communities become aware of who we really are. Thus in this session we explore the potential of a RPL programme to develop and implement a healing and wellness strategy to heal individuals, families, workers and communities. Facilitated by Dianne Hill
15h30 – 16h00
Tea
16h00 – 17h30
Session 7: ValuingIndigenous Knowledge
Indigenous knowledge systems are often not given the recognition and value that it deserves. In this session we explore the role that RPL can play in validating indigenous knowledge systems so that its potential can be realised in learning institutions, workplaces and in the community. Facilitated by Xolani Santi and Banakonda Kennedy-Kish Bell
Cultural Get-together
Friday 17 October 2008
9h00 – 11h00
Session 8: Developing an RPL Network
This session aims to explore the interest and need for an international Indigenous RPL network.
This workshop will engage participants in a dialogue related to the interest and need for an international Indigenous RPL network. Facilitated by Paul Zakos (input from recipients of RPL)
11h00 – 11h30
Tea
11h30 – 13h00
Session 8: Conference Outcomes
This session critically examines the conference proceedings in relation to its goals.
Facilitated by Kibbie Naidoo
13h00 – 14h00
Lunch
14h00 – 15h30
Closing
Proposal for the Establishment of an Action Research Unit
It becomes necessary that as we contribute to the development of working class, and broader social, organisations and movements, which are informed by a particular social, political, economic agenda, it is necessary that we ensure that such process of development is supported and nurtured by fundamental building tools.
Education is one of those fundamental building tools. But it must be an education that has at least 3 fundamentals :
Relevant knowledge, information that are drawn from experience and study
Critical thought and analysis, that contributes to independent perspectives
Practical application of such knowledge and perspectives which engage with the realities and challenges, and which encourage the search for viable, ‘home-grown’ solutions.
But education can become stifling, conformist, ordinary, and far removed from the reality – too class-roomed based. The resources expended in running workshops, conferences, seminars, should be yielding greater results in the fight against oppression, exploitation and other social evils that are prevalent – there is too much power and resources in the hands of a few.
2. The Place of Research
Of course, education is largely informed and supported by information, experience, practice, skills, knowledge. All of this is drawn in one way or the other, in some form, by the collection of data or by research.
In our everyday lives, data is collected and used to inform our decisions, our behaviour, our choices – but this ‘collection of data’ is done informally, casually and without proper assessment of whether it is accurate, neither do we engage in meaningful analysis of such data. We respond to issues that confront us in the community, at work, in our organisations, or in the broader society, more by instinct, experience or superficial information, and this becomes our practice that continues to yield short-term solutions and results.
At the other end of the spectrum is academic, classical research. Such research is well-constructed, informed by strict academic rules and practice, and is able to withstand rigourous, critical scrutiny. The conduct of such research can be done by those who have been thoroughly schooled in the theory and practice.
However, such research is mainly done for policy formulation and is rarely used in a way that brings about practical solutions and responses. Quite often the research reports and findings are commissioned for particular purposes or interests, and often are not acted upon. Sometimes this is as a consequence of those who have commissioned the research are not content with the findings / recommendations, or not able to interpret or apply the findings, or the research was done for research sake.
3. Towards an integrated education – research approach – Action Research
Education and research complement each other, although too often they both sit apart. The one being too classroom based, education, and the other being too academic, research. Both supposedly speak to the human condition, and yet the plight of the masses remains desperate – what does this say about education and research, and the organisations and institutions that promote and practice it, and the individuals who champion them?
The idea of action research maybe a possible solution to bringing both education and a form of research closer together is a concept that is not new. There are international references and practices that set out its principles, form and practice, but the fundamental concepts and approaches of action research are the following :-
The workplace as a site of struggle – this is where the true power lies, not in the relationship with management, or in the engagement in some capitalistic, or neo-liberal, enterprise, but in the fact that this is where the membership is, the working class, the union! And it is in the workplace that the primary site where the capitalist principles, policies and agenda play themselves out – it is one of the primary sources of wealth and income generation, and capitalist accumulation – it needs to be engaged!
But we need to gather information about the current situation within the workplace such as:
how are the production forces functioning,
what are the power relations that exist within different workplaces,
how does the neo-liberal agenda play itself out,
what access do workers and their representatives have to information about the workplace,
what are the financial and economic strategies of ownership,
who owns and controls the workplace,
what are the levels of consciousness of workers,
who dictates the conditions of employment,
how do workers relate to management,
what influence do workers have on decision-making
And who better to gather such information than the shopstewards and workers – together with the educator, a plan is developed as to what information needs to be gathered from different workplaces; this would be dependent on the nature of the workplace, the sector (private, public, informal), the issues that are predominant, etc.;
How is this information gathered – through focus groups, observation, questionnaires, dependent on the dynamics of the workplace and the capacity of the shopstewards; the information is gathered in phases, dealing with a topic at a time, in order of priority, determined by the shopstewards and workers; the process of recoding such information either by writing in diaries / note-books, use of tape recordings, gathering of documents, verbal reports;
When the information is gathered, in stages, it has to be documented in a form that allows reflection and assessment of the issues / problems and their causes – this should then lead to determining whether more information is needed;
The reflection ideally should happen with the union concerned, and may result in either :-
A realisation that education is needed in some instances as a result of lack of capacity;
The development of a strategy to engage with the issues at the workplace;
The need to do some in-depth research which may need researchers to be involved.
This cycle continues : further planning, gathering of information, assimilating such information, responding to issues raised.
The outcomes :
Insights into conditions relating to the workplaces
Awareness, conscientisation of the workers involved in the project
Ownership of the process by the union and its representatives
Education programmes that become informed
Development of strategies at the workplace level
Greater visibility of trade union action
4. Developing research capacity & projects
If we accept the role of research in consolidating both the education practice and constructing practical responses to challenges facing the working class and broader civil society, then we need to develop such capacity. This needs to be done by way of conducting research capacity courses and workshops which in turn have a link to practical research projects.
Such research projects can be developed :
according to the needs of the organisations that wish to collaborate with the Workers’ College
as a result of the Workers’ College’s own identification of where research is needed
by collaborating with research organisations that may have projects which need capacity.
It is also apparent that a number of our comrades who have completed the IWLP degree have acquired basic knowledge and experience in research methods. Whilst a number of these comrades are no longer with the trade union movement, some have remained and others are in organisations that still service and support trade unions and civil society organisations. They can form the core of a pool of researchers that can be further developed and who can then embark on action research and research projects.
The development of research capacity can also be extended to the diploma students and other interested activists.
5. Structure
In establishing such Action Research Unit, it would be necessary to ensure that the following is in place :
5.1 Funding – initially, this can be drawn from a number of the existing Workers’ College programmes – RPL, ALEN, RLS, Diplomas and IWLP – this could provide support for at least 1-year for the contracting of research coordinator(s), the developing of materials, the embarking on small projects, and the covering of related expenses;
5.2 Research Coordinator(s) – the role of such person(s) is to develop the action research practice, design research workshops, oversee and coordinate action research and other research projects, collaborate with other research organisations, develop a resource base for research, and coordinate such activities together with the Director;
5.3 Potential researchers – these can be recruited from the IWLP students, diploma students and other interested activists, and will form the poll of researchers that will embark on the various projects;
5.4 Space within the College – there already exists space within the College for such a unit to operate, and other expenses could be covered by existing projects;
5.5 Schedule of work – a schedule of the implementation of this proposal and a time frame will be developed to ensure its proper roll out and at different points, evaluating its efficiency and effectiveness;
5.6 Outcomes – some of the outcomes will include :
Strengthening the human resource capacity of unions and civil society organisations
Tackling practical issues confronting these organisations, especially at workplace and community levels
Production of knowledge and information that can generate debate and strategic intervention and contribute to broader practices and discourse
“Broadening RPL: Potential for collective action – promoting redress and social justice”
The Workers’ College will be hosting a Recognition of Prior Learning (RPL) conference at the Sunnyside Park Hotel, Princess of Wales, Parktown, Johannesburg, South Africa from Wed. 15 – Fri. 17 October 2008. (tel. : (0)11 643 7226; fax : (0)11 642 0019)
The conference aims to bring together organisations and individuals that should make use of / benefit from, and those who engage in, the RPL practice, to promote and exchange ideas, solutions and experiences of RPL and further explore its potential for collective action, redress and social justice. This is particularly important given the uneven social and economic impact of globalisation in the modern capitalist societies.
In addition, in South Africa, as in many parts of the world, unemployment, poverty, discrimination, racism, xenophobia and HIV/AIDS are major social issues. The aim of this conference is to explore the role and potential of RPL in attempting to address these issues.
The expectation that through RPL we can begin to develop collective action and address social problems raises a number of important questions:
• What do we mean by RPL? • How can RPL, which has traditionally been used to affirm individuals, be used to benefit the collective? • What are the key organisational and institutional sites of experiential / indigenous knowledge? • How do we identify organisational and institutional / community beneficiaries of RPL? • What methodologies and philosophical perspectives might allow us to think about RPL in this way? • How does our experience and practice of RPL compare to that in other countries; what lessons can we learn/share? These questions relate to the following sub-themes:
RPL formal and informal education
• RPL and accreditation • What is valued as knowledge in education and in the community? • The value of academic knowledge in community • Knowledge and power • Valuing prior learning in formal education • Valuing indigenous knowledge • Role of academia vs grassroots’ movements • Facilitating RPL RPL and the promotion of social justice/democracy/liberation and redress
• Validating prior learning • RPL challenge status quo and dominant ideology • Methods for validating prior learning • RPL and its potential for healing • Solutions from prior learning • Education for liberation • Valuing indigenous knowledge • RPL in the context of xenophobia
RPL developmental, strengthening civil society and the collective
• Sustainable community development • Individual and collective validation • RPL community and trade union education • Organisational forms; RPL and change • Developing activists • Role of environment
RPL in the global economy
• Local vs global • Globalisation as facilitating RPL
Developing an RPL Network
• Global RPL social movement –RPL as a tool for developing a new cadre of activists
Who should participate?
• This conference attempts to focus mainly on the people and organisations that need to be affirmed through RPL • The voices of workers, community based activists and recipients of our RPL practices need to be heard (in the form of presentations) • Local and international RPL practitioners who will share their experiences. • Invited academics • The target is for about sixty (60) persons attending, with the majority coming from organisations that are engaged in bringing about social, political, economic change. This conference will provide the opportunity for participants to engage with RPL and the conference will try to be interactive and structured to promote such engagement. Proposed Structure of the Conference
• Theme setting session - maximum of 90 minutes long, but delivered in a way that engages with participants and raises some of the pertinent issues • Preferably all sessions will be plenary so that we can move along as a group – and at times break into smaller groups • Presentations need to be done creatively and joint presentations will be encouraged so that similar practices and experiences can be shared Potential Outcomes of the Conference
realisation of the potential of RPL
understanding of the different applications of RPL
determining whether RPL can serve the collective interest, and whether redress and social justice can be achieved through this process
establishment of links between organisations that can collaborate on common programmes
re-enforcement of a network
Possible Programme:
Day 1
Day 2
Day3
9H00 – 11H00
Registration
Session 3
Session 7
11H00 – 11H30
Tea
Tea
Tea
11H30 – 13H00
Keynote
Session 4
Session 8
13H00 – 14H00
Lunch
Lunch
Lunch
14H00-15H30
Session 1
Session 5
Session 9
15H30 – 16H00
Tea
Tea
Tea
16H00 – 17H30
Session 2
Session 6
Session 10
This First Notice is sent out to :-
o give notice of the conference o invite suggestions and contributions to the shaping of the conference o attract potential participants and presenters
Should you be interested in attending, shaping the conference structure, presenting in a creative way your own experiences and practices, or wanting to know more about the conference or the RPL practice, please communicate as follows :-
E-mail :
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Fax :
(0)31 3040 239
Last Updated on Wednesday, 10 September 2008 15:00
African Labour Educators’ Network (ALEN) - Strategic Approach to Labor Education in Africa
The name has changed from APADEP to African Labour Educators’ Network (ALEN) – primarily because the political / strategic approach to education in the current Network is different to that of APADEP;
Strategic Intervention in Education
ALEN is not a project but rather a strategic intervention in education - it seeks to bring about a different approach to education within trade unions. This approach needs to be tested in the various countries and if it does make an impact, then it will be is adopted within the country (main-streamed) to become part of the education agenda.
There is also a need to develop a common approach to education on the African continent. An approach that seeks to mobilize workers, address the challenges of neo-liberalism and seeks to find responses and alternatives to the current forms of oppressive and exploitative economic, social and political systems.
ALEN Activities
Country projects – the continuation of the 10-session workplace based, education projects that bring about a conscientization and mobilization of workers;
the follow-up project of action research, involving the same participants, which is both workplace and sector focused;
accredited certificate, diploma and degree programs established in all countries;
development of education resource bases in each country to support main-stream education;
the development of common education materials for use in accredited and other education programs;
political workshops to appraise country trade union leadership of ALEN agenda.
Projects
The name has changed from APADEP to African Labour Educators’ Network (ALEN) – primarily because the political / strategic approach to education in the current Network is different to that of APADEP;