scholarly journals Recognition of prior learning: its relevance to the proposed unified model o f education and training for South African nurses.

Curationis ◽  
2000 ◽  
Vol 23 (2) ◽  
Author(s):  
T Khanyile
Keyword(s):  
South Africa ◽  
South African ◽  
Nurse Educators ◽  
Education And Training ◽  
Unified Model ◽  
Historical Background ◽  
Nurse Training ◽  
Prior Learning ◽  
Recognition Of Prior Learning ◽  
And Training

Recognition of Prior Learning (RPL) is a fairly new concept in South Africa, and hence different people have different views about RPL . Through this paper, an attempt is made to shed some light on the historical background as well as the philosophical and theoretical underpinnings of RPL . It is hoped that this information will help those nurse educators wishing to experiment with RPL to have a better understanding of how the concept came about. The relevance of RPL to the Unified model of nurse training proposed by the South African Nursing Council is also discussed.

scholarly journals The development of the model for recognition of prior learning for nurses in South Africa

Curationis ◽  
2005 ◽  
Vol 28 (4) ◽  
Author(s):  
T Khanyile
Keyword(s):  
South Africa ◽  
Evaluation Research ◽  
Model Development ◽  
Integrated Approach ◽  
Education And Training ◽  
Educational Institutions ◽  
Prior Learning ◽  
Institutional Level ◽  
Recognition Of Prior Learning ◽  
And Training

The National Qualifications Framework (NQF) was established to address the compartmentalization of education and training, the absence of norms and standards and the need for international recognition. According to the South African Qualifications Authority (1996),this framework was aimed at developing a comprehensive qualifications structure and an integrated approach to education and training in the country (NCHE, 1996:46). Educational institutions, including those for nursing, were challenged with a view to rethink the whole culture of teaching and learning and was counted as knowledge. The major principle of the NQF was the Recognition of Prior Learning (RPL), which had to be pursued across all sectors (Musker, 1998: 8). RPL was seen as a means to widen access into learning programs for those who had been historically denied this. The challenge for educational institutions was how to ensure that RPL systems once implemented did not compromise academic standards. Research into methodologies to implement the NF in the absence of mechanisms was then essential. The purpose of the study was to develop and test a RPL model for nurses in South Africa. The study adopted a multi phase decisions oriented evaluation research design. Stuffelbeam’s educational evaluation model was used to guide data collection and analysis. The research questions were incorporated under the different phases of evaluation. The model was development at six levels: level one was at the policy makers level; level two was at the stakeholders; levels three to six were at institutional level where three institutions participated at pilot site for the RPL model development. These levels are presented as tiers in the figure 1. This article present the results of the model development at the first two levels, which according to Stuffelbeam ‘s model is the context evaluation for boundary setting. Part two will present the model development at institutional level, involving the input and process evaluation and depicted as tiers three, and four.

Legislative framework for implementing recognition of prior learning

2019 ◽  
Vol 9 (4) ◽  
pp. 775-787
Author(s):  
Ike Hlongwane
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Education And Training ◽  
Policy Environment ◽  
Prior Learning ◽  
Content Type ◽  
Low Level ◽  
Recognition Of Prior Learning ◽  
Legislative Framework ◽  
And Training

Purpose The purpose of this paper is to identify and highlight the key constructs of an enabling policy environment and their probable impact on development and implementation of recognition of prior learning (RPL) process in higher education and training in South Africa with reference to library and information science (LIS) field. Design/methodology/approach The study adopted quantitative methods, and utilised questionnaires and document analysis to collect data. The study used a combination of quantitative and qualitative methods to collect data from all the ten LIS schools in the South African higher education and training landscape. The questionnaire was used as the main data collection tool to collect quantitative data through a survey research design. In addition, the researcher employed content analysis to analyse qualitative data collected from institutional RPL policy documents. Findings The study found that the LIS schools have aligned most of their institutional RPL policies and procedures with South African Qualifications Authority’s national RPL policy (2013). However, in terms of the institutional RPL policy environment, the study found that there was a low level of compliance regarding certain aspects of the policy environment among LIS schools despite their express explicit commitment to the principles of equity of access and redress. Research limitations/implications In-depth interviews were not conducted to ascertain the reasons for low level of compliance regarding certain aspects of the RPL policy. Practical implications This study is valuable for higher education institutions, policy and governance, government and other stakeholders to assess the level of compliance to legislative and regulatory framework in RPL implementation in higher education and training in South Africa. In addition, the study was important for LIS schools in particular as RPL can be used as a tool to open access and increase participation in learning programmes to counteract low level of student enrolments in this field. Originality/value There is very little published concerning compliance to legislative framework RPL implementation in higher education and training. Furthermore, most published work relate to RPL implementation in higher education and training in general. The paper describes compliance to legislative framework to RPL implementation in higher education and training in South Africa with special reference to LIS field.

Recognition of prior learning as an access tool

2019 ◽  
Vol 9 (4) ◽  
pp. 563-570
Author(s):  
Ike Hlongwane
Keyword(s):  
Higher Education ◽  
Quantitative Methods ◽  
Education And Training ◽  
Alternative Route ◽  
Prior Learning ◽  
Content Type ◽  
Diverse Backgrounds ◽  
Recognition Of Prior Learning ◽  
The Impact ◽  
And Training

Purpose The purpose of this paper is to investigate the impact of recognition of prior learning (RPL) as an alternative tool for access into learning programmes in South African Library and Information Science (LIS) schools. Design/methodology/approach The study adopted quantitative methods, and utilised questionnaires and document analysis to collect data. Findings The study found that despite an institutional “will” among the LIS schools to open up access to learners who come from diverse backgrounds; there are still aspects that inhibit the use of RPL as an alternative route of access into higher education and training. Research limitations/implications In-depth interviews were not conducted to ascertain the veracity of the findings. Practical implications This study was valuable for institutions, policy makers, government and other stakeholders to assess the impact of RPL implementation in higher education and training. Originality/value Despite there been very little published concerning RPL implementation in higher education and training, use of RPL, as an alternative route to access into higher education and training is generally low. The paper seeks to highlight and promote RPL as an alternative route of access into higher education and training especially for non-matriculants from diverse backgrounds.

scholarly journals Submitting and tracking SADJ manuscripts to be facilitated by manuscript management systems - A professional development bulletin

2020 ◽  
Vol 75 (9) ◽  
pp. 475-477
Author(s):  
Nthabiseng Metsing
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
South Africa ◽  
South African ◽  
Online Publication ◽  
Education And Training ◽  
Political Information ◽  
Management Systems ◽  
Scientific Papers ◽  
And Training

The South African Dental Journal (SADJ) keeps you abreast of the latest developments in dentistry, and is the only Department of Higher Education and Training accredited scientific dental journal in South Africa for publication of scientific papers, clinical articles, current dento-political information and opinion, and trade information. Members are also able to attain their CDP points by completing the online questionnaires. All SADJ online CPD Questionnaires are valid for a two-year period from the date of online publication. If you are not able to load the questionnaire to your courses it may be as a result of expiry.

scholarly journals Tax Education: Current Views And Preferences Of South African Employers

2012 ◽  
Vol 11 (8) ◽  
pp. 951
Author(s):  
Sanet Doman ◽  
Gerhard Nienaber
Keyword(s):  
South Africa ◽  
South African ◽  
Education And Training ◽  
Fundamental Difference ◽  
Theoretical Knowledge ◽  
Practical Skills ◽  
Tax Practitioners ◽  
Consulting Firms ◽  
Tax Education ◽  
And Training

Various reasons caused the demand for tax practitioners to increase, creating a need for specialised tax education and training. Since the tax profession is not currently regulated in South Africa, educators receive little input from employers on their expectations regarding formal tax qualifications. This causes uncertainty as to whether or not employers are satisfied with tax education in South Africa. This article reports on the current and preferred composition of tax departments, considering South African employees qualifications. The article also highlights employers current views and preferences regarding theoretical knowledge and practical skills included in these qualifications. Any agreements between the employees current views and preferences are indicated. Data was gathered by using questionnaires and the population on which it was tested comprised partners of the tax departments of certain financial consulting firms. The results show that there is not a fundamental difference between the current and preferred composition of tax departments. There is also evidence that employers preferences regarding theoretical knowledge and practical skills differ from their current views. It is therefore recommended that tax education in South Africa is regulated to ensure that employers can provide input on the curricula included in tax qualifications.

scholarly journals Codes of practice: The implications for job advancement

1981 ◽  
Vol 12 (4) ◽  
pp. 109-114
Author(s):  
Ron Marsden
Keyword(s):  
South Africa ◽  
South African ◽  
Trade Unions ◽  
Education And Training ◽  
Employee Rights ◽  
Social Aspects ◽  
Work Place ◽  
Codes Of Practice ◽  
Political Intent ◽  
And Training

The various codes of practice proposed and applied as guidelines regarding employee rights in South Africa are discussed. There are three groups of codes: codes developed by companies, 'internal codes' developed by other South African organizations such as SACCOLA and TUCSA, and 'external codes' imposed on South African employers from abroad, like the Sullivan principles. While all codes aim at removing discrimination in the work place, local codes focus mainly on economic and some social aspects, and external codes have a stronger political intent. Many problems still exist with the measuring and monitoring of the implementation of these employment codes, sometimes done in-company, sometimes by independent external organizations. Generally trade unions support the codes, some seeing codes as a tool to increase union recognition and power. The codes, however, also have some dysfunctional aspects, because they can shift the focus and priority away from education and training, the all-important factor in Black advancement.Die verskillende gebruikskodes wat voorgestel en toegepas word as riglyne wat betref werknemersregte in Suid-Afrika word bespreek. Daar is drie soorte kodes: die wat deur maatskappye ontwikkel is, 'interne kodes' ontwikkel deur ander Suid-Afrikaanse organisasies soos SACCOLA en TUCSA, en 'eksterne kodes' wat van oorsee vir Suid-Afrikaanse werkgewers voorgeskryf word, soos die Sullivan-beginsels. Terwyl alle kodes gerig is op die verwydering van diskriminasie in die werksituasie, konsentreer plaaslike kodes meestal op ekonomiese en sommige sosiale aspekte en het eksterne kodes 'n sterker politieke oogmerk. Baie probleme bestaan nog met die meting en opvolging van die implementering van hierdie indiens-kodes, soms binne maatskappye gedoen, soms deur onafhanklike eksterne organisasies. Vakbonde ondersteun in die algemeen die kodes, sommiges sien hulle as 'n hulpmiddel om vakbond-erkenning en -mag te bevorder. Die kodes het egter ook sekere disfunksionele aspekte, omdat hulle die fokus en prioriteit van onderrig en opleiding, die belangrikste faktor in Swart vooruitgang, kan wegskuif.

scholarly journals The shift to tertiary technical and vocational education and training and the demise of South Africa’s former ‘technikon’ system

2018 ◽  
Vol 1 (1) ◽  
pp. 13
Author(s):  
André Kraak
Keyword(s):  
South Africa ◽  
Vocational Education ◽  
South African ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Anglo Saxon ◽  
The Past ◽  
Technical And Vocational Education ◽  
Path Dependent ◽  
And Training

Post-school systems of education and training have changed dramatically across the globe, including in South Africa, over the past two decades. It is ironic, however, that as many countries chose to renew and grow ‘polytechnic-type’ post-school education and training subsystems, South Africa (together with other countries from the Anglo-Saxon world) chose to reduce their role, largely through institutional mergers and processes of academic drift. Much of this difference in approach is path-dependent, shaped by the specific histories of capitalist evolution in each country. However, it also has to do with the faulty policy logic which has guided these changes over the past two decades. This article investigates the rise in significance of tertiary technical and vocational education and training (TVET) through brief case studies of two countries in Central and Northern Europe where the polytechnic sector has been expanded, not reduced. The discussion then shifts to South Africa, where graduation outcomes (in percentage terms) in the universities of technology have remained flat for more than two decades. The shift from secondary to tertiary TVET requires a significant expansion of enrolments and graduations in key applied technology fields, not the stasis we are seeing in South African universities of technology.

scholarly journals The ‘recognition of prior learning’ in vocational education and training systems of lower and middle income countries: An analysis of the role of development cooperation in the diffusion of the concept

2021 ◽  
pp. 174549992110612
Author(s):  
Markus Maurer
Keyword(s):  
Vocational Education ◽  
Education And Training ◽  
Development Cooperation ◽  
Vocational Education And Training ◽  
Prior Learning ◽  
Middle Income ◽  
Middle Income Countries ◽  
Training Systems ◽  
Recognition Of Prior Learning ◽  
And Training

‘Recognition of prior learning’ (RPL) has developed into an important instrument to support the permeability of education and training systems. Based on an extensive review of documents, this article analyses the global diffusion of RPL in vocational education and training systems (VET), with a specific focus on its diffusion through development cooperation between multi- and bilateral donors and lower and middle income countries (LMIC). This article argues that RPL became a core component of development cooperation when VET came to be seen as a means to foster equitable access to employment and income for the poorest. At the same time, it shows that the model of RPL transferred to LMICs is derived from the specific relations between labour markets and education and training systems in donor countries, where VET qualifications are often critical to accessing positions in the labour market, which is often not the case in LMICs.

Sign in / Sign up

Export Citation Format

Share Document