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.

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.

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 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.

scholarly journals On Responses of Higher Education and Training With(in) Society Through Research, Teaching, and Community Engagement

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Ellze van Eeden ◽  
Irma Eloff ◽  
Hanlie Dippenaar
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
South Africa ◽  
Community Engagement ◽  
Trend Analysis ◽  
Historical Context ◽  
Integrated Approach ◽  
Education And Training ◽  
The Social ◽  
And Training

This article presents a trend analysis of the directions, nuances, and theoretical developments in community engagement (CE) practices in higher education and training (HET) environments in South Africa since 1994. It focuses on the nexus of research, teaching and learning, and community engagement. The article identifies specific associations of CE with core HET activities, illustrating how this integrated approach has brought about positive change. The research was conducted in three phases. In Phase I, purposeful sampling was used to identify the published work of leading scholars in South Africa who had engaged with the call for adopting a more transformative and collaborative approach to research such that the very act of academically engaging with(in) community became an educationally visionary act. In Phase II, the scope of the sampling was broadened to include research in multiple disciplines. In the third phase, the sampling was broadened chronologically to include research since the 1990s, and limited to the social sciences in order to conduct a trend analysis that considered historical context and growth directions in CE in the social sciences. The discussion presents an analysis of trends that emanated from research responses to CE by HET.

The Use of Principles of Good Assessment in Recognition of Prior Learning Practice in Library and Information Science in South Africa

Mousaion ◽  
2018 ◽  
Vol 35 (3) ◽  
Author(s):  
Ike Khazamula Hlongwane
Keyword(s):  
South Africa ◽  
Information Science ◽  
Good Practice ◽  
Survey Method ◽  
Library And Information Science ◽  
Prior Learning ◽  
Good Assessment ◽  
Recognition Of Prior Learning ◽  
Appeals Process ◽  
South African Higher Education

Recognition of Prior Learning (RPL) practice offers sound benefits to library and information science (LIS) schools. Despite these envisaged benefits, very little is known about RPL practice in LIS schools in South Africa. This study sought to establish whether principles of good assessment were being followed in the LIS schools to ensure the integrity of the RPL outcomes. A combination of a questionnaire and document analysis were used to collect data from the ten LIS schools in the South African higher education and training landscape. The questionnaire was used to collect quantitative data through a survey method. In addition, the researcher employed content analysis to collect qualitative data from institutional RPL policy documents. The findings indicate that RPL assessment processes across LIS schools in South Africa were largely subjected to principles of good practice. The study found that in accordance with the SAQA RPL policy the purpose of assessment was clarified to the candidate upfront, the quality of support to be provided to the candidate in preparing for the assessment was established, an appeals process was made known to the candidate, and the choice of assessment methods was fit for purpose to ensure credible assessment outcomes. It is therefore recommended that other disciplines or departments use LIS schools’ experiences as a benchmark to improve their own RPL endeavours.

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