Experience as knowledge? The case of the recognition of prior learning (RPL)

2007 ◽  
pp. 201-205
Keyword(s):  
Prior Learning ◽  
Recognition Of Prior Learning

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.

scholarly journals The signs of frenetic standstill: The concept of change in the discourse of lifelong learning and the tempo of the Czech National Qualifications Framework

2021 ◽  
pp. 0961463X2110060
Author(s):  
Tomáš Karger
Keyword(s):  
Adult Education ◽  
Technological Change ◽  
Document Analysis ◽  
Further Education ◽  
Prior Learning ◽  
The Czech Republic ◽  
Organizational Hierarchy ◽  
National Qualifications Framework ◽  
Recognition Of Prior Learning ◽  
Recent Developments

The aim of this study is to interpret recent developments in the field of adult education in the Czech Republic through the theory of social acceleration. The study is designed as focused ethnography, drawing upon observation, interviewing, and document analysis. The material is read through the concepts of acceleration and frenetic standstill and contextualized in the discourses on industry 4.0 and recognition of prior learning. The study shows how the notion of constant technological change drives the Czech discourse of adult education, introducing a sense of urgency and pressing for faster developments in the further education of adults. However, the field of adult education exhibits a lack of consistency in its development, translating into absenting sense of progress. Within this context, the Czech National Qualifications Framework (NQF) has produced a steady output of qualification standards even though its internal processes have been prolonged. The tempo of the NQF and the absenting sense of progress can be read as signs of a frenetic standstill, accompanied by a high fluctuation of individuals on all levels of an organizational hierarchy. The study argues that acceleration is not driven by technological change in the observed context as the examined discourses expect. Instead, social acceleration seems to be perpetuating itself as a relatively independent force, eroding institutions that are seen as key in adapting to the incoming transition.

scholarly journals Bridging Recognition of Prior Learning (RPL) and Corporate Social Responsibility (CSR): Circular Flow of Interaction among the University, Industry, and People

2021 ◽  
Vol 13 (8) ◽  
pp. 4532
Author(s):  
Rumpa Roy ◽  
Hesham El Marsafawy
Keyword(s):  
Sustainable Development ◽  
Corporate Social Responsibility ◽  
Social Responsibility ◽  
Well Being ◽  
Prior Learning ◽  
Hands On ◽  
Recognition Of Prior Learning ◽  
Corporate Social ◽  
The University ◽  
University Industry

Universities foster a collaboration with industry with their commitment towards society. Corporate social responsibility (CSR) practices of organizations facilitate implementation of the recognition of prior learning (RPL) in higher education, while creating long-term opportunities for sustainable development. The researchers of this study come from two different disciplines, and aim to embed sustainable development strategies for transforming education by utilizing the capacity of educators and industry professionals, while also contributing to the community and economy. The researcher with a specialization in economics identified the well-being of the community and economy, and another researcher with a design and ergonomics background brought the concept of service design. Results of the conducted surveys imply that a skill gap exists in the labor market and participants from the community are interested in receiving hands on training from the industry. The researchers introduce a model focusing on the significance and implementation of RPL, allowing youth and adults to accumulate credit through non-formal and informal learning experiences. The model reflects how the university assesses the current skills and needs of the target communities, how they are communicated to industry by identifying potential areas of development, how industry responds to the needs by providing training, and how the university acknowledges prior learning and promotes potential candidates to contribute towards industry.

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 Recognition of Prior Learning in Quebec: Current practices

2012 ◽  
Vol 46 (3) ◽  
pp. 395-406
Author(s):  
Leah Moss
Keyword(s):  
School Boards ◽  
Historical Context ◽  
Learning Program ◽  
Prior Learning ◽  
Recognition Of Prior Learning ◽  
Public Offering ◽  
Current Practices

The curse of being the “new, new” thing was initially hung around the neck of the current incarnation of Quebec’s ‘recognition of prior learning’ program. However, this has changed as the program has evolved into a working service for Quebec residents. This article will examine the current public offering of the recognition of prior learning program in Quebec school boards and colleges, and will briefly discuss the historical context of the program in the province of Quebec.

scholarly journals Test Analysis Of The Development Conversion And Recognition Prior Learning Models On Vocational Teachers’ Education

2019 ◽  
Vol 8 (5C) ◽  
pp. 1456-1460
Keyword(s):  
Vocational Teachers ◽  
Test Results ◽  
Security Testing ◽  
Prior Learning ◽  
Test Analysis ◽  
Sql Injection ◽  
Internet Explorer ◽  
Recognition Of Prior Learning ◽  
Security Information ◽  
Mozilla Firefox

This study aims to: (1) develop a conversion and recognition of prior learning (RPL) model on the vocational teachers’ education in the field of automotive engineering: (2) determine the software quality developed by the functional suitability, efficiency of performance, compatibility, usability, reliability aspects, maintainability, portability, and security testing based on ISO 25010. The method applied in this Research and Development (R & D) is the Brogg and Gall. The results of the study revealed that: (1) the conversion and prior learning recognition (RPL) models on vocational teachers’ education were in accordance with the requirements of the field (2) Test results on the functional suitability scored 10.5 and a mean of 3.45; the efficiency of performance had a score of 9.5 and a mean of 3.15; compatibility scored 8 with a mean of 4; the usability had a score of 19.5 and mean of 3.2; while the reliability aspect had a score of 13.5 and a mean score of 3,37. Furthermore, the conversion and prior learning recognition models are flexible in use and competent. Regarding the portability aspect, it is compatible with Mozilla Firefox, Google Chrome, and Internet Explorer browsers. It is free from XSS and SQL injection vulnerabilities seen from the security information system.

Decolonising recognition of prior learning – The drawbacks of policy mimicking

2021 ◽  
pp. 174549992110634
Author(s):  
Patrick Werquin
Keyword(s):  
Cultural Context ◽  
End Users ◽  
Policy Learning ◽  
Policy Agenda ◽  
National Context ◽  
Prior Learning ◽  
The World ◽  
Recognition Of Prior Learning

Recognition of prior learning features at the top of the policy agenda in many countries because recognition of prior learning (RPL) has proven effective in some parts of the world; and there is much policy learning taking place. Therefore, many countries want to gain the advantages associated with RPL. It brings benefits to individual end-users and countries as a whole. Whether RPL should be identically implemented everywhere is more questionable. This paper proposes a reflexion based on experience: It looks at what RPL is about, at what it took to implement the validation des acquis de l’expérience (VAE) system in France and its potential transferability. While it is important to learn from one another, transporting a system from one national context to another is unlikely to work because the necessary social and cultural context is never transferred along with the technical apparatus. This is not new, but this paper emphasises the need for appropriate adaption whenever systems are borrowed.

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