The Recognition of Prior Learning in Post-Apartheid South Africa

2021 ◽  
Author(s):  
Yashaen Luckan
Keyword(s):  
South Africa ◽  
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 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.

scholarly journals Recognition of Prior Learning as “Radical Pedagogy”: A case study of the Workers' College in South Africa

2014 ◽  
Vol 48 (3) ◽  
pp. 511-530 ◽  
Author(s):  
Mphutlane wa Bofelo ◽  
Anitha Shah ◽  
Kessie Moodley ◽  
Linda Cooper ◽  
Barbara Jones
Keyword(s):  
South Africa ◽  
Educational Philosophy ◽  
Unique Contribution ◽  
Focus Group Interviews ◽  
Prior Learning ◽  
Radical Pedagogy ◽  
Documentary Sources ◽  
Recognition Of Prior Learning ◽  
Group Interviews

This article argues that the model of Recognition of Prior Learning (RPL) in use at the Workers’ College in South Africa may be seen as a form of “radical pedagogy.” Drawing on documentary sources, focus group interviews with staff, and observations, it describes an educational philosophy which aims to build the competencies of activists in labour and community organizations, facilitate their self-affirmation and dignity, and provide an access route to post-school education. It documents and attempts to theorize how this philosophy is enacted in classroom pedagogy, and explores some of the tensions and contradictions encountered. It concludes by acknowledging the unique contribution of these educational practices to an understanding of what RPL as radical pedagogy might look like.

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.

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