Academic literature on the topic 'Prior Learning (RPL)'
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Journal articles on the topic "Prior Learning (RPL)"
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Hlongwane, Ike. "Legislative framework for implementing recognition of prior learning." Higher Education, Skills and Work-Based Learning 9, no. 4 (November 11, 2019): 775–87. http://dx.doi.org/10.1108/heswbl-10-2018-0111.
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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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Hlongwane, Ike. "Recognition of prior learning as an access tool." Higher Education, Skills and Work-Based Learning 9, no. 4 (November 11, 2019): 563–70. http://dx.doi.org/10.1108/heswbl-10-2018-0115.
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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.
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Pilkinton-Pihko, Diane, Jaana Suviniitty, and Tomi Kauppinen. "Recognition of prior learning of English: Test or assess?" Language Learning in Higher Education 9, no. 2 (October 25, 2019): 241–62. http://dx.doi.org/10.1515/cercles-2019-0015.
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Abstract Living in learning societies encourages learning outside the classroom. Alongside this reality, higher education institutions have been incorporating policies and procedures that support recognition of prior learning (RPL). This development means establishing adequate RPL assessment practices. Our empirical study at the Aalto University Language Centre investigates the networked nature of prior learning among RPL seekers as a means to inform the RPL of English assessment. To examine this, we gathered anonymous data on the type and range of prior learning among 273 students seeking RPL of English. This preliminary study showed three elementary prior learning types: work experience, self-study and leisure activities – which primarily involved using English as a lingua franca. To discover and visualise frequently co-occurring activities, we employed data mining. The analysis revealed the networked nature of prior learning of English. Moreover, the common working-life tasks that emerged from the data differ greatly from those in the RPL of English test. The difference implies that a learner-centred assessment, such as a portfolio, would be a better alternative for RPL than formal testing. It also implies that the English curriculum needs to be updated to align it better with industry needs.
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Garnett, Jonathan, and Angele Cavaye. "Recognition of prior learning: opportunities and challenges for higher education." Journal of Work-Applied Management 7, no. 1 (October 6, 2015): 28–37. http://dx.doi.org/10.1108/jwam-10-2015-001.
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Purpose Recognition of prior learning (RPL) is a process by which both formal learning for recognised awards, informal learning from experience and non-formal learning for uncertificated but planned learning is given academic recognition. The paper aims to discuss these issues. Design/methodology/approach This paper refers to international developments in RPL and then focuses upon the extensive and innovative use of RPL by Middlesex University and the developing RPL work at the Australian Institute of Business. Findings The Middlesex experience of recognition of learning from experience as part of the development of customised work-based learning programmes demonstrates the potential of RPL for business and management programmes. Originality/value The use of RPL for admission and/or credit in standard programmes enables individuals to have their work-based knowledge acknowledged as relevant, worthwhile and equivalent to learning obtained in the higher education classroom.
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Snyman, Marici, and Geesje van den Berg. "The Significance of the Learner Profile in Recognition of Prior Learning." Adult Education Quarterly 68, no. 1 (September 21, 2017): 24–40. http://dx.doi.org/10.1177/0741713617731809.
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Recognition of prior learning (RPL) is based on the principle that valuable learning, worthy of recognition, takes place outside formal education. In the context of higher education, legislation provides an enabling framework for the implementation of RPL. However, RPL will only gain its rightful position if it can ensure the RPL candidates’ success. Hence, the purpose of this study is to describe the significance of the learner profile of candidates. In this study, empirical research was conducted, which entailed the analysis of RPL candidates’ life stories as narratives. The findings illuminated specific characteristics of RPL candidates in terms of personal attributes, learning contexts, knowledge, and skills gained through a process of personal development. The conclusion is that this calls for an RPL approach that explicitly considers the significance of the profile at learner, practitioner, and institutional level.
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Heinonen, Annemari, and Satu Tuomainen. "Enhancing assessment in the recognition of prior learning with digitalisation." Language Learning in Higher Education 10, no. 2 (December 1, 2020): 403–20. http://dx.doi.org/10.1515/cercles-2020-2027.
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Abstract The processes to assess students’ learning acquired in various non-formal and informal learning environments have become increasingly common in Finnish university language centres in recent years. This paper describes new developments at the University of Eastern Finland to assess students’ non-formal and informal learning of English for Academic Purposes (EAP) with an electronic examination system. Recognition of prior learning (RPL) had previously been organised as on-campus examinations, although demand for digitalisation and electronic examination systems had been voiced to provide students and staff more flexibility and convenience. The digitalisation of the RPL process aimed to develop the system in the most popular language for validation, English, and to provide students and RPL assessors an increasingly effective method for assessing prior learning. Finnish higher education institutions have invested heavily in digital learning environments and this described transformation to a digitalised RPL process can be seen as a logical response. We introduce the new RPL system and its change from previous face-to-face assessment to the digital version, the rationale for and practical implementation of the digitalisation. We also present RPL assessors’ perceptions of the change, preview student data on the new system and offer suggestions on the systematic and evidence-based development of the recognition and validation of EAP in university language centres.
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Pokorny, Helen, Stephen Fox, and Dave Griffiths. "Recognition of Prior Learning (RPL) as pedagogical pragmatism." Widening Participation and Lifelong Learning 19, no. 3 (November 15, 2017): 18–30. http://dx.doi.org/10.5456/wpll.19.3.18.
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Werquin, Patrick. "Decolonising recognition of prior learning – The drawbacks of policy mimicking." Research in Comparative and International Education 16, no. 4 (November 27, 2021): 488–502. http://dx.doi.org/10.1177/17454999211063480.
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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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Dr Catherine Robertson. "Call for papers for the Special Edition, JOVACET 5(2), 2022." Journal of Vocational, Adult and Continuing Education and Training 4, no. 1 (November 30, 2021): 2. http://dx.doi.org/10.14426/jovacet.v4i1.196.
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Recognition of Prior Learning (RPL), referred to, inter alia, as APL in other contexts, has been recognised by South African and international policies as a critical means of access to, and certification of further and higher learning, especially for mature learners. While there is general acknowledgement of the importance of RPL for lifelong learning and social inclusion, learning institutions have not embraced RPL equally across the board, and implementation practices vary greatly, often leading to learner frustration. While there have been some local studies and a growing international literature, RPL is by and large under-researched in South Africa.
In light of the above and its long tradition of RPL provision, the University of the Western Cape’s Recognition of Prior Learning (RPL) unit will be hosting a conference on 30 and 31 March 2022, with the theme ‘Implementation, Assessment and Articulation of Recognition of Prior Learning’. As one of the intentions of the conference is to ‘build the scholarship of RPL’ (also known as APL in other contexts), JOVACET will be partnering with the UWC RPL Unit to produce a Special Issue of the journal in 2022 for publication of relevant papers that fall within the scope of our journal.
Topics broadly covered by the conference include (but are not limited to) the following:• RPL policy research• Sharing RPL practices• Capacity building for RPL• Innovative RPL models• RPL assessment for undergraduate and postgraduate access in higher education• Articulation models for RPL in post-schooling
Submissions for paper presentations at the conference should be made directly to the conference organiser, Dr Rekha Rambharose, email rrambharose@uwc.ac.za, but additional, relevant topical papers seeking publication in this JOVACET Special Issue may be directed to Dr Catherine Robertson, email cathy@trobertson.co.za.
Please note that all submissions considered for publication, whether presented at the conference or not, will undergo the JOVACET double blind review process towards publication in November 2022 or earlier if possible.
Due date for full paper submissions (Special Issue): 30 April 2022
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Taylor, Tony. "Learning from Experience: Recognition of Prior Learning (RPL) and professional development for teachers." Asia-Pacific Journal of Teacher Education 24, no. 3 (November 1996): 281–92. http://dx.doi.org/10.1080/1359866960240306.
Full textDissertations / Theses on the topic "Prior Learning (RPL)"
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Jordaan, CJ, A. Bezuidenhout, and CM Schultz. "A recognition of prior learning (RPL) strategy for informal practising motor mechanics." Tshwane University of Technology, 2014. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001153.
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Abstract Orientation: The informal sector serves as an untapped reservoir of skilled individuals practising the motor mechanic trade, who are ready for possible reclamation into the formal sector. Research purpose: The objective of this study was to develop a recognition of prior learning (RPL) strategy to link informal practising motor mechanic artisan training to the formal sector to enhance these artisans’ employability status.
Motivation for the study: The current formal sector training initiatives for motor mechanics do not provide for or acknowledge the non-formal learning of the informal sector practising motor mechanics. South African desperately needs a national artisan development programme that includes all the components of artisan growth. Although the national artisan development programme will primarily focus on the development of artisans in the formal sector, the large numbers of persons who are involved in artisan work in the informal sector need to be progressively incorporated into the formal sector process.
Research design, approach and method:
A qualitative design was used and a purposive snowball sample applied. An exploratory qualitative study was conducted to answer the research question. Semi-structured interviews were applied to solicit data from 16 experts representing the motor mechanic training environment. The data were analysed utilising the ATLAS.ti 7.0 program.
Contribution/value-add: This study attempted to conduct ground-breaking research in theory building to improve the employability status of people involved in motor mechanic artisan work in the informal sector. The findings of this study could lead to the development of new theory for SETAs to engage in the training and funding of informal practising motor mechanics. The study conceptualises a focused RPL strategy for motor mechanics that could be systematically applied to integrate the informal and formal sector training for the trade.
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Motaung, Mokabe Julia. "Quality assurance practice in the provisioning RPL (Recognition of prior learning)in higher education." Thesis, Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09062007-162307/.
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Brenner, Aimee. "Exploring the transition: a case study of RPL students in a postgraduate programme." Master's thesis, Faculty of Commerce, 2021. http://hdl.handle.net/11427/33638.
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There has been a movement across South Africa's education sector to widen access and participation in higher education (HE). Recognition of Prior Learning (RPL) programmes offer an opportunity to do so by providing access to HE to those who do not necessarily have the prerequisite requirements. There is still much to learn regarding RPL programmes and the unique needs and challenges of RPL students, as most of these programmes are still in the pilot stage. This study is specifically concerned with the transition of RPL students into postgraduate HE, as little research has been conducted on this topic. To gain a deeper understanding of RPL student transition, the researcher followed a case-study approach in which the experiences of RPL students enrolled in an online postgraduate diploma programme in management in marketing (PgDipMM) at a South African university were investigated. The programme piloted a novel RPL assessment and selection process which aimed to address criticisms of previous models. Qualitative data was obtained through eight open-ended, in-depth interviews with RPL students enrolled in the programme. Using a thematic analysis approach, nine key themes were identified as possible mechanism that facilitated RPL students' successful transition into the postgraduate diploma and six themes that did not. Findings indicated that, to a large extent, the novel RPL assessment and selection process appeared to have facilitated RPL students' successful transition into a postgraduate diploma through technical preparation and building students' confidence in their abilities. Possible enablers and barriers to RPL students' successful transition were also identified and discussed. In short, the enablers included learner maturity, transference of prior knowledge and skills, social support, sense of belonging, access to effective resources and financial security. Conversely, the barriers included academic difficulties, under preparedness for the intensity of HE and time restrictions. The study had theoretical and practical implications in that it contributed to our understanding of RPL student transition to HE and provided suggestions for ways in which their successful transition can be facilitated
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Denton, Mark. "To what extent does the Recognition of Prior Learning (RPL) in a University of Technology's Engineering Faculty recognise and accredit knowledge acquired through work experience?" Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/12060.
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Includes abstract.Includes bibliographical references.
Recognition of Prior Learning (RPL) has become a key component in the South African educational environment because of the need to address past discriminatory practices in education due to the apartheid regime. This study poses the question: To what extent does the Recognition of Prior Learning (RPL) in a University of Technology’s Engineering Faculty, recognise and accredit knowledge acquired through work experience? It explores what type of knowledge is assessed and recognised during RPL and what kinds of knowledge, gained at which type(s) of institution(s), are given preference. The study is set against the background of experiential learning theories: the phenomenological learning approach and the situated learning approach.
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Sandberg, Fredrik. "Recognition of Prior Learning in Health Care : From a Caring Ideology and Power, to Communicative Action and Recognition." Doctoral thesis, Linköpings universitet, Pedagogik och vuxnas lärande, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-81396.
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During the last decades Recognition of Prior Learning (RPL) has become a more frequently used method to recognise adult’s prior learning. This thesis analyses a process of RPL in health care, where health care assistants are assessed against subjects in the upper-secondary health care program. Prior research on RPL is to a high degree non-theoretical and focus is primarily on policy level research. This thesis adds to the field by progressing a critical social theory perspective on RPL. In the thesis the RPL process is analysed through Jürgen Habermas’ theory of communicative action and Axel Honneth’s Recognition theory. General questions posed are: What are the power issues in the RPL process? What implications does the tension between the lifeworld of work and the system of education have? What consequences does mutual understanding and communication have for the outcome of the RPL process? What part does recognition play for the participants? The results disclose the power relations that emerge in the relationship between participants and teachers. A caring ideology is developed and problematized. Further, the importance of mutual understanding between participant and teachers in the assessment of prior learning is discussed focusing on the consequences a lack of mutual understanding could have for the outcome in such assessments. On a macro level the analysis demonstrates the tension between the participants prior learning and the educational systems demand for formalising prior learning. In addition, analyses of a more developmental character that intends to show the potential for critical learning, change and recognition are progressed. The results suggest that communicative action can be used to develop RPL into processes focusing on critical learning and change. Recognition of traits and abilities could also enhance individual’s positive relations with the self. Such recognition could develop self-confidence and thus RPL could encourage learning and cultivate continuing self-realisation through work.Validering har under de senaste decennierna blivit en alltmer använd metod för att erkänna vuxnas tidigare lärande. Denna avhandling analyserar en valideringsprocess inom omvårdnadssektorn för vårdbiträden med mångårig erfarenhet. Vårdbiträdena valideras mot ämnen inom omvårdnadsprogrammets karaktärsämnen. Tidigare forskning om validering är i hög grad icke-teoretisk och mycket fokus har legat på policynivå. Denna avhandling bidrar till forskningsfältet genom att problematisera validering utifrån ett kritiskt samhällsteoretiskt perspektiv. I avhandlingen analyseras valideringsprocessen utifrån Jürgen Habermas teori om det kommunikativa handlandet och Axel Honneths erkännandeteori. Exempel på mer generella frågor som ställs är: Vilka är maktfaktorerna i valideringsprocessen? Är handlingarna i processen koordinerade mot gemensam förståelse? Hur ser förhållandet mellan system och livsvärld ut? Vilken roll spelar erkännandet i validering för deltagarna? Resultatet synliggör de maktförhållanden som uppstår mellan deltagare och lärare i bedömningsprocessen. En omvårdande ideologi lyfts fram och problematiseras. Därtill diskuteras betydelsen av gemensam förståelse mellan deltagare och lärare vid bedömning, samt vilka konsekvenser brist på gemensam förståelse kan få. På ett makroplan åskådliggör analysen spänningen mellan deltagarnas erfarenheter och utbildningssystemets krav på formalisering. Vidare genomförs mer utvecklingsfokuserade analyser som vill visa på möjligheterna för kritiskt lärande och förändring i validering. Resultatet demonstrerar också, bland annat, betydelsen av att bli erkänd för sina förmågor och hur detta kan utveckla individens självuppskattning och främja lärande. I studien föreslås det att kommunikativt handlande kan utgöra en norm för hur validering kan utvecklas mot mer kritiskt lärande och positiv förändring. Men också att erkännande av tidigare förmågor kan gynna individens positiva relation till sig själv, hur detta främjar lärande, självuppskattning och hur validering därmed kan utgöra en grund för ett vidare självförverkligande genom arbete.
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de, Graaf Frederika Hilde. "Assessing knowledge claims through the recognition of prior learning (RPL): A case study in the business faculty at a university of technology (in the Western Cape, South Africa)." Thesis, Cape Peninsula University of Technology, 2010. http://hdl.handle.net/20.500.11838/1924.
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Thesis( Master of Education(Education)-- Cape Peninsula University of Technology, 2010I decided to undertake this study because as the RPL specialist, I noticed a discrepancy between the interpretation of knowledge presented as part of a RPL application and the interpretation of that knowledge claim by the academic staff members involved in the assessment. Knowledge claim is the phenomenon that this study is about and I am attempting to answer these two questions: 1. What are the similarities and/or differences in the knowledge claims made by RPL applicants and the knowledge claims recognised by the academics in the RPL process for access into the BTech in Project Management at the institution? 2. How valid is RPL as a means of access to the BTech: Project Management programme at the institution? For my study I developed a theoretical framework that consists of two components: the knowledge claims made by the RPL Applicants before they were given access to the University and the academics’ interpretation of the RPL assessment. The second component is the knowledge claim made by the RPL applicants as students after they were admitted to the University and the academics’ interpretation of their performance. These two components were further developed using concepts such as recontextualization, tacit and explicit knowledge, the usefulness of theory and cognitive ability.I analysed the RPL theories within the context for before Higher Education and after Higher Education. I then proceed to discuss the development of knowledge in the workplace and in the academia using the same breakdown.
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Matentjie, Tshepiso. "The impact of the National Qualifications Framework on Higher Education with specific reference to access, teaching and learning : a case study." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/16615.
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Thesis (MPhil)--University of Stellenbosch, 2005.ENGLISH ABSTRACT: The purpose of this study was to investigate the impact of the NQF on higher education institutions focussing specifically on access, teaching and learning. The study aimed to answer the following research questions: What was the impact of the NQF on increasing access to higher education? In particular how did the RPL process facilitate access into the University of Pretoria? Secondly, how did the NQF influence the processes of teaching and learning at this particular institution? And finally, why did the NQF have differential impacts on different faculties within the same higher education institution? To gain the end-users’ perspective, a case study of the University of Pretoria was conducted. Data was gathered using interviews with ten senior members of staff at the university working in nine different departments, and student records indicating admissions through RPL into the University of Pretoria as well as relevant institutional documents. The findings suggest that the impact of the NQF on access, teaching and learning differed across departments, resulting in a partial implementation of the policy. This was facilitated by factors inherent in the policy itself and factors inherent to the institution. The influence of external factors such as professional bodies on teaching and learning practices of end-users at the University of Pretoria posed a major challenge against NQF implementation. The motivations leading to NQF implementation are not directly linked to the NQF policy per se, although they resulted in portraying the extent of change to access, teaching and learning along a continuum that distinguished between departments that ‘blindly complied’, that selectively adapted and those that strategically avoided implementation of the policy. Indications for further research are that a wider look at the impact of the NQF on access, teaching and learning in higher education is less revealing than a more focussed investigation. Future research should zoom-in on individual departments within higher education institutions to reveal the deeper and more nuanced impact of the NQF.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om die impak van die NKR (NQF) op veral toegang, onderrig en leer in hoër onderwysinstellings te ondersoek. Die studie poog om die volgende navorsingsvrae te beantwoord: Watter impak het die NKR op toenemende toegang tot hoër onderwys? Hoe fasiliteer die EVL-proses ("RPL process") toegang tot die Universiteit van Pretoria? Hoe beïnvloed die NKR die onderrig- en leerproses aan hierdie spesifieke instelling? Ten slotte, waarom het die NKR 'n differensiële invloed op verskillende fakulteite binne dieselfde hoër onderwysinstelling? Ten einde die uiteindelike gebruiker se perspektief te bepaal, is 'n gevallestudie aan die Universiteit van Pretoria uitgevoer. Data is ingesamel uit onderhoude met tien senior personeellede wat in nege verskillende departemente werk, studenterekords aangaande toelating tot die Universiteit van Pretoria deur EVL, en ook relevante institutêre dokumente. Die bevindinge impliseer dat die impak van die NKR op toegang, onderrig en leer van departement tot departement verskil en dat dit lei tot 'n gedeeltelike implementering van die beleid. Dié verskil is aangehelp deur faktore wat inherent is aan die beleid, maar ook faktore inherent aan die instelling. Die invloed wat eksterne faktore soos professionele liggame op die onderrig- en leerpraktyke van finale gebruikers aan die Universiteit van Pretoria het, is 'n groot struikelblok vir die implementering van die NKR. Motiverings wat lei tot die implementering van die NKR is nie noodwendig aan die NKR-beleid gekoppel nie, alhoewel dit daartoe gelei het dat die mate van verandering in toegang, onderrig en leer op 'n kontinuum aangedui is. Hierdie kontinuum onderskei tussen departemente wat die beleid "blindelings navolg", ander wat dit selektief aanpas en nog ander wat die implementering van die beleid strategies vermy. Aanduidings vir verdere navorsing is dat 'n breë ondersoek van die NKR se impak op toegang, onderrig en leer in hoër onderwys minder beduidend is as 'n meer spesifieke ondersoek. Toekomstige navorsing behoort te fokus op individuele departemente binne hoër onderwysinstellings ten einde 'n indringender en meer genuanseerde impak van die NKR te bepaal.
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Thakrar, Jayshree Sona. "Recognition of prior learning: An elusive goal for the non-formal learner?" Thesis, 2006. http://hdl.handle.net/10539/1702.
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Faculty of Humanities
School of Education
0415279k
jthakrar@ofh.ac.zaRecognition of prior learning (RPL), the practice of valuing adults’ learning, derived from formal, informal or non-formal contexts, forms a key component of the transformational agenda of the education landscape in South Africa. Yet few institutions of higher education in South Africa practice RPL. The aim of this study is to provide insight into RPL by evaluating its current practice at one institution of higher education, the University of Fort Hare, highlighting its successes and challenges. The sources of information for this study included past RPL candidates, RPL assessors and co-ordinators, and the policy, processes and procedures that govern the RPL process in the institution. The methods used to collect the data included interviews, observation of institutional RPL workshops and an analysis of relevant RPL documentation. The research results suggest that there has been a limited uptake of RPL, which has impeded a holistic approach to RPL. Challenges include the draft status of an institutional policy, inconsistent RPL practices, the limitations of some of the RPL assessment methods, the lack of RPL data systems, the costs associated with supporting RPL candidates, the duplication of resources and practices, and the impact on academic workloads. A series of recommendations have been made to address these and other challenges highlighted in the research results.
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Snyman, Maria. "The influence of the learner profile on recognition of prior learning (RPL) assessment." Thesis, 2013. http://hdl.handle.net/10500/13006.
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The recognition of prior learning (RPL) is an assessment process through which experience
gained outside academic contexts is recognised. The purpose of the research was to
determine the influence the learner profile has on RPL assessment. To realise the purpose,
the learner profile was described and consequently learning outcomes formulated for a
portfolio workshop. The method which the study followed was a qualitative interpretative
approach. The research comprised a literature study about adult learning theories that
served as a theoretical framework for the study, as well as an overview of RPL assessment,
followed by an empirical study. The empirical research component followed a multiple data
collection method. The personal life stories of the research participants were analysed in
order to compile a learner profile. The role the workshop played was determined from a
learner perspective by means of an open questionnaire for participants. It included a
collection of workshop photographs. Finally, the reflection of a group of RPL learners about
their personal learning experiences was analysed.
The research found that the learner profile included distinctive personal traits, such as
motivation, task orientation, a sense of responsibility and an orientation towards the future.
The nature of the learner profile as well as of informal learning gained within diverse learning
contexts require directed preparation for assessment. The learners regarded the portfolio
workshop as a sustainable learning process and as a transformational learning experience.
The role the workshop played was multidimensional, as it served as preparation for
compiling the portfolio. It also empowered and prepared the learner on a personal level for
the context of tertiary education. Based on the research findings, the recommendations for an RPL approach should include
the following: Firstly, the learner‟s voice should be afforded recognition. Secondly,
preparation for assessment is essential. Thirdly, the preparation should follow an approach
of assessment as a sustainable learning process. Finally, the learning outcomes for the
portfolio workshop make a contribution to support the learners in bridging the learning
contexts of informal learning and academic learning.
The research makes a valuable contribution, as the empirical research shows that the
holistic learner profile guides the approach to assessment. The mission of RPL to bring
about transformation will only become a reality if a learner-centred approach recognises and
empowers the learner on a personal and academic level.Die Erkenning van Vorige Leer (EVL) is 'n assesseringsproses waardeur ervaring wat buite akademiese kontekste verwerf is, erken word. Die doel met die navorsing was om die invloed van die leerderprofiel op EVL-assessering te bepaal. Om die doel te bereik, is die leerderprofiel beskryf en voortvloeiend daaruit leeruitkomste vir 'n portefeuljewerkswinkel saamgestel. Die metode wat die studie gevolg het, was 'n kwalitatiewe interpretiewe benadering. Die navorsing bestaan uit 'n literatuurstudie oor volwasse leerteorieë wat as teoretiese raamwerk vir die studie gedien het, asook 'n oorsig oor EVL-assessering, gevolg deur 'n empiriese studie. Die empiriese navorsingskomponent het 'n meervoudige dataversamelingsmetode gevolg. Die navorsingsdeelnemers se persoonlike lewensverhale is geanaliseer om sodoende 'n leerderprofiel saam te stel. Die rol van die werkswinkel is vanuit 'n leerdersperspektief bepaal deur middel van 'n ope-vraelys aan deelnemers, wat 'n versameling werkswinkel-foto's ingesluit het. Laastens is die reflektering van 'n groepie EVL-leerders oor hulle persoonlike leerervaringe ge-analiseer. Die navorsing het bevind dat die leerderprofiel onderskeidende persoonlike kenmerke, soos motivering, taakgerigtheid, 'n verantwoodelikheidsin en 'n toekomsgerigtheid insluit. Die aard van die leerderprofiel, asook die aard van informele leer verwerf binne diverse leerkontekste vereis gerigte voorbereiding tot assessering. Die leerders het die portefeuljewerkswinkel as 'n volhoubare leerproses en as transformasionele leerervaring beskou. Die rol van die werkswinkel is meervoudig, aangesien dit dien as voorbereiding tot die saamstel van die portefeulje, asook die leerder op persoonlike vlak bemagtig en voorberei vir die konteks van tersiêre onderrig. Die aanbevelings tot 'n EVL-benadering behoort, op grond van die navorsingsbevindinge, die volgende in te sluit. Eerstens moet erkenning aan die stem van die leerder gegee word, tweedens is voorbereiding tot assessering noodsaaklik en derdens behoort die voorbereiding 'n benadering van assessering as 'n volhoubare leerposes te volg. Laastens lewer die leeruitkomste vir die portefeuljewerkswinkel 'n praktykgerigte bydrae om die leerder te ondersteun om die leerkontekste van informele leer en akademiese leer te oorbrug. Die navorsing lewer 'n waardevolle bydrae aangesien die empiriese navorsing toon dat die holistiese leerderprofiel die benadering tot assessering rig. Die missie van EVL om transformasie te weeg te bring, sal slegs 'n realiteit word indien 'n leerdergesentreerde benadering die leerder op persoonlike en op akademiese vlak erken en bemagtig.
Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
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Osman, Ruksana. "The recognition of prior learning (RPL) : an emergent field of enquiry in South Africa." Thesis, 2003. https://hdl.handle.net/10539/23937.
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A thesis submitted to the Faculty of Humanities, University of the Witwatersrand
in fulfilment of the requirements for the degree of Doctor of Philosophy in
EducationThe recognition of prior learning (RPL) is framed in the discourse of equity and redress. It is tasked with transforming education and training and bringing about opportunities of access to those whose educational paths were disrupted by apartheid. While policy in higher education has a vision, conditions on the ground remain unexamined, bringing to the fore complex challenges which relate to prior knowledge on the one hand and its capacity to compete with academic ways of knowing on the other, begging the question: Can RPL deliver on espoused goals of equity, access and redress? This research utilises critical education theory and qualitative research to enquire into participants', recipients' and implementers' perceptions of RPL programmes. In particular the research probed the epistemological and philosophical framings of such programmes, participants' perceptions of the capacity of RPL to deliver equity and redress in education and their ideas for changes and improvements to future RPL programmes and practices. The predominant research method consisted of in-depth interviews with 37 respondents in five RPL projects within four institutions of higher education in South Africa, 14 of whom were academics who implemented RPL, and 23 of whom were RPL students who were the recipients of RPL. In addition, scholarly articles and reports written by the academics as well as RL portfolios, compiled by the students were used as source material. The research results are reported as institutional case studies reflecting the initial responses to RPL in higher education and the ideas, beliefs and perceptions that animate them. The case studies provide a picture of the institutional environment in which RPL operates, and highlight the different levers that are shaping and influencing the practice of RPL in South Africa. The research results show that RPL in practice raises personal questions for those who implement it and for those who receive it - questions about themselves as raced, gendered and classed actors. Different academics have responded to these personal questions in varied ways resulting in contending versions of RPL propelled by different epistemological orientations. On another level the research results show that RPL in practice requires institutional support from senior managers in particular, that such support needs to be driven by an institutional vision and an institutional champion. In the institutions in this study these variables were largely absent. Equity and redress on their own have not been the levers for the implementation of RPL in higher education in South Africa. Keywords: Access; Assessment of Prior Experiential Learning; Equity; Higher Education; Recognition of Prior Learning; South Africa
AC 2018
Books on the topic "Prior Learning (RPL)"
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Shmyr, Zoya. Recognition of prior learning (RPL) within the newcomer community: A needs assessment : final report. [Regina: Saskatchewan Learning], 2003.
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Thompson, Karihwakeron Tim, and Paul Zakos. International Indigenous Recognition of Prior Learning (RPL) Practitioner Manual. Essence Publishing, 2021.
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Gredley, Susan. Recognition of Prior Learning: Opening Higher Educationin South Africa through Optimal Inclusion. African Minds, 2022. http://dx.doi.org/10.47622/9781928502425_p01.
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One of the ambitions of the draft Open Learning Policy Framework for Post-School Education and Training (DHET 2017) is to open up learning to students via recognition of prior learning (RPL).RPL is defined in South African national policy as “the principles and processes through which the prior knowledge and skills of a person are made visible, mediated and assessed, for the purposes of alternative access and admission, recognition and certification, or further learning and development” (SAQA 2019).
Book chapters on the topic "Prior Learning (RPL)"
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Conrad, Dianne. "Accreditation and Recognition of Prior Learning in Higher Education." In Handbook of Open, Distance and Digital Education, 1–17. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_44-1.
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AbstractThe recognition of prior learning (RPL) can, and does, play an important role in the accreditation of higher institutional learning, thereby benefitting students, employers, and society. Using rigorous tools that permit learners to bring forward for assessment their experiential learning from various life experiences, RPL can contribute to a fuller and equally valid expression of learners’ knowledge than does traditional assessment. Additionally, RPL contributes to mitigating issues of equity, diversity, and inclusion in education by acknowledging and valuing a variety of learning opportunities. RPL also raises difficult epistemological issues and the question of knowledge ownership, thus making it a contentious and challenging academic concern This chapter reviews the process and pedagogy of RPL practice within the evolving context of accreditation, both at present and in the future, a future which includes innovations such as open educational practice, MOOCs, and micro-credentialling, all of which create opportunities for traditional modes of accreditation and assessment to re-examine their purpose and process.
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Conrad, Dianne. "Accreditation and Recognition of Prior Learning in Higher Education." In Handbook of Open, Distance and Digital Education, 801–17. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_44.
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AbstractThe recognition of prior learning (RPL) can, and does, play an important role in the accreditation of higher institutional learning, thereby benefitting students, employers, and society. Using rigorous tools that permit learners to bring forward for assessment their experiential learning from various life experiences, RPL can contribute to a fuller and equally valid expression of learners’ knowledge than does traditional assessment. Additionally, RPL contributes to mitigating issues of equity, diversity, and inclusion in education by acknowledging and valuing a variety of learning opportunities. RPL also raises difficult epistemological issues and the question of knowledge ownership, thus making it a contentious and challenging academic concern This chapter reviews the process and pedagogy of RPL practice within the evolving context of accreditation, both at present and in the future, a future which includes innovations such as open educational practice, MOOCs, and micro-credentialling, all of which create opportunities for traditional modes of accreditation and assessment to re-examine their purpose and process.
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Perrin, David, and Ruth Helyer. "Make your learning count: Recognition of Prior Learning (RPL)." In The Work-based Learning Student Handbook, 96–119. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-41384-0_6.
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Bohlinger, Sandra. "Comparing Recognition of Prior Learning (RPL) across Countries." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 589–606. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41713-4_27.
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Mikulec, Borut, Alex Howells, Dubravka Mihajlović, Punia Turiman, Nurun Najah Ellias, and Miriam Douglas. "National qualifications frameworks as a policy instrument for lifelong learning in Ghana, Malaysia and Serbia." In International and Comparative Studies in Adult and Continuing Education, 81–98. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.06.
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The development of national qualifications frameworks (NQFs) around the globe has been influenced by Anglo-Saxon countries and a global policy of intergovernmental organisations. The main aim of this paper is to explore how recently developed NQFs in diverse global con-texts—Ghana, Malaysia, and Serbia—fulfil two proclaimed objectives: recognition of prior learning (RPL) and support for lifelong learning. Based on a comparative analysis of official national and international policy documents relevant to the NQFs in these selected countries, conducted using the method of documentary analysis, our findings indicate that despite dif-ferences according to type, scope, and stage of development, all three NQFs are used as a policy instrument for lifelong learning on the one hand, while on the other hand, they rein-force a vocational perspective of RPL, lifelong learning, and adult education.
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Jacot Des Combes, Helene, Amelia Siga, Leigh-Anne Buliruarua, Titilia Rabuatoka, Nixon Kua, and Peni Hausia Havea. "Recognition of Prior Learning (RPL) in Resilience (Climate Change Adaptation and Disaster Risk Reduction) in the Pacific: Opportunities and Challenges in Climate Change Education." In Climate Change Management, 363–70. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32898-6_20.
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Ruinard, Elizabeth, and Judith McNamara. "Conceptualising Recognition of Prior Learning Processes in the Age of Open Learning." In Open Learning and Formal Credentialing in Higher Education, 1–17. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8856-8.ch001.
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This chapter interrogates what recognition of prior learning (RPL) can and does mean in the higher education sector—a sector in the grip of the widening participation agenda and an open access age. The chapter discusses how open learning is making inroads into recognition processes and examines two studies in open learning recognition. A case study relating to e-portfolio-style RPL for entry into a Graduate Certificate in Policy and Governance at a metropolitan university in Queensland is described. In the first instance, candidates who do not possess a relevant Bachelor degree need to demonstrate skills in governmental policy work in order to be eligible to gain entry to a Graduate Certificate (at Australian Qualifications Framework Level 8) (Australian Qualifications Framework Council, 2013, p. 53). The chapter acknowledges the benefits and limitations of recognition in open learning and those of more traditional RPL, anticipating future developments in both (or their convergence).
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Robertson, Lloyd Hawkeye, and Dianne Conrad. "Considerations of Self in Recognising Prior Learning and Credentialing." In Open Learning and Formal Credentialing in Higher Education, 187–204. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8856-8.ch010.
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Discussions about recognition of prior learning (RPL) and credentialing frequently focus on issues of equivalency and rigour, rather than the effects of assessment on self-structure. Yet, such processes invite reflexive self-assessment that results in either a conformational or destabilising effect on self-identity. Those interested in RPL therefore need to understand how the process impacts on self and how learner needs associated with those impacts may be met. This chapter explores the self as a sub-text within the RPL process and argues that learners should be viewed as holistic and complex beings and that educational strategies can meet multiple objectives that extend beyond the educational domain, potentially creating an overlap with learners' mental health. The authors encourage policies and practices that validate the individual and enhance the possibility of developmental self-growth. A learner-centred ethic that meets the dual needs of learners to obtain credit and achieve self-development is proposed.
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Gredley, Susan, and Cheryl Ann Hodgkinson-Williams. "Recognition of prior learning as a form of open learning in post-school education and training in South Africa." In Open Learning as a Means of Advancing Social Justice: Cases in Post-School Education and Training in South Africa. African Minds, 2022. http://dx.doi.org/10.47622/9781928502425_1.
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Recognition of Prior Learning (RPL) in its earliest forms, both globally and locally, was driven by agendas of social inclusion and redress, but has been compromised by rapid globalisation, increasingly market-driven neoliberal agendas, and the rise of the knowledge economy. One of the ambitions of the draft Open Learning Policy Framework (OLPF) for Post-School Education and Training (PSET) in South Africa is to open up learning to students via RPL, especially via credit for online learning. This qualitative case study sought to explore current RPL practices, and ways in which they have opened up access to PSET institutions, in order to explore the benefits and challenges of RPL as envisaged in the OLPF. Given the OLPF’s ambition to address social justice in South Africa, Nancy Fraser’s (2005) notion of parity of participation is used to explore the extent to which current forms of RPL including RPL for credit can address the underlying economic, cultural and political injustices faced by aspirant PSET students. In-depth interviews with two experts in the field of RPL in South Africa were undertaken to ascertain in what ways students without formal qualifications are given opportunities to access, progress through and succeed in post-school education through formal RPL processes. The experts’ views are instructive for the implementation of the OLPF’s concept of ‘open learning’. They indicate that the existing RPL policy at national level is quite robust, but weakly implemented at public institutions mainly due to inadequate national and institutional funding, but also because it is a complex knowledge-mediating process that cannot be reduced to simple tests or assessments of knowledge equivalence. The ambition of recognition for credit of prior learning experience, as envisaged by the OLPF, is likely to succumb to the same epistemic and financial stumbling blocks unless sound national mechanisms and support systems are established for RPL practices and processes each step of the way.
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Pitman, Tim, and Lesley Vidovich. "Australian Universities' RPL Policies and Practices." In Open Learning and Formal Credentialing in Higher Education, 18–33. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8856-8.ch002.
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This chapter explores the difficulties surrounding the credentialing of open learning through an analysis of policies and practices relating to recognition of prior learning (RPL) in the Australian higher education sector. Here, credentialing encompasses both RPL for credit, where we ask to what extent there is a hierarchy of value placed on prior learning; and RPL for access where the notion of ‘meritocracy' is foregrounded. The main argument is that, in the context of the Australian higher education sector, and possibly well beyond, RPL is more likely to be operationalised for strategic reasons relating to competitive university positioning within the sector, than for pedagogic motivations. As a result, equity considerations - especially for the most disadvantaged students - are further marginalised. It is one thing to develop processes through which open learning facilitates the production of knowledge, but another for this knowledge to be recognised by the Academy.
Conference papers on the topic "Prior Learning (RPL)"
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Kabeya, Vincent, and Phyllis Chibuye Lubeya Kasonkomona. "Fostering Lifelong Learning through Recognition of Prior Learning as an Enabler of Increased Productivity, Improved Wood Product Quality and Employee Motivation- A Case Study of Kubu Crafts LTD in Zambia." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3432.
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Recognition of Prior Learning (RPL) in Zambia has been used as a vehicle through which individual learners with significant experience in a given practical field earn a qualification at any level of education. RPL in this case is an enabler of an individual’s empowerment socially and economically. This type of empowerment leads to intrinsic motivation resulting in improved productivity and quality of products. Using a randomized control method, this case study seeks to establish the impact of RPL on productivity and quality of wood products at Kubu Crafts LTD. Six three (63) employees were enrolled in the RPL programme and monitored closely on how their acquired competencies yet to be formalized will lead to improved productivity and wood product furniture quality. Data will be analyzed both qualitatively and quantitatively. For secondary data collection Company’s Order Reports and Delivery Notes served as special instruments for secondary data collection while clients’ feedback through questionnaires and interviews formed a basis for primary data collection. Results indicated a production increase of 49% after RPL was introduced confirming the impact of RPL on production. A great improvement in the percentage of rejected furniture from 31.07% previously to 0.23% was noted signifying an improvement on quality of wood products after RPL. Attendance on a monthly basis improved from 17.46% of employees being absent before RPL introduction to only 4.76% after the introduction of RPL hence the environment became motivating. From the findings, the researcher concludes that lifelong learning should be fostered through RPL as an enabler of increased productivity, improved wood product quality and motivated employees.
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O'Leary, Phil, and Ann Ledwith. "Researching Recognition of Prior Learning; the significance of assessor’s values and beliefs within the Totally Pedagogised Society." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2492.
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This research is exploring the values and beliefs of academic assessors around Recognition of Prior Learning (RPL) in order to better understand their mindset and provide a foundation for best practice informed by all actors. An interpretative research design and random stratified sampling allowed for 31 interviews with assessors in an institute of technology setting in Ireland. Bernstein’s theories of classification and framing of knowledge and the related ideas of power and control provided the conceptual framework for analysis of the data. The notion of assessors as actors within the totally pedagogised society also supported analysis. Results are presented in two themes. The first theme reports that the primary values and beliefs of assessors around RPL are related to defending the standards of the formal learning system. The second theme ‘balancing,’ diverges from this and provides further understanding as to positions taken with the assessment of RPL. This theme is discussed within the context of the totally pedagogised society. The research concludes that practitioner networks are necessary to cultivate pedagogic agency for RPL through both the official and pedagogic recontextualisation fields.
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BA, Samba, Joshua Zhang, Yuelin Shen, Wei Chen, Benjamin Jeffryes, and Hussein Sahli. "Digital Well Construction with Mud Motor Applications." In Offshore Technology Conference Asia. OTC, 2022. http://dx.doi.org/10.4043/31486-ms.
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Abstract It is often essential that the behavior of certain tools inside of the bottomhole assembly (BHA) be understood, prior to automating the well construction process. The mud motor is one of the most frequently used BHA components worldwide. This paper presents several digital well construction procedures in which a mud motor is located inside of the BHA. Mud motors can be directly used in a steering mode or can be combined with the most advanced rotary steerable system (RSS) tools in power only mode because their downhole power ability is unrivaled, and their usage reduces the power needed from surface, making the well construction more sustainable. When considering the six primary surface measurements of well construction (hookload, block position, torque, rpm, pressure, and flow), the interpretation of four of the measurements is directly affected by the presence or not of a mud motor inside the BHA, whether the mud motor is in steering mode or in power only mode. To understand these measurements, a basic understanding of the mud motor physics is required. This paper will present some of the kinematics of the mud motor power section and how it relates to the monitoring, advising, or controlling of the drilling process. In particular, some key equations will be shown that correlate surface measurements to the downhole drill-bit motion through the motor physics. It will be shown that when a mud motor is present, there is a torque discontinuity between the upper portion (above the motor) of the BHA and drillstring and the lower portion of the BHA (below the motor). In addition, equations to fit mud motor power curves are derived, which enables interpretation of the motor power section performance based on the chosen configuration. The acoustic impedance theory for the mud motor will also be shown, which enables understanding the transient effect of flow fluctuations when different torque demands from the drill-bit exist. All these derivations are included in a new mechanical specific energy (MSE) calculation which will be used to derive an autonomous well construction scheme. A novel approach to understanding the monitoring, advising, and controlling of the drilling process when a mud motor is present within the BHA is presented. This approach, which is based on the careful understanding of the mud motor physics and enables automation of the well construction, would be a forerunner for most artificial intelligence (AI) and machine learning (ML) algorithms used to optimize drilling operations when a hydromechanical power generator is present in the BHA.