Dissertations / Theses on the topic 'Prior Learning (RPL)'

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.

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

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.

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.

Thesis( Master of Education(Education)-- Cape Peninsula University of Technology, 2010
I 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.

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.

Faculty of Humanities School of Education 0415279k jthakrar@ofh.ac.za
Recognition 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.

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)

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 Education
The 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

Submitted in partial fulfillment for the requirements of the Degree of Doctor of Education in the Department of Educational Psychology in the Faculty of Education at the University of Zululand, 2006.
This thesis explores the responses of higher education to the national imperative to implement Recognition of Prior Learning. It makes use of a mixed methods mode of research to explore this phenomenon at three sites of higher education delivery in KwaZulu-Natal. The research investigates how these three institutions have responded to the imperative at an institutional level, in terms of policy development, organisational structures and philosophical approach. It also looks at academic staff perceptions of RPL policy and implementation and its successfulness in terms of the integration of RPL into the curriculum, the capacity of the curriculum to facilitate the assessment of RPL and the extent to which it has been implemented within the higher education system. It identifies the articulation of national policy on RPL as one of the factors that impacts on successful implementation. In so doing, barriers to the successful implementation of RPL are also identified and explored. These barriers include epistemological, material and systemic barriers. However, it also seeks to elicit the benefits that higher education sees in implementing RPL, both in terms of fulfilling the goals of higher education and in terms of the benefits for the national economic imperatives and the skills development initiative. Ultimately, the research attempts to establish the extent to which RPL has been institutionalised within the institutions in terms of a set of indicators as identified by the researcher.
University of Zululand

This study explored the implementation of the recognition of prior learning (RPL) at Unisa by investigating the strengths and weaknesses of the RPL methodology, instruments and processes when taking students through the RPL process. The successes and challenges experienced by the RPL academic advisors and the academic assessors were determined and guidelines provided for the effective implementation of RPL at Unisa. The empirical research design was exploratory within a qualitative framework employing participant observation, focus group interviewing, individual interviewing and the distribution of questionnaires that consisted of open-ended questions. The research sample comprised 26 purposefully selected participants. With regard to the research findings, the challenges include a lack of administrative support, a lack of support from top management and the academic staff, and a lack of communication between management and the RPL department. The strength of the RPL department lay in its well-documented process manual.
Teacher Education
M. Ed. (Education Management)

Owing to past injustices, the South African higher education sector is characterised by inequalities of resource allocation and of learning opportunities. Through the National Qualification Framework (NQF), recognition of prior learning (RPL) was established to address the previous inequalities in higher education and training. RPL can be used as a mechanism to offer non-traditional learners such as workers, adult learners, and community workers access to learning programmes in Library and Information Science (LIS) schools. It can also be used for up-skilling within LIS sector, to enable staff to migrate from paraprofessional to professional roles. LIS schools could possibly use this approach to offer experienced but unqualified library workers opportunities for progressive professional development and career growth. Despite it being a national policy and its obvious benefits, very little is known about RPL implementation in LIS schools in South Africa. This study was conducted to investigate the nature of RPL implementation in LIS schools in South Africa and make recommendations for effective and efficient RPL practice in these schools. The study used the questionnaire as the main data collection tool. In addition, document analysis was used to validate the collected data. The results of the study indicated that there were islands of good RPL practice in LIS schools in South Africa specifically with regard to the aspect of RPL assessment process. However, certain weaknesses were identified in other aspects of RPL implementation in LIS schools including the policy environment, training of personnel conducting RPL assessment and the quality management systems. Among other things, the study recommends that RPL quality management system (QMS) should ideally be driven by the head/chair of the school/department. Furthermore, an integrated student management system should be used to monitor the progression of RPL candidates through the formal academic system post RPL.
Information Science
D. Litt et. Phil. (Information Science)

On its own, the Recognition of Prior Learning (RPL) is not a solution to either inequalities or unemployment, but it is an important strategy to address access to education and training for those previously excluded (SAQA, 2003a, p. 31) This study deals with the search for valid and sustainable mechanisms for the implementation of the Recognition of Prior Learning (RPL) in South Africa. Some of the elements that facilitate implementation include stringent quality criteria and common benchmarks that build trust in the process and ensures the protection of the integrity of the system. In an education and training system, which is subject to intense change, RPL has an important contribution to make to the opening up of access to education and training for individuals previously denied the privilege.
Dissertation (MEd)--University of Pretoria, 2005.
Curriculum Studies
Unrestricted

Thesis (Ph. D. (Language Education)) -- University of Limpopo, 2016
This study investigates the challenges for an implementation of Recognition of Prior Learning (RPL) at three FET Colleges in Limpopo Province. The implementation of RPL in the South African education system is seen as an essential tool to drive transformation in FET Colleges. RPL was designed to play a unique role in the provision of the higher level skills required to support the socio-economic growth and development of the nation. With all these good intentions, RPL is virtually non-existent in our public FET Colleges. This is a qualitative case study in which both exploratory and descriptive designs were used. Data was collected from observations, documents, interviews and questionnaires from the learners and educators. Twenty one learners and seven educators were interviewed. Questionnaires were distributed to nine educators. The purposive sampling method was used. The significant findings are that there are no RPL policy guidelines, no quality management systems, a shortage of accredited staff and equipment prescribed for RPL, and lack of management and leadership commitment to implementation of RPL. This study therefore recommends the urgent implementation of RPL in FET colleges to promote access and to urgently address the needed skills for the nation. The research also recommends an effective model on quality assurance which appears to be compromised in colleges. The research also recommends effective and efficient training of educators, as this study revealed that the educators have low academic qualifications. While the Ministerial Task Team on RPL recommends a holistic approach to implementation, this research recommends an effective training model for the FET educators to implement RPL.

Recognition of prior learning, better known as RPL, was introduced to training institutions in South Africa after the fall of Apartheid. The objective of RPL was to redress inequalities brought about by Apartheid when disadvantaged groups had less access to training opportunities. RPL was introduced with a combination of associated training and education initiatives such as the National Qualification Framework and the South African Qualifications Authority, all directed for a similar purpose. The South African Nursing Council agreed with the principles of RPL and published a policy document aimed to guide nurse educators to enhance RPL implementation in South African nursing education institutions. Despite the support from accessible legislative and regulatory documentation, RPL is implemented insufficiently in nursing education institutions. The lack of RPL implementation was also identified by the researcher in the Limpopo College of Nursing. This College of Nursing can be described as a symbol of post-Apartheid re-integration whereby nursing colleges centralised into one administrative management office with campuses, satellite campuses and over 120 nurse educators. The research question asked was what are nurse educators’ perceptions of the implementation of RPL in nursing colleges in Limpopo Province? The aim was to support nurse educators to enhance the implementation of RPL in nursing colleges in Limpopo Province. A qualitative, phenomenological, explorative, descriptive and contextual research design was followed. Seven (n=7) individual, in-depth, unstructured interviews were conducted with nurse educators employed at the X Campus and Y Satellite Campus of the Limpopo College of Nursing. Transcribed interviews were analysed and resulted in three main themes and nine sub-themes. Firstly, the participants voiced their agreement that RPL should be implemented and identified specific benefits and challenges thereof. Secondly, there should be a RPL assessment package that should be open and transparent, be able to assess academic performance against college standards and should minimise inequalities. The third main theme was the need for enhanced awareness of RPL implementation in nursing colleges. Nurse educators lack knowledge about RPL and should therefore be more awareness thereof. In addition RPL should be promoted as a beneficial mechanism to the learning process. These results were discussed with a literature integration and in the majority of results literature confirmed these findings. Conclusion statements were formulated from the research results and served as the basis for the formulation of recommendations to support nurse educators with the implementation of RPL in nursing colleges in Limpopo Province. The recommendations were directed to firstly the policy makers in nursing education; secondly to the nursing education institutions and thirdly to the nurse educators. Areas for further research were listed. Strategies to enhance trustworthiness and the adherence of ethical considerations were supported throughout this study.
MCur, North-West University, Potchefstroom Campus, 2014

Magister Artium - MA
This research paper investigates the extent to which the Recognition of Prior Learning (RPL) is implemented in the Real Estate industry within the Johannesburg Metropolitan area. The Real Estate industry is an ideal industry to assess the prior learning of real estate agents since there is no doubt that such a workplace has been recognized as an effective and efficient learning environment which allows workers to take part in an ever-changing work environment (Le Clus, 2011). Despite the availability of resources from different entities, i.e. the Services Sector Education and Training Authority (SETA), RPL centres, Umalusi, the Department of Higher Education and Training (DHET), the Estate Agency Affairs Board (EAAB), and so on (OECD, 2010) there seems to be incompatibility between the existing policy and the implementation of such policy in the Real Estate industry. Hence, to paraphrase a common theme within the literature (Cameron and Miller, 2004) there is a gap between the promise and rhetoric of RPL and the actual reality, and a disjuncture between policy formulation and implementation of RPL. Also, most research (Cameron and Miller, 2004) reveals that RPL has neither fulfilled its promised potential of encouraging the previously disadvantaged groups to access formal education and training, nor achieved its goal as a mechanism for social inclusion. The two primary research questions for this research paper were: Why are potential RPL candidates not taking the RPL route to obtain their certification? What are the barriers that obstruct efficient RPL implementation within the Real Estate industry? The research design was exploratory within a qualitative framework employing focus group interviewing, individual interviewing and the distribution of questionnaires that consisted of open-ended questions. The research sample comprised nineteen participants that included eight estate agents, four principals, five RPL Centers‟ representatives, one representative from the Services SETA and one representative from the Estate Agency Affairs Board. Master of Education in Adult Education and Global Change - Dissertation [University of the Western Cape] The research findings show that there are serious issues with the implementation current RPL policy within the real estate industry. Many scholars (Colardyn and Bjørna°vold, 2004; Bjørna°vold, 2000) indicate that RPL comes with its challenges, for instance that of the role it can play and the extent to which it can address the twin goals of increasing educational level of participation and employment rates. RPL also takes much time, as Anderson, Fejes and Ahn (2004) stress, to transform non-formal and informal learning into more or less formal learning that is ratified in the form of officially acknowledged certificates. Elements such as lack of or insufficient learner support by advisors and language barriers, have contributed significantly to the dropping out of most candidates. The strength of RPL is that unaccredited knowledge and skills can be brought into the open for everyone to see and, in a sense, come into use (Berglund and Anderson, 2012). This was made evident by the candidates who made it through RPL. RPL has also contributed to social equity and redress by admitting candidates as recognised agents and principals who previously were about to be excluded from the industry due to lack of recognised qualifications.

The purpose of this study was to explore and describe the experiences of Recognition of Prior Learning (RPL) nursing candidates related to the four-year comprehensive nursing training programme at a Nursing Education Institution in Gauteng. To this end an exploratory descriptive qualitative research design was undertaken. The research sample comprised of 13 purposefully selected participants. Face-to-face individual interviews, using open-ended questions (Grand tour), were used to collect data, which was analysed using Tesch’s approach. Findings from the study highlighted the challenges faced by nursing RPL candidates as adult students. These included challenges related to their theoretical learning as well as their clinical facility experiences. Based on the study results, recommendations were formulated in assisting them to successfully and timeously complete their nursing programme
Health Studies
M.A. (Nursing Science)

碩士
國立中央大學
網路學習科技研究所
106
English learning has become a necessary educational strategy in many non-English-speaking countries. Vocabulary is a critical element for English learners. However, learning a foreign language is difficult and stressful. In addition, memorizing English vocabulary is often considered boring, and learners may lack motivation for learning activities. With the advancement of technology, game-based learning has become an important part of education. It provides problem-solving quests, realistic scenarios and role-playing mechanisms that enhance learner’s motivation. Many studies integrate game-base learning strategy into language learning to enhance learners’ motivation. However, not every learner can benefit this kind of learning strategy. Therefore, it is necessary to consider individual differences. Prior knowledge and learning styles are critical factors in digital game-based learning. Therefore, this study developed a multiplayer online role-playing game to create a game-based learning environment that can improve learners’ leaning performance. The learning materials are designed with task-based learning so that students can understand the meaning of the vocabulary through solving tasks in the gaming process. In order to investigate the impacts of learners with different prior knowledge and learning styles on learning performance and behavioral patterns, a quasi-experiment was conducted in a university English course. The experiment was conducted by dividing students into different prior knowledge and learning styles. In addition, lag sequential analysis was employed to explore the learning behavioral patterns of students with different prior knowledge and learning styles. Experimental results showed that the learners with higher English ability, higher gaming experience, higher-ability and higher-experience, and Style-Matching have better learning performance in the digital game-based learning environment. Moreover, the learners with lower English ability were prone to feel difficult in the process of the task. Hence, they were using more assistive tools in the gaming process. The learners with higher gaming experience were more familiar with the gaming skills and were prone to know how to use assistive tools to complete the task, showing better learning performance than the learners with lower gaming experience. However, the learners with lower gaming experience lack experience in the game. Even the system provides many assistive tools but they do not know how to use it. Therefore, the completion of the task is relatively low, which in turn affects the effectiveness of learning. The Style-Non-Matching learners showed more learning behaviors on wrong answers, which resulted in lower learning performance. The findings of this study provide a good reference for helping the students with different prior knowledge and different learning styles to improve their learning performance and provide designer to develop a personalized game-based learning environment. Keywords: digital game-based learning, prior knowledge, learning styles, vocabulary acquisition performance, gaming performance, behavioral patterns, immersion.