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Статті в журналах з теми "Prior Learning (RPL)"
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.
Повний текст джерелаHlongwane, 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.
Повний текст джерелаPilkinton-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.
Повний текст джерелаGarnett, 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.
Повний текст джерелаSnyman, 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.
Повний текст джерелаHeinonen, 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.
Повний текст джерелаPokorny, 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.
Повний текст джерелаWerquin, 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.
Повний текст джерелаDr 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.
Повний текст джерелаTaylor, 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.
Повний текст джерелаДисертації з теми "Prior Learning (RPL)"
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.
Повний текст джерелаMotaung, 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/.
Повний текст джерелаBrenner, 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.
Повний текст джерелаDenton, 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.
Повний текст джерелаIncludes 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.
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.
Повний текст джерелаValidering 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.
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.
Повний текст джерелаI 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.
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.
Повний текст джерелаENGLISH 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.
Thakrar, Jayshree Sona. "Recognition of prior learning: An elusive goal for the non-formal learner?" Thesis, 2006. http://hdl.handle.net/10539/1702.
Повний текст джерелаRecognition 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.
Snyman, Maria. "The influence of the learner profile on recognition of prior learning (RPL) assessment." Thesis, 2013. http://hdl.handle.net/10500/13006.
Повний текст джерелаDie 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)
Osman, Ruksana. "The recognition of prior learning (RPL) : an emergent field of enquiry in South Africa." Thesis, 2003. https://hdl.handle.net/10539/23937.
Повний текст джерелаThe 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
Книги з теми "Prior Learning (RPL)"
Shmyr, Zoya. Recognition of prior learning (RPL) within the newcomer community: A needs assessment : final report. [Regina: Saskatchewan Learning], 2003.
Знайти повний текст джерелаThompson, Karihwakeron Tim, and Paul Zakos. International Indigenous Recognition of Prior Learning (RPL) Practitioner Manual. Essence Publishing, 2021.
Знайти повний текст джерелаGredley, Susan. Recognition of Prior Learning: Opening Higher Educationin South Africa through Optimal Inclusion. African Minds, 2022. http://dx.doi.org/10.47622/9781928502425_p01.
Повний текст джерелаЧастини книг з теми "Prior Learning (RPL)"
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.
Повний текст джерелаConrad, 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.
Повний текст джерелаPerrin, 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.
Повний текст джерелаBohlinger, 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.
Повний текст джерелаMikulec, 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.
Повний текст джерелаJacot 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.
Повний текст джерелаRuinard, 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.
Повний текст джерелаRobertson, 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.
Повний текст джерелаGredley, 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.
Повний текст джерелаPitman, 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.
Повний текст джерелаТези доповідей конференцій з теми "Prior Learning (RPL)"
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.
Повний текст джерелаO'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.
Повний текст джерелаBA, 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.
Повний текст джерела