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RPL as cognitive praxis in linking higher education, the African Renaissance and lifelong learning
Abstract
This article argues that we can use the Recognition of Prior Learning (RPL) to reconceptualise the project of bridging the articulation gap between further and higher education in South Africa by framing the cognitive praxis of this project simultaneously within the African Renaissance and within a progressive global project of lifelong learning. The article then suggests that RPL requires recognising both the complementarity and the contestation or disjunction between different modes of learning and knowledge production. In a post-modern period of intensified globalisation that inevitably shapes what is possible in lifelong learning and the African Renaissance, it may be useful to frame ";bridging the gap"; within a broader notion of ";mediating difference";. The article uses our experience of introducing RPL at the University of the Western Cape to illustrate the general argument.
(South African Journal of Higher Education: 2003 17 (1): 47-53)
... Academically, engaging in a well-developed RPU process 2 can help learners develop their learning skills. And on a personal level, the RPL process can boost learners' self-esteem and contribute to enriching self-knowledge (Andersson, 2006;Hendricks & Volbrecht, 2003). Through RPL's process of intensive reflection, learners come to understand the nature of their past learning. ...
... It has long been recognized that prior learning offers opportunities to those who have fallen, for whatever reason , outside the purview of traditional higher education. A large literature addresses this aspect of RPL, much of it emanating from areas where social oppression and disadvantage have been prevalent (Harris, 2000a(Harris, , 2000bHendricks & Volbrecht, 2003). The power of RPL to open doors to learning for the previously disadvantaged follows on the understanding of institutions of higher learning as places of privilege that value "symbolic mastery over practical mastery" through traditional practices of "intellectual debate [and] the 'bestowal' of authority" (Harris , 2000b, p . 6) . ...
Through RPL's process of intensive reflection, learners come to understand the nature of their past learning. In so doing, new knowledge - knowledge about their own learning histories and learning styles - is created. This is not an easy task, and mentoring is important to learners as they engage with and learn to take ownership of their own learning. This study, informed by the central research question - how best can mentoring be enacted in order to foster and elicit the high-level cognitive activity required for successful RPL? - gathered data from learners and mentors from four Canadian institutions . Major findings includethe importance of learners' "finding their voices" - academically, linguistically, and emotionally. Learners' empowerment emerged as a major theme as did the inability of both learners and mentors to speak fluently about their own learning process.
... Institutions that are able to implement PLAR effectively tend to follow a learner-centred approach that is inclusive and supportive (Frick & Albertyn, 2011). PLAR facilitators and assessors have been identified as the most important role-players (Hendricks & Volbrecht, 2003), often playing the role of supportive guide, helping to place the learner's prior knowledge and skills within a wider system of practice, and as mediator, between the learners' personal meanings, culturally established meanings and meanings within higher education (Frick et al., 2007b). ...
... To date there is not much that is available on the uses of portfolios for recognising prior knowledge in higher education in South Africa (Osman & Castle 2001;2002;Hendricks & Volbrecht 2003) and even less on students' experience of portfolios or how their knowledge fares in them. Exploring the lived experiences of participants in portfolio courses may map the path for higher education in a more meaningful way than that which has been provided by policy imperatives. ...
This article explores the potential of the portfolio process as pedagogy for adult students to recast themselves as producers of knowledge rather than mere conduits for reproducing dominant epistemologies within higher education in South Africa.
... Mindful of the need to promote meaningful student academic participation and closing the articulation gap in South African higher educational institutions (Fisher and Scott, 2011;Hendricks and Volbrecht, 2003;Rambe, 2009;Scott, 2007), the ex-ploitation of the affordances of ubiquitous technology accessible to PDS students for improving their academic engagement cannot be over-emphasised. ...
... One of the widely debated challenges in South African higher education (SAHE) is the articulation gap (Academy of Science of South Africa (ASSAf), 2010; Fisher & Scott, 2011;Hendricks & Volbrecht, 2003;Scott, 2007; South African Department of Education (DoE), 1997). The articulation gap describes South African high school students' lack of sound academic foundations for tertiary studies, which negatively affects their ability to respond positively to higher education programmes irrespective of their academic giftedness (Scott, 2007). ...
The articulation gap and high attrition rates at postgraduate levels are perennial impediments that affect higher education in South Africa. While the articulation gap generally describes skill deficiencies displayed by university entrants emerging from underperforming high schools, the high attrition and articulation gap among these students at postgraduate levels demonstrate the inadequacies of the entry-level intervention programmes implemented to address these challenges. Since inadequate socialisation into postgraduate research practices and limited supervisor support are some contributory factors for the articulation gap and attrition rates at South African universities, digital storytelling (DST) potentially address these aforementioned challenges. DST tends to foreground rigorous research, personal script writing, collective engagement, critical thinking and public expression of subdued voices to ensure effective participation in higher education. The current research explores the potential of DST to externalise personal (tacit and procedural) knowledge among postgraduate students at a South African university. It employs a Knowledge Audio Repository (KAR), a special purpose digital learning environment for the collective generation and archiving of knowledge for future access, reuse and (re)purposing. Findings suggest that DST is an ideal tool for personal information generation, collaborative engagement and informal tracking of the developmental trajectory of postgraduate students involved in cognitively demanding research activities.
... . Assessors fulfil the role of a mediator, between learners' personal meanings, culturally established meanings and the established meanings within higher education. The assessor/facilitator becomes a guiding participant in the process of placing a learner's prior knowledge, skills and/or attitudes within a wider system of practice (Harris, 2000a). Hendricks and Volbrecht (2003) add the necessity for assessors/facilitators of learning to become more reflexively aware of the types of knowledge needed to be an effective mediator in the ARPL process. Staff development of mainstream academics therefore becomes imperative in the ARPL process. ARPL learners demand more time and effort from lecturers, who are already ...
The article reports on the integration of assessment and recognition of prior learning (ARPL) at postgraduate level in one South African university. An analysis of interviews with administrators, lecturers and students who have been involved in the ARPL process provides insight into the implementation practices that accompany the formal introduction of ARPL into the institution. The factors necessary to support ARPL policy implementation, the scope of assessment procedures and the facilitation of ARPL in a learner-centred manner are discussed as focal areas for quality assurance in ARPL integration.
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.
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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