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The recognition of prior learning in higher education: the case of the University of the Western Cape.
Abstract
This research is an attempt to determine the extent to which the Recognition of Prior Learning (RPL) in higher education promotes social transformation. Through analysing the case study of the University of the Western Cape (UWC) RPL programme, some conclusions on this matter were drawn. This research, a qualitative study, analyses key official documents, institutional reports, learning portfolios - produced by RPL candidates wherin they narrated their autobiographical learning histories - extensively. In addition, qualitative data were incorporated into this study to assist in the construction of the context within which RPL is being offered ...
... The concern is that this approach could create a deficit perception where the burden is on the candidate to prove themselves worthy. This could result in an unjust scenario where students with a greater understanding of educational outcomes and processes could be unfairly advantaged (Hendricks 2001). Thus, the process of traditional RPL assessment can simply reinforce some barriers to higher education. ...
There has been a movement across South Africa’s education sector to widen access and participation in higher education. Recognition of Prior Learning (RPL) (or Prior Learning Assessment (PLA)) programmes offer an opportunity to do so by providing access to higher education to those who do not necessarily have the prerequisite requirements. Many RPL programmes are still being piloted, and little research has been conducted on the transition of postgraduate RPL students. To better understand 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. 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.
Technology is rapidly changing the landscape of the workforce and society. Business owners and other employers are actively seeking a labour force with the required digital skills and qualifications. Recognition of prior learning (RPL) has been identified as one of the means of upskilling the workforce and expanding access to formal qualifications for working adults. This research explores the motivations and experiences of professionals in technology-related fields seeking access to tertiary-level qualifications through the RPL route. Findings point to RPL fulfilling its intended role of being a necessity and, in some cases, the only means for experienced professionals without formal education to advance their skills and obtain formal qualifications necessary for their career advancement. There is also a need for higher learning institutions to extend their accessibility through similar programs and initiatives.
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.
Unlike research into access and success for school-leavers entering higher education (HE) in
South Africa, very little research has been conducted into adult learners in HE. Apart from
generalized, albeit extensive, socio-economic studies on poverty and inequality, including
changing patterns of participation in education more generally (for example, Gelb, 2003), there
is little information, at the systems level, on ‘deeper’ questions, such as the push/pull factors for
adult learners entering higher education, the barriers they face and experience once in higher
education institutions, their success and completion rates, and their reasons for entering HE
institutions. These issues have taken on a much greater significance than before in post-1994
higher education policy developments that call for the widening of the social base of higher
education to include, inter alia, adult learners.
In this context, the broad purpose of the research was to find out whether a higher education
system that facilitates access, equity and success for adult learners exists or is being formulated
in South Africa. One aspect of the research was to investigate the participation rates of adult
learners in the higher education system, in general, and to attempt to identify variables (apart
from age), such as gender, class, race, marital status and family obligations, employment status
and sectors, and funding sources, which may characterize adult learners as a distinct group. The
second aspect of the research was to study the ways in which three public institutions – the Vaal
University of Technology (VUT), the University of the Witwatersrand (Wits) and the University
of the Western Cape (UWC) – engage with adult learners as a ‘special’ category of student. This
aspect of the study was designed to identify systemic and contextual factors that facilitate or
hinder the participation of adult learners, and to provide insights into the nature and quality of
adult learners’ experiences of particular institutions and programmes. The questions that framed
the research were:
• Who are the adult learners in public higher education? How are they defined and
characterized? How are these understandings of adult learners reflected in programme
design?
• Which programmes do adult learners access? What is the nature and quality of these
programmes?
• Are institutions responsive to adult learners, and to policies advocating an increase in
their participation? Why, or why not?
(The main authors would like to acknowledge the various contributions by the rest of the research team: Carol Clarke, CEPD; Roger Etkind,
UWC; Natheem Hendricks, UWC; Jos Koetsier, UWC; Ariel Libhaber, Wits; Alan Ralphs, UWC; and Lerato Seohatse, CEPD.)
ResearchGate has not been able to resolve any references for this publication.