NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1116855
Record Type: Journal
Publication Date: 2016
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1927-6044
The Kind of Knowledge Assessed through Mature Age Entry Admission Tests in Namibia Institutions of Higher Learning: Case Study of the University of Namibia and the Polytechnic of Namibia
Shaketange, Lydia; Kanyimba, Alex
International Journal of Higher Education, v5 n4 p63-74 2016
The 21st century has witnessed the emergence of a framework for Recognition of Prior Learning (RPL) as a supplementary assessment strategy. The aim of this study is to report on the research that explored the knowledge assessed through Mature Age Entry (MAE) admission tests in Namibian institutions of higher learning. The transformative model was used to discuss the knowledge that was being assessed through these tests. The data were collected through interviews with the MAE examiners and through documentation of MAE papers. The findings suggest that despite work experience being the main requirement to qualify for MAE admission tests, the knowledge assessed during the tests is purely academic, conforming to Mode 1 knowledge. The study also found that the examiners of MAE admission tests did not understand the practice of the RPL. This scenario may have influenced assessment tools used during these tests. There is a need to distinguish between prior certificated learning and prior non-certificated learning in the MAE assessments. Therefore, the assessors at Namibian institutions of higher learning need adhere to RPL policy by accommodating certificated and prior non-certificated learning in MAE assessments.
Sciedu Press. 1120 Finch Avenue West Suite 701-309, Toronto Ontario, Canada M3J 3H7. Tel: 416-479-0028; Fax: 416-642-8548; e-mail: ijhe@scieduca; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Namibia
Grant or Contract Numbers: N/A