ERIC Number: EJ847429
Record Type: Journal
Publication Date: 2008
Abstractor: As Provided
Reference Count: 18
Prior Learning Assessment and Quality Assurance Practice: Possibilities and Challenges
Motaung, M. J.; Fraser, W. J.; Howie, S.
South African Journal of Higher Education, v22 n6 p1249-1259 2008
The use of RPL (Recognition of Prior Learning) in higher education to assess RPL candidates for admission into programmes of study met with a lot of criticism from faculty academics. Lecturers viewed the possibility of admitting large numbers of under-qualified adult learners, as a threat to the institution's reputation, or an erosion of academic standards. Although RPL rests on the assumption that some equivalency between prior learning and academic learning is possible, RPL assessment and validation demands special expertise, which few faculty academics and administrators possess. An evaluation of the RPL assessment practice in the Faculty of Education at a South African University is used to substantiate the arguments raised in this article. Findings from interviews with assessors, observations of the assessment process, questionnaires administered on RPL candidates and documents analysed indicated that there is a credible process of RPL assessment in this Faculty, with a few areas of concern.
Descriptors: Adult Education, Prior Learning, Academic Standards, Adult Students, Observation, Interviews, Questionnaires, Student Attitudes, Teacher Attitudes, Admission Criteria, Transfer of Training, Foreign Countries, Educational Practices, Performance Factors
Unisa Press. Preller Street, P.O. Box 392, Muckleneuk, Pretoria 0003, South Africa. Tel: +27-24-298960; Fax: +27-24-293449; e-mail: email@example.com; Web site: http://www.sajhe.org.za
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Higher Education
Authoring Institution: N/A
Identifiers - Location: South Africa