Masters in Public Administration - MPA / 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. / South Africa

Recognition of Prior Learning (RPL) is a systematic process to accredit learning gained outside formal educational institutions, by assessing relevant learning against the standards required by a specific field of learning or course. RPL recognises what individuals know or can do before undertaking a course of study, wherever or however they may have acquired their knowledge or skills. It includes testing, or various other techniques of assessment which may include compiling a profile or a portfolio of learning and/or experience. RPL in South Africa can be seen as a mechanism to accelerate the redress of past unfair discrimination in education, training and employment opportunities. RPL can empower individuals, it can provide a skill focus for employers and can assist in economic and social development. / Thesis (PhD)--University of Pretoria, 2007. / Educational Psychology / PhD / Unrestricted

This thesis reports on two aspects of interpersonal meaning in peer reviewer reports for eleven researchers in the Animal and Veterinary Sciences awarded NRF ratings in A1, B1, C1 and Y1 rating categories. These aspects are the evaluation of the researcher applying for a rating, and the instruction to the NRF as to the rating the researcher ought to receive. A full APPRAISAL Analysis (Martin & White 2005) complemented by an investigation of politeness strategies (Myers 1989) is used to analyse the reports and show how the various systems of interpersonal meaning co-function and to what effect. The analysis reveals that there are clear differences between the evaluative and instructive language used in the reports. Those for the A1 rated researchers are characterised by only positive evaluations of the applicant, frequently strengthened in terms of Graduation and contracted in terms of Engagement. Overall there is less Engagement and politeness in these reports rendering them more ‘factual’ than the reports for the other rating categories. The A1 rated researcher is therefore construed as being, incontestably, a leader in his/her field of research, worthy of a top rating. The reports for the B1 and C1 rated researchers are characterised by the increasing presence of negative evaluations. In addition, there are more instances of softened/downscaled Graduation, dialogic expansion and deference politeness, showing that there is more perceived contention about the evaluations made. The reports for the Y1 rated researchers (a category for young researchers) focus on the applicant’s demonstrated potential to become a leader in the field. In addition to a high incidence of negative evaluations, downscaled Graduation, dialogic expansion and deference politeness, the Y1 reports are also characterised by a high incidence of advice and suggestions from the reviewers concerning the applicant’s work and standing. At a broader level, the analysis reveals that the language used in the reports has a profound influence on the outcome of the rating process. The reports are crucial, not only for evaluating the applicant but, also, more subtly, in directing the NRF towards a specific rating category. It offers insights into what is valued in the scientific community, what is considered quality research, and what leads to international recognition. The research also adds uniquely to current thinking about the language of science and, more particularly, highlights the nuanced understanding of evaluative and instructive language in the reports that is possible if one draws on the full APPRAISAL framework, and insights into politeness behaviour.

The Recognition of Prior Learning (RPL), a mechanism grounded in the educational transformational policies of the African National Congress to redress the historical legacy of Apartheid, is a relatively new (and often contested) concept in South Africa. This research endeavors to investigate the effect of a module, which forms part of a B.Ed (upgrade) programme and is based on the processes and principles of RPL, on students’ (in-service teachers’) self-efficacy and their skills in terms of the development and execution of work schedules and lesson plans (the RPL-focus of the module). The methodology includes the gathering of quantitative and qualitative data through the administering of pre- and post- self-efficacy questionnaires, assessment of the portfolios of evidence produced by the students, and the feedback obtained from the focus-group interviews. The data indicate a statistically significant improvement in the participating students’ self-efficacy and draw attention to the negative issue of context in previously disadvantaged South African schools. The significance of this research lies not only in the interrogation of an innovative approach to dealing with RPL issues in an academic programme, and its possible influence on teacher self-efficacy, but also in its contribution to the academic debate about the RPL process which is currently taking place both locally and internationally.

The term participatory evaluation is commonly understood as stakeholder involvement in evaluation decision making and is generally accepted as a means of increasing the use of evaluation information. In spite of the popularity of participatory evaluation, there are few empirical studies which explain the casual processes of the participation-use relationship and few theories of participatory evaluation. Furthermore, it is not yet known what variables mediate participation and use, or what evaluation methodology best identifies these variables. This dissertation was designed to test causal relations between participation and use in a proposed model of participatory evaluation. The constructs in the model were Participative Climate, Level of Participation in Decision Making, Influence in Participative Decision Making, Process Outcomes, and Instrumental and Symbolic Use. An intervening mechanism design (Chen, 1990) was used to test the hypotheses that (a) Participative Climate, Level of Participation in Decision Making, and Influence in Participative Decision Making predict Process Outcomes and (b) Process Outcomes predicts Instrumental Use and Symbolic Use. The sample included 315 elementary and secondary teachers who participated in the 1995/1996 British Columbia (B.C.) School Accreditation Program, which is a participative school evaluation program sponsored by the B.C. Ministry of Education. Structural equation modeling was used to test the fit of the model. Overall, the analysis indicated that both hypotheses were tenable and the model was a plausible representation of the data. Furthermore, cross-validation strategies indicated that the model would likely replicate in other independent samples. Specifically, the findings indicated that (a) teacher participation in pre-evaluation decisions, (b) influence in decision making, and (c) teacher perception of the participative process mediated the relationship between Participative Climate and Use of evaluation information. Moreover, teacher perceptions of Process Outcomes is a key factor in understanding the nature and function of participatory evaluation. The model tested in this study provides an empirically based explanation of how participatory evaluation can be expected to work and thereby provides a basis for further development of a theory of participatory evaluation. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Research studies show that potential barriers may hinder a successful accreditation process. This research study examined perceptions of Mississippi’s community/junior college administrators relating to the accreditation process in general, their communication with the regional accrediting agency, and their institution’s facilitation of the accreditation process. 150 administrators participated in an online survey containing 36 questions. Likert-scale response set type questions were used to provide precise information related to the research. Two open-ended questions were also used to provide for a deeper understanding of the administrators’ perceptions. The data were analyzed using descriptive statistics. ANOVA tests were run to determine if differences existed in the administrators’ perceptions based on the administrators’ size of institution, latest accreditation process, or position titles. The findings of the study showed that the administrators agreed or strongly agreed with the majority of the survey statements related to the accreditation process in general, their communication with the regional accrediting agency, and their institution’s facilitation of the accreditation process. In addition, the findings indicated that there were no significant differences in administrators’ perceptions related to the accreditation process. An analysis of the responses to the two open-ended questions suggested the need for consistency in elements relating to the peer review committee’s training, experience, and size, and the need for consistency in information and communication from the accrediting agency. Responses also indicated a need for additional funding and personnel. Major themes drawn from the administrators’ documented perceptions included the following: (a) the self-study (compliance certification) was a major component of the accreditation process in general; (b) a liaison between the institution and the accrediting agency was a necessity for communication between the two entities; and (c) the leadership committee provided adequate assistance to facilitate the process at the institutional level. The size of the institution, the latest initiation of the process, and the position titles within the institution made no significant statistical difference in the administrators’ perceptions.

The purpose of this study was to investigate the National Council for the Accreditation of Teacher Education (NCATE) standards and certain institutional characteristics in the accreditation decision. Nine teacher education programs were investigated: three programs at the baccalaureate level (Elementary Education, Secondary Education, and Special Education), and six programs at the master's level (Elementary Education, Secondary Education, Special Education, Reading, Elementary/Secondary Principalship, and Counselor Education). A three step statistical analysis was conducted for the nine programs. In the first step, the ratings given the standards for each program by the visiting teams were normalized by applying the Van der Waerden normal scores procedure. In the second step of the analyses, the Pearson product—moment correlation coefficient (r) was computed between the accreditation decision and each of the standards and certain institutional characteristics for each program. In the third step, those standards and institutional characteristics which correlated .20 or greater with the accreditation decision were entered simultaneously into a regression model. Those variables that did not contribute significantly to R square (alpha=.l0) were subsequently removed, resulting in a "restricted" regression model containing only those variables which were statistically significant contributors to the accreditation decision. / Ph. D. / incomplete_metadata

D.Phil. / The purpose of this study is to design an RPL strategy for South African technikons which is based on international practices but customised to meet the needs of returningto- learning South Africans. It will open up access to or facilitate advanced standing in formal training for these learners. The strategy is based on: 1. an analysis of international perspectives on the nature of RPL and current international best practice 2. those aspects of the South African and technikon contexts which have a bearing on the customisation of RPL, and 3. responses and recommendations from two groups of RPL users which inform and refine the theory-based RPL strategy. Although the dominant research paradigm is qualitative, the study incorporates an empirical element: a descriptive cross-sectional survey and three focus group interviews held with groups of RPL users. The design for an RPL strategy is built around three specialised activities which must be carried out systematically within an institution: plan, implement and quality assure RPL. Each of these specialised activities comprises a set of functions containing a number of procedures depicting a step by step process to implement and manage an RPL strategy at three levels: at institutional, agency and candidate levels. The unique contribution of this study is that the RPL strategy can be used as a blueprint for implementing RPL and be customised to suit any context.

M.A. / The language needs for non-mother tongue speakers of Afrikaans. The study of Afrikaans by non-mother tongue speakers of Afrikaans is not as simple as it sometimes appears. The aim of this study is to identify the specific language needs of individual learners and whether the course complies with all the requirements or meets all their expectations. The study concentrates specifically on the adult learner who is part of the ABET- programme at RAU. The study further tries to investigate any shortcomings by ways of quantitative and qualitative empirical research. The study seeks to make a valuable contribution by its recommendations to other institutions intending to introduce similar courses. Finally, possible further area of research that need to be explored are highligted.

<p>The South African government plays a direct and active role in facilitation the development of a skilled workforce. The effective mobilisation, development and utilisation of South Africa's human resource capacity are critical for the success of the economy, institution building and the transformation process. In this context, the development of a system of Recognition of Prior Learning is one of the government's significant initiatives. This research examined whether the policy documents of the universities in the Western Cape comply with the requirements of the National Government Recognition of Prior Learning policy.</p>