The purpose of this study was to explore and describe the experiences of Recognition of Prior Learning (RPL) nursing candidates related to the four-year comprehensive nursing training programme at a Nursing Education Institution in Gauteng. To this end an exploratory descriptive qualitative research design was undertaken. The research sample comprised of 13 purposefully selected participants. Face-to-face individual interviews, using open-ended questions (Grand tour), were used to collect data, which was analysed using Tesch’s approach. Findings from the study highlighted the challenges faced by nursing RPL candidates as adult students. These included challenges related to their theoretical learning as well as their clinical facility experiences. Based on the study results, recommendations were formulated in assisting them to successfully and timeously complete their nursing programme / Health Studies / M.A. (Nursing Science)

The present study examines whether recognition of prior learning (RPL) is being implemented in the workplace, its effectiveness and impact on improving the lives of the previously disadvantaged groups and its contribution towards enhancing a culture of lifelong learning in South Africa. The main aim of this research is to explore the implementation of RPL and the extent of its effectiveness in the workplace, with particular focus on Northern Region of the Eskom Distribution. This was hoped to be addressed through the following objectives: The first objective was to determine the extent to which Eskom employees are aware of the RPL practices and to ascertain the level of awareness among employees. The second objective was to explore the current trends and practices on RPL at the workplace. The third objective was to determine and identify if there are any gaps. The last objective was to suggest ways that can be used to strengthen the RPL practice in the workplace. To this end, a questionnaire was administered to a randomly selected sample of 242 employees. In addition, interviews were conducted with three purposively selected (information rich) participants. The findings reveal that Eskom has policies and guidelines on RPL and a clearly stipulated purpose which is in line with the National Qualifications Framework (NQF), however, the current RPL policies and procedures have not been piloted within the Northern Region, the information has not yet reached everyone in the business, and employees’ level of awareness is still low. Findings also reveal that RPL does exist in Distribution and efforts to implement it are visible/traceable. A number of milestones and achievements are noted in the business as a whole as well as in the region, although a lot still needs to be done to ensure full and effective implementation. The last finding shows that there are a number of gaps and challenges impeding the success of RPL. These range from capacity building to quality assurance. On the basis of the findings, a number of recommendations to strengthen the RPL practice in the workplace are proposed and suggested. / Psychology of Education / M. Ed. (Psychology of Education)

This thesis examines the relationship between recognition of prior learning and the aim to increase social and ethnical diversity in higher education. Recognition of prior learning is a result of educational politics aiming to broaden social and ethnical recruitment to higher education. By examining if recognition of prior learning rather can, and shall, be seen as part of what Pierre Bourdieu calls educational social reproduction I try to question whether it fulfils education policy goals or not. My results show that persons responsible for recognition of prior learning rather recognise knowledge from prior educational institutions than knowledge gained outside the educational system. Considering this, recognition of prior learning does not quite live up to the aims. But if evaluated and developed it might become a useful tool to broaden recruitment to higher education. / Denna uppsats syftar till att undersöka relationen mellan validering av reell kompetens och målet att öka den sociala och etniska mångfalden i högskolan. Validering av reell kompetens är resultatet av en politisk högskolereform som syftar till breddad rekrytering men jag försöker lyfta frågan om validering snarare kan, och skall, ses som en del av vad Pierre Bourdieu kallar den sociala reproduktionen i högskolan. Mina resultat visar att de som gör bedömningar av reell kompetens är mer benägna att värdera tidigare utbildningserfarenhet än kunskaper hämtade från andra områden. Detta gör att vi i dagsläget kan tala om att validering av reell kompetens inte riktigt lever upp till sitt mål, men att det, om det används på rätt sätt, kan vara ett bra redskap för att bredda rekryteringen.

<p>This thesis examines the relationship between recognition of prior learning and the aim to increase social and ethnical diversity in higher education. Recognition of prior learning is a result of educational politics aiming to broaden social and ethnical recruitment to higher education. By examining if recognition of prior learning rather can, and shall, be seen as part of what Pierre Bourdieu calls educational social reproduction I try to question whether it fulfils education policy goals or not. My results show that persons responsible for recognition of prior learning rather recognise knowledge from prior educational institutions than knowledge gained outside the educational system. Considering this, recognition of prior learning does not quite live up to the aims. But if evaluated and developed it might become a useful tool to broaden recruitment to higher education.</p> / <p>Denna uppsats syftar till att undersöka relationen mellan validering av reell kompetens och målet att öka den sociala och etniska mångfalden i högskolan. Validering av reell kompetens är resultatet av en politisk högskolereform som syftar till breddad rekrytering men jag försöker lyfta frågan om validering snarare kan, och skall, ses som en del av vad Pierre Bourdieu kallar den sociala reproduktionen i högskolan. Mina resultat visar att de som gör bedömningar av reell kompetens är mer benägna att värdera tidigare utbildningserfarenhet än kunskaper hämtade från andra områden. Detta gör att vi i dagsläget kan tala om att validering av reell kompetens inte riktigt lever upp till sitt mål, men att det, om det används på rätt sätt, kan vara ett bra redskap för att bredda rekryteringen.</p>

在臺灣學生人數減少及大學校院產能過剩，導致大學正規教育面臨相當大的衝擊，而產業創新條例提出我國必須訂定產業人才職能基準及核發能力鑑定證明，及東協－中國自由貿易區、東協－澳洲－紐西蘭自由貿易區（協定）強調區內自然人移動，若我國未積極建立與該自由貿易區銜接之國家資歷架構，將無法促成高等教育輸出、資歷對照及人才流動。 故為協助大學校院面對此項影響，有關建立前學習認證(Recognition of Prior Learning, RPL)、我國國家資歷架構(National Qualifications Framework, NQF)及生涯歷程檔案(Career Portfolio)之整合銜接體系，實為我國高等及技職教育發展及人才培育之迫切任務。本文藉由文獻分析探討香港、英國、澳洲及歐盟資歷架構相關之發展背景、政策分析、各級學校與高等及技職教育學制發展特色；透過瞭解香港、英國、澳洲及歐盟高等及技職教育之發展，除建構我國資歷架構(Taiwan Qualifications Framework, TQF)參考模式外，並可作為高等及技職教育發展之配套措施。 本研究將以「深度訪談法」(in-depth interview)為蒐集資料的主要方法；而在資料的分析部份，則採用「紮根理論」(grounded theory)，最後則歸納結論及提出建議。其中包括「建立國家資歷架構方法、程序及注意事項」、「實施資歷架構對國家發展可獲致之助益」、「實施資歷架構可能遭遇之困難」、「實施資歷架構應有之配套措施」、「先前學習認證之內涵定義及實施注意事項」、「實施先前學習認證對於教育及訓練之助益」、「政府實施先前學習認證應有之配套措施」、「實施生涯歷程檔案之關鍵成功因素及注意事項」、「生涯歷程檔案對於大學校院招生具有助益，對就業市場則助益不大」、「生涯歷程檔案有助於個人生涯發展」、「運用資歷架構進行大學校院評鑑仍有其限制」、「大學經營應該具備多元彈性、延後分流及橫向縱向策略聯盟」、「陸生來台招生政策無法解決高等教育招生困境，應朝向將高等教育資源運用至大陸辦學」、「大學應建立多元學生來源之彈性經營方式，並應從教育產業觀點，增進大學經營效益」等14項研究結論。 本研究並依據文獻探討、資料蒐集與研究分析歸納，提出國家歷程檔案參考模式，生涯歷程檔案通用模式，及前學習認證、國家資歷架構及生涯歷程檔案之交互整合模型。並提出中央政府機關、教育學術機關及大學校院推動實施國家資歷架構整合模型之建議。 / With the number of students on the wane in Taiwan and schools unable to fill their quotas, the educational system in universities and colleges on the island is facing a serious crisis. At the same time, the Industrial Innovation Act states that Taiwan needs to establish professional standards and determine verification standards for qualification even as free trade agreements between China and ASEAN and between China and Australia and New Zealand emphasize freer movement of people within those areas. In light of these developments, if Taiwan does not strive to set up a National Qualifications Network it will be impossible to carry out high level education exports, record checks and personnel exchanges as a result. In order to help universities and colleges cope with these factors, we hereby propose the establishment of a system for Recognition of Previous Learning (RPL) and National Qualifications Framework (NQF) and a Career Portfolio to consolidate and connect development of higher education and technical training in Taiwan. This article is based on analysis of written reports and in-depth studies of the backgrounds, policies, types of schools and special characteristics of higher education and technical training institutions in Hong Kong, England and Australia. Understanding the development of higher education and technical training in Hong Kong, England, Australia and the European Union is intended as a reference for setting up a Taiwan Qualifications Framework or TQF and can serve as a complement in the development of higher education and technical training in Taiwan. The principal method used to collect information in this study was the in-depth interview, and grounded theory was used to analyze the data. The final step was to reach conclusions and offer suggestions. There were a total of 14 such articles including “Methods, Procedures and Cautions in Setting Up a National Qualifications Framework”; “Setting Up a Qualifications Network Can Be an Aid to National Development”; “Potential Problems in Setting Up a Qualifications Framework”; “Complementary Measures Needed to Carry Out a Qualifications Framework”; “Inherent Definition of Recognition of Prior Learning and Points to be Noted in Implementing RPL”; “The Benefits of Recognition of Prior Learning in Education and Training”; “Points to Note when a Government Implements Recognition of Prior Learning”; “Keys to Success in Putting together a Career Portfolio Program and Related Concerns”; “Career Portfolios Are Helpful to Universities and Colleges in Attracting Students but Have Limited Use in Seeking Employment”; “Career Portfolios Can Be Useful in Personal Career Development”; “A Qualifications Framework Is of Limited Use in Evaluating Universities and Colleges”; “Universities Need Flexible Resources, Extended Interchanges and Both Lateral and Vertical Strategic Alliances in Their Operations”; “Failure to Devise a Policy for Students from China to Get into Universities and Colleges Is Causing Problems in Higher Education in Taiwan; Higher Education Assets Should Be Used More in China”; and “Universities Should Set Up Flexible Models to Draw Students from a Wider Variety of Sources and Should Pursue Their Operating Benefits from the Standpoint of Being an Educational Business”. This research is also based on a systematic analysis of other written reports and analyses gathered in the process of research and includes a model for a National Qualifications Framework, an applied model for a Career Portfolio, and interactive models for the RPL, NQF and Career Portfolio. Finally, there are suggestions and a comprehensive model for use by Central Government agencies, educational agencies and universities and colleges.

The present study examines whether recognition of prior learning (RPL) is being implemented in the workplace, its effectiveness and impact on improving the lives of the previously disadvantaged groups and its contribution towards enhancing a culture of lifelong learning in South Africa. The main aim of this research is to explore the implementation of RPL and the extent of its effectiveness in the workplace, with particular focus on Northern Region of the Eskom Distribution. This was hoped to be addressed through the following objectives: The first objective was to determine the extent to which Eskom employees are aware of the RPL practices and to ascertain the level of awareness among employees. The second objective was to explore the current trends and practices on RPL at the workplace. The third objective was to determine and identify if there are any gaps. The last objective was to suggest ways that can be used to strengthen the RPL practice in the workplace. To this end, a questionnaire was administered to a randomly selected sample of 242 employees. In addition, interviews were conducted with three purposively selected (information rich) participants. The findings reveal that Eskom has policies and guidelines on RPL and a clearly stipulated purpose which is in line with the National Qualifications Framework (NQF), however, the current RPL policies and procedures have not been piloted within the Northern Region, the information has not yet reached everyone in the business, and employees’ level of awareness is still low. Findings also reveal that RPL does exist in Distribution and efforts to implement it are visible/traceable. A number of milestones and achievements are noted in the business as a whole as well as in the region, although a lot still needs to be done to ensure full and effective implementation. The last finding shows that there are a number of gaps and challenges impeding the success of RPL. These range from capacity building to quality assurance. On the basis of the findings, a number of recommendations to strengthen the RPL practice in the workplace are proposed and suggested. / Psychology of Education / M. Ed. (Psychology of Education)

Owing to past injustices, the South African higher education sector is characterised by inequalities of resource allocation and of learning opportunities. Through the National Qualification Framework (NQF), recognition of prior learning (RPL) was established to address the previous inequalities in higher education and training. RPL can be used as a mechanism to offer non-traditional learners such as workers, adult learners, and community workers access to learning programmes in Library and Information Science (LIS) schools. It can also be used for up-skilling within LIS sector, to enable staff to migrate from paraprofessional to professional roles. LIS schools could possibly use this approach to offer experienced but unqualified library workers opportunities for progressive professional development and career growth. Despite it being a national policy and its obvious benefits, very little is known about RPL implementation in LIS schools in South Africa. This study was conducted to investigate the nature of RPL implementation in LIS schools in South Africa and make recommendations for effective and efficient RPL practice in these schools. The study used the questionnaire as the main data collection tool. In addition, document analysis was used to validate the collected data. The results of the study indicated that there were islands of good RPL practice in LIS schools in South Africa specifically with regard to the aspect of RPL assessment process. However, certain weaknesses were identified in other aspects of RPL implementation in LIS schools including the policy environment, training of personnel conducting RPL assessment and the quality management systems. Among other things, the study recommends that RPL quality management system (QMS) should ideally be driven by the head/chair of the school/department. Furthermore, an integrated student management system should be used to monitor the progression of RPL candidates through the formal academic system post RPL. / Information Science / D. Litt et. Phil. (Information Science)

Thesis (MPhil)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: The purpose of this study was to investigate the impact of the NQF on higher education institutions focussing specifically on access, teaching and learning. The study aimed to answer the following research questions: What was the impact of the NQF on increasing access to higher education? In particular how did the RPL process facilitate access into the University of Pretoria? Secondly, how did the NQF influence the processes of teaching and learning at this particular institution? And finally, why did the NQF have differential impacts on different faculties within the same higher education institution? To gain the end-users’ perspective, a case study of the University of Pretoria was conducted. Data was gathered using interviews with ten senior members of staff at the university working in nine different departments, and student records indicating admissions through RPL into the University of Pretoria as well as relevant institutional documents. The findings suggest that the impact of the NQF on access, teaching and learning differed across departments, resulting in a partial implementation of the policy. This was facilitated by factors inherent in the policy itself and factors inherent to the institution. The influence of external factors such as professional bodies on teaching and learning practices of end-users at the University of Pretoria posed a major challenge against NQF implementation. The motivations leading to NQF implementation are not directly linked to the NQF policy per se, although they resulted in portraying the extent of change to access, teaching and learning along a continuum that distinguished between departments that ‘blindly complied’, that selectively adapted and those that strategically avoided implementation of the policy. Indications for further research are that a wider look at the impact of the NQF on access, teaching and learning in higher education is less revealing than a more focussed investigation. Future research should zoom-in on individual departments within higher education institutions to reveal the deeper and more nuanced impact of the NQF. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om die impak van die NKR (NQF) op veral toegang, onderrig en leer in hoër onderwysinstellings te ondersoek. Die studie poog om die volgende navorsingsvrae te beantwoord: Watter impak het die NKR op toenemende toegang tot hoër onderwys? Hoe fasiliteer die EVL-proses ("RPL process") toegang tot die Universiteit van Pretoria? Hoe beïnvloed die NKR die onderrig- en leerproses aan hierdie spesifieke instelling? Ten slotte, waarom het die NKR 'n differensiële invloed op verskillende fakulteite binne dieselfde hoër onderwysinstelling? Ten einde die uiteindelike gebruiker se perspektief te bepaal, is 'n gevallestudie aan die Universiteit van Pretoria uitgevoer. Data is ingesamel uit onderhoude met tien senior personeellede wat in nege verskillende departemente werk, studenterekords aangaande toelating tot die Universiteit van Pretoria deur EVL, en ook relevante institutêre dokumente. Die bevindinge impliseer dat die impak van die NKR op toegang, onderrig en leer van departement tot departement verskil en dat dit lei tot 'n gedeeltelike implementering van die beleid. Dié verskil is aangehelp deur faktore wat inherent is aan die beleid, maar ook faktore inherent aan die instelling. Die invloed wat eksterne faktore soos professionele liggame op die onderrig- en leerpraktyke van finale gebruikers aan die Universiteit van Pretoria het, is 'n groot struikelblok vir die implementering van die NKR. Motiverings wat lei tot die implementering van die NKR is nie noodwendig aan die NKR-beleid gekoppel nie, alhoewel dit daartoe gelei het dat die mate van verandering in toegang, onderrig en leer op 'n kontinuum aangedui is. Hierdie kontinuum onderskei tussen departemente wat die beleid "blindelings navolg", ander wat dit selektief aanpas en nog ander wat die implementering van die beleid strategies vermy. Aanduidings vir verdere navorsing is dat 'n breë ondersoek van die NKR se impak op toegang, onderrig en leer in hoër onderwys minder beduidend is as 'n meer spesifieke ondersoek. Toekomstige navorsing behoort te fokus op individuele departemente binne hoër onderwysinstellings ten einde 'n indringender en meer genuanseerde impak van die NKR te bepaal.

Owing to past injustices, the South African higher education sector is characterised by inequalities of resource allocation and of learning opportunities. Through the National Qualification Framework (NQF), recognition of prior learning (RPL) was established to address the previous inequalities in higher education and training. RPL can be used as a mechanism to offer non-traditional learners such as workers, adult learners, and community workers access to learning programmes in Library and Information Science (LIS) schools. It can also be used for up-skilling within LIS sector, to enable staff to migrate from paraprofessional to professional roles. LIS schools could possibly use this approach to offer experienced but unqualified library workers opportunities for progressive professional development and career growth. Despite it being a national policy and its obvious benefits, very little is known about RPL implementation in LIS schools in South Africa. This study was conducted to investigate the nature of RPL implementation in LIS schools in South Africa and make recommendations for effective and efficient RPL practice in these schools. The study used the questionnaire as the main data collection tool. In addition, document analysis was used to validate the collected data. The results of the study indicated that there were islands of good RPL practice in LIS schools in South Africa specifically with regard to the aspect of RPL assessment process. However, certain weaknesses were identified in other aspects of RPL implementation in LIS schools including the policy environment, training of personnel conducting RPL assessment and the quality management systems. Among other things, the study recommends that RPL quality management system (QMS) should ideally be driven by the head/chair of the school/department. Furthermore, an integrated student management system should be used to monitor the progression of RPL candidates through the formal academic system post RPL. / Information Science / D. Litt. et Phil. (Information Science)

This study centres on curriculum development for a master craftsman level in the Printing, Newspaper and Packaging Industries which is didactically sound and takes cognisance of the dynamic vocational education and training milieu in which it occurs. Curriculum and curriculum development is viewed from a systems perspective and incorporates the specific andragogic didactic needs of the learner target group as well as the unique needs of an industrial sector. Because the National Qualification Framework model advocates an outcomes-based approach to curriculum development this necessitated the identification of a suitable standards generating process to articulate the master craftsman unit standards into a qualification capable of being recognised by the National Qualification Framework. The nature and complexity of the underpinning knowledge, skills and competencies for the master craftsman level were quantified and qualified by means of skills and competency profiling and the development of a job outcome taxonomy of skills, knowledge and attributes which incorporated critical cross field and fundamental skills, and their underpinning knowledge requirements. Using aspects ofvarious vocational education and training models and empirical research course content was sourced, evaluated and developed into appropriate modules of learning that are congruent with the accepted competency based modular training system used in the Industries. Course maps that integrate theory and practice were developed with multi skilling milestones linked to learner certification. Evaluation of resources for the delivery of the Master Craftsman Programme was facilitated by means of a provider quality assessment and accreditation system. The interactive teaching-learning situation and the evaluation processes and procedures were developed to enhance the assessment of applied competencies in the world of work. A pilot study and unit standards generating activities are to be used as a means of implementing and institutionalising the master craftsman curriculum. The findings of this study revealed that by viewing the curriculum from a systems perspective and using a suitable curriculum development model a creative master craftsman curriculum development process could take place. The competency profiling technique and taxonomy of competencies, skills, knowledge and attributes enabled the curriculum process to be a top-down approach which is outcomes-based. / Didactics / D.Ed. (Didactics)