Recognition of Prior Learning Implementation in Library and Information Science Schools in South Africa: A Literature Review.
This article reviews the literature on trends and practices of recognition of prior learning (RPL) in Africa and internationally with specific reference to some of the key elements of the RPL system, including; purpose; assessment methods; quality assurance; and legislative and regulatory frameworks...
| Publicado en: | Africa Education Review Vol. 15; no. 3; pp. 113 - 130 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Sep2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=131150868&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 131150868 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 18146627 37EZ jtl: Africa Education Review issn: 18146627 maglogo: N pubinfo: dt: Sep2018 vid: 15 iid: 3 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 131150868 10.1080/18146627.2017.1353396 ppf: 113 ppct: 17 formats: tig: atl: Recognition of Prior Learning Implementation in Library and Information Science Schools in South Africa: A Literature Review. aug: au: Hlongwane, Ike affil: University of South Africa su: Prior learning Library school students Experiential learning Adult learning Quality Assurance Agency for Higher Education sug: subj: Prior learning Library school students Experiential learning Adult learning Quality Assurance Agency for Higher Education keyword: assessment methods legislative and regulatory framework National Qualification Frameworks purpose of recognition of prior learning quality assurance recognition of prior learning recognition of prior learning quality standards recognition of prior learning trends and practice South African Qualifications Authority theoretical foundations for recognition of prior learning ab: This article reviews the literature on trends and practices of recognition of prior learning (RPL) in Africa and internationally with specific reference to some of the key elements of the RPL system, including; purpose; assessment methods; quality assurance; and legislative and regulatory frameworks. In addition, a theoretical foundation of RPL is discussed underpinned by the experiential learning theory principles with a brief description of other learning theories related to RPL. The article also discusses the trends and practices of RPL in African countries with an established RPL system. The key finding of the literature review was that there are different conceptions of RPL globally but which all have a similar purpose, that is, economic benefit. Africa has a different take on RPL. A portfolio of evidence is the most commonly used method of assessment both internationally and in Africa with an increased use of e-portfolios internationally. A variety of quality assurance methods are used which differ from country to country but are similar to the Council for Adult and Experiential Learning (CAEL) quality standards which have been in use for many decades in the United States (US) since the inception of RPL. There are discrepancies in terms of legislative and regulatory frameworks. Some countries in Africa and internationally have no formal legislative and regulatory frameworks for RPL despite providing RPL services for years or decades. South Africa and Mauritius boast standardised and regulated RPL systems as do other developed countries such as New Zealand. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2018 holdings: @attributes: islocal: N |
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