'n Ondersoek na die ontwikkeling van erkenning van voorafleer aan die Universiteit van die Vrystaat
Abstract
English: Worldwide, recognition of prior learning (RPL) is regarded as an educational practice which
has the potential, in combination with other educational innovations, to bring about a
transformation in higher education. Although in South Africa the political will has been
demonstrated to develop RPL as a mechanism to promote accessibility and lifelong learning,
there is nevertheless a gap in the application of RPL policy. This study flows thus from the
need for further research regarding RPL implementation on institutional level.
The study is aimed at the implementation of RPL at the University of the Free State, with
particular attention paid to the perspectives and perceptions of academics with regard to RPL.
Tendencies in terms of RPL viewpoints, practices, key factors for success and problems with
RPL development as identified in the literature, served as the framework for addressing the
investigation. The exploratory investigation of RPL development at the UFS included a
mixed research approach in which qualitative as well as quantitative methods were applied to
collect information on RPL.
The findings of the study indicate that most respondents feel that RPL would be applicable in
their subject field and discipline. Most respondents are involved in the recognition of formal
learning (transfer of credit), while few are involved in the recognition of informal and
nonformal learning.
The lack of an operational RPL policy, especially on institutional and faculty level, was
identified as a gap in RPL development at the UFS. There is thus a serious need for an
institutional RPL policy with clear RPL guidelines which can offer a framework for effective
RPL implementation. Needs have also been identified in terms of training in RPL principles
and procedures, as well as support of RPL candidates involved in portfolio development.
The problems related to RPL which have been experienced by academics have also been
identified. Recommendations are made which can be taken into account when it comes to
strategic RPL planning and RPL policy on various levels. Afrikaans: Erkenning van voorafleer (EVL) word wereldwyd as 'n opvoedkundige praktyk beskou wat
oor die potensiaal beskik om, in kombinasie met antler onderwysinnovasies, transformasie in
hoer onderwys teweeg te bring. Alhoewel daar in Suid-Afrika die politieke wil
gedemonstreer is om EVL as 'n meganisme om toeganklikheid en lewenslange leer te
ontwikkel, is daar egter 'n leemte in EVL-beleidstoepassing. Hierdie studie het gevolglik
gevloei uit die behoefte aan verdere navorsing oor EVL-implementering op institusionele
vlak.
Die studie is toegespits op die implementering van EVL aan die Universiteit van die Vrystaat
(UV) met besondere aandag aan die perspektiewe en persepsies van akademici ten opsigte
van EVL. Tendense met betrekking tot EVL-beskouinge, -praktyke, sleutelfaktore vir sukses
sowel as probleme in EVL-ontwikkeling wat in die literatuur ge'identifiseer is, het as
raamwerk gedien om die ondersoek te rig. Die eksplorerende ondersoek van EVLontwikkeling
aan die UV het 'n gemengde navorsingbenadering behels waarin kwalitatiewe
sowel as kwantitatiewe metodes aangewend is om inligting oor EVL te versamel.
Die bevindinge van die studie toon dat dat die meerderheid respondente meen EVL in hul
vakgebied en dissipline toepasbaar is. Die meerderheid respondente is betrokke in erkenning
van formele leer (kredietoordrag), terwyl min betrokke is in die erkenning van informele en
nieformele leer.
Die gebrek aan operasionele EVL-beleid, veral op institusionele en fakulteitsvlak is as 'n
leemte in EVL-ontwikkeling aan die UV ge'identifiseer. Daar is gevolglik 'n groat behoefte
aan institusionele EVL-beleid met duidelike EVL-riglyne wat 'n raamwerk vir doeltreffende
EVL-implementering kan bied. Verder is daar behoeftes geYdentifiseer aan opleiding in EVLbeginsels
en -prosedures, sowel as ondersteuning van EVL-kandidate wat in portefeuljeontwikkeling
betrokke is.
Die probleme wat in EVL-ontwikkeling deur akademici ervaar word, is ook geYdentifiseer.
Aanbevelings word gemaak wat in ag geneem kan word in strategiese EVL-beplanning, sowel
as EVL-beleid op verskillende vlakke.