'n Ondersoek na die ontwikkeling van erkenning van voorafleer aan die Universiteit van die Vrystaat
| dc.contributor.advisor | Wilkinson, A. C. | |
| dc.contributor.advisor | Janse van Rensburg, L. | |
| dc.contributor.author | Kuhne, Tersia Magdalena | |
| dc.date.accessioned | 2018-11-01T07:31:33Z | |
| dc.date.available | 2018-11-01T07:31:33Z | |
| dc.date.issued | 2005-07 | |
| dc.description.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. | en_US |
| dc.description.abstract | 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. | en_US |
| dc.identifier.uri | http://hdl.handle.net/11660/9472 | |
| dc.language.iso | af | en_US |
| dc.publisher | University of the Free State | en_US |
| dc.rights.holder | University of the Free State | en_US |
| dc.subject | Recognition of prior learning | en_US |
| dc.subject | Access | en_US |
| dc.subject | University of the Free State | en_US |
| dc.subject | Higher education | en_US |
| dc.subject | South Africa | en_US |
| dc.subject | College credits | en_US |
| dc.subject | Education, Higher -- Aims and objectives | en_US |
| dc.subject | Adult education -- South Africa -- Bloemfontein | en_US |
| dc.subject | Experiential learning -- Evaluation | en_US |
| dc.subject | Dissertation (M.A. (Higher Education Studies))--University of the Free State, 2005 | en_US |
| dc.title | 'n Ondersoek na die ontwikkeling van erkenning van voorafleer aan die Universiteit van die Vrystaat | en_US |
| dc.type | Dissertation | en_US |