Expectations of adult learners in an assessment and recognition of prior learning (ARPL) project

English: The development of Assessment and Recognition of Prior Learning (ARPL) procedures for the higher education sector in South Africa, is still in its infant phase. Several discussions concerning this topic have taken place since 1995. Workshops by the private and higher education sectors in South Africa, including the University of the Orange Free State (UOFS), Technikon S.A., Human Sciences Research Council (HSRC) and the Joint Education Trust (JET), have been organised. The focus of this research was to define, explain and understand the expectations of previously disadvantaged working adult learners in South Africa. This was done in an attempt to provide possible guidelines for the development of ARPL procedures in the higher education sector of this country. To achieve this, the researcher provided an overview of adults as learners, defined experiential learning, described the development of the ARPL concept and provided models explaining expectancy theory. This was done in an attempt to strengthen the notion that working adult learners' expectations should be taken into account in the development of learning programmes for adults. The ARPL task group in the Free State Region registered a research project (1996) focussing on the development of ARPL procedures for a higher education sector in South Africa - U.O.F.S. Previously disadvantaged working adult learners were invited to participate in that project. The aim was to gain a better understanding of the educational needs of working adult learners in an attempt to develop ARPL procedures which would respect their prior learning experiences and allow them the opportunity to become part of the higher education sector in South Africa. Expectations were identified as one of the important aspects relating to this development and further research was suggested by the co-ordinator of the project at that time. This research, therefore, forms part of this broader project. The research confirmed the importance of expectations in understanding the educational needs of working adult learners in higher education. These expectations can be described in terms of the following themes identified by the researcher: Theme 1: Support from lecturers, family members, colleagues and fellow students. Theme 2: Problems with time management. Theme 3: Problems with transport. Theme 4: Coping with success vs failure in the learning programme. From these themes, the following assumptions were formulated: These assumptions resulted in recommendations being made in an attempt to contribute to the development of appropriate ARPL procedures in a higher education sector in South Africa. • Expectations of working adult learners (as individuals) will focus on intrinsic values. • Expectations of working adult learners (within a group) will focus on extrinsic values. • The age of working adult learners will affect their perception of the role that family support plays in their expectations. • Rewards and outcomes play a vital role in working adult learners expectations. • Individuality regarding the expectations of working adult learners is reflected by their experiences. • The role of the lecturers and how they facilitate the learning process will feature in adult learners expectations These assumptions resulted in recommendations being made in an attempt to contribute to the development of appropriate ARPL procedures in a higher education sector in South Africa.