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Recognition of prior learning: RPL process bridging the gap

Presenter

Dr Snyman is the RPL specialist at Unisa.  She is responsible for the development and management of the RPL policies, strategy and procedures.  She is also responsible for all RPL applications for access to masters and doctoral degrees.

This portfolio is committed to put effective processes in place for access, to provide excellent student support and to ensure that RPL at Unisa becomes a hub of excellence.  Earlier this year she was invited to moderate the RPL process of the Botswana Open University

Prior to this, as an RPL academic coordinator, she was also responsible for training.  She conducted a number of training session for external clients on the Implementation and management of RPL and on Putting policy into practice.  The clients included different higher education institutions - both national and international, and different Setas.  She also facilitated portfolio development workshops for students at different Unisa regional offices and in countries in Arica.  International work included the development of an online RPL assessor training course in collaboration with the DePaul University and JET.  

Before getting involved in RPL, as a lecturer in Applied Communication, she coordinated a forum for Afrikaans additional language teachers and facilitated training workshops on language teaching.

She holds a Masters degree in Applied Linguistics, a Ded in Curriculum Studies and a Certificate as a Master Prior Learning assessor from DePaul University.

Abstract

Recognition of prior learning (RPL) has been entrenched in key elements of national policies since 1994, along with transformation, equity, redress, lifelong learning and access. In view of the need for South African citizens to have their previous knowledge, skills and competencies recognised, national policies for RPL not only provide a strong enabling environment for RPL within an open distance and e-learning (ODeL) context, but also foreground student support as mediation.  

The presentation is based on research done to explore the effect of RPL on postgraduate study at an ODeL institution. Considering the academic demands of completing a master’s or doctoral degree, it is relevant to monitor the success of students who gain access through the RPL process and to determine whether the RPL process adequately prepares students.  Key to RPL as a student-centred approach is to consider the unique learner profile and prior learning of RPL students in both the assessment process and student support, which aim to contribute to success after access.  This research explored the experiences of students and academics of an RPL process for access to master’s and doctoral studies in an open distance learning (ODL) institution.  The research found that RPL candidates’ prior learning, exposure to different learning contexts, informal research experience, personal attributes and support during all phases of the process influence their motivation to complete their postgraduate qualifications.  It was established that, apart from granting them admission to postgraduate studies, RPL candidates benefited from the process on a personal and an academic level. Through self-assessment and reflection, students developed a deeper understanding of their knowledge, learning and personal attributes. Both academics and students agreed that the RPL process, as a learning experience, serves as preparation for the contexts after access, thus bridging the gap between diverse contexts of learning.  Of significance is that students felt empowered and motivated by being acknowledged on a personal and an academic level – in the ODeL context the human factor, acknowledgement and recognition matter.

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