Recognition of Prior Learning Implementation in Library and Information Science Schools in South Africa: A Literature Review

Autor/in	Hlongwane, Ike
Titel	Recognition of Prior Learning Implementation in Library and Information Science Schools in South Africa: A Literature Review
Quelle	In: Africa Education Review, 15 (2018) 3, S.113-129 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hlongwane, Ike)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2017.1353396
Schlagwörter	Foreign Countries; Prior Learning; Library Education; Library Schools; Educational Trends; Educational Practices; Educational Quality; Quality Assurance; Evaluation Methods; Qualifications; Educational Policy; Educational Legislation; Equal Education; Access to Education; Social Justice; South Africa; Mauritius; Namibia; Seychelles + Suchen Sie Ihr Suchwort? Ausland; Vorkenntnisse; Bibliothekarausbildung; Bildungsentwicklung; Bildungspraxis; Quality of education; Bildungsqualität; Qualitätssicherung; Qualifikation; Qualifikationsstufe; Politics of education; Bildungspolitik; Bildungsrecht; Schulgesetz; Education; Access; Bildung; Zugang; Bildungszugang; Soziale Gerechtigkeit; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Seychellen
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01