Abstract
The University of Namibia (UNAM) has developed and approved a policy on the recognition of prior learning (RPL), but the implementation thereof is dormant. The purpose of this paper is to present potential challenges and opportunities that can influence the implementation of RPL at UNAM. The paper used a qualitative approach and the phenomenological design to solicit participants’ views, perceptions and experiences concerning RPL at UNAM. Semi-structured interview schedules were employed to collect data from 12 staff members of UNAM who were purposively chosen based on their positions that are key to providing information to answer the research questions. The findings reveal opportunities such as the availability of political will to implement RPL at the institution, the availability of expertise, capability in terms of technology and infrastructure, the availability of RPL policy, quality assurance and the assessment policy of the institution. Challenges identified are lack of ontological knowledge of what counts as RPL, how it is assessed and its validity and integrity. The data reveal high demands regarding training on issues of assessment and raising awareness of RPL at the institution. The paper recommends that the Ministry of Education, the Namibia Qualifications Authority and the National Council of Higher Learning spearhead a campaign to raise awareness and sensitize the nation as to the significance of RPL. It also recommends that RPL be perceived as an assessment strategy of which the outcomes bring about admission, but is not by itself an admission issue.
Highlights
The concept of recognition of prior learning (RPL) is framed within the discourse on lifelong learning, access and social justice
This section will reflect on the potential challenges that could hinder the implementation of RPL at University of Namibia (UNAM) and attempt to answer the ontological questions raised during data collection
The main reason why institutions of higher learning are reluctant to implement RPL appears to be a lack of understanding by academics of what RPL is, and how such knowledge is assessed
Summary
The concept of recognition of prior learning (RPL) is framed within the discourse on lifelong learning, access and social justice. The issue of RPL is significant; Berglund and Andersson (2012) acknowledge that knowledge and skills developed through work experience usually remain undocumented and unevaluated through a structured process. If such knowledge and skills were to be formally evaluated, the outcomes could result in upward progression in terms of employment or pursuing of further educational qualifications. It is necessary that discussions of the recognition of learning achievements attained outside formal contexts become part of educational debates
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