TITLE:
The Utilization of the National Qualifications Framework Level Descriptors as Criteria for Assessing Prior Experiential Learning to Access to Higher Learning Institutions of Namibia
AUTHORS:
Lydia Shaketange, Alex Kanyimba
KEYWORDS:
Experiential Learning, Recognition of Prior Experiential Learning, Non-Certificated Learning, Alignment of Learning, Level Descriptors, Reflective Learning
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.5 No.10,
October
31,
2017
ABSTRACT: The assessment of experiential learning is the process of identification, articulation
and legitimization of learning gained from years of work experience.
The aim of this paper is to explore the utilization of level descriptors as criteria
for assessing the prior experiential learning of candidates who aspire to
access higher education. The recognition of the prior learning (RPL) concept
has been embraced in education policies around the world as a process that
assesses and recognises non-formal and informal learning attained by an individual,
to determine the level of competency achieved. However, the implementation
of the concept by higher education institutions remains insignificant.
Some reasons cited relate to the method used to assess learning in admission
tests, such as the recall of subject knowledge. It is argued in this paper
that the alignment of individuals’ learning evidence with the National Qualifications
Framework’s level descriptors is critical as an alternative route of assessment.
The assessment method based on alignment of level descriptors allows
for self-exploration and deeper reflection of own learning, giving insight
not only into the self but also for the benefit of the host institution. Host institutions
benefit from RPL, not only by choosing qualified candidates to enter
their programmes, but also by having candidates who lived the experience and
have understanding of the field of study. The alignment method is perceived
to be a reflective strategy of assessing experiential learning and is born out of
the transformative process which encourages deep learning and portrays the
quality of potential candidates. Studies have shown no significant differences
between the performances of students who accessed higher learning through
Grade twelve certificates and those who accessed through RPL. Therefore,
when an appropriate and robust method is adopted, RPL is feasible and beneficial
to all involved.