Abstract
M.Tech.
Recognition of prior learning (RPL) is a new and untested policy that has become a reality in higher education in South Africa. RPL is seen as an appropriate approach towards offering equity and redress of past imbalances in education and training system and introduces a new perspective on learning – a challenge between the traditional approaches to teaching and learning and learning through experience. In most of the institutions there is an urgent need for assessment methods to implement RPL. Little research on assessment methods and approaches to RPL has been published in South Africa, or on the experiences of RPL candidates and lecturers who have participated in RPL programmes in higher education. Most institutions have little experience in implementing RPL or in recognising life and work experience as a formal “qualification” for credits or admission. The literature on RPL stresses that, although most of the institutions have an RPL policy, there is still a need for individual academic departments to design their own assessment models.
The aim and purpose of this study was to investigate various assessment strategies, methods and instruments for the RPL process for the National Diploma in Fashion at the Vaal University of Technology (VUT). This study will benefit individual students in future, as well as the Department of VAD and the VUT who would be prepared for the implementation of RPL when students do apply.
A qualitative research method was used which was based on data collection and analysis of key official documents, application information and an interview in order to identify different assessment strategies, methods and instruments for RPL assessment. During the semi-structured interview which was tape-recorded, pre-set open-ended questions were used to verify data already generated from the application information which confirmed the reliability of this study.
The research design was a case study and, although this research involved only one case study, the researcher felt that the identified assessment strategy, methods and instruments could be used where conditions are similar. The participant was selected through purposive sampling on the grounds of extensive, proven experiential learning and also because he was willing to take part in the study.
The learning outcomes for the different streams in the National Diploma in Fashion were used as themes. A module-match assessment strategy was proposed for RPL assessment for individual modules and clustering for the qualification as a whole or a substantial part of it. Assessment methods and instruments were identified aimed at collecting sufficient evidence and comply with the assessment criteria in general. The authenticity and trustworthiness of the results were confirmed through the involvement of a real candidate and the valuable contributions from his experience in the field of Fashion. The conclusion is that the study has achieved its aim by designing a strategy, methods and assessment instruments for RPL in Fashion. Recommendations have been made with regard to the design process and the need for further research.