Abstract
M.Ed.
This study focused on the recognition of prior learning (RPL) of Adult Basic Education and Training (ABET) educators within two contexts, that of nongovernmental organisations (NGOs) and industry (private sector companies). It is my view that in South Africa inadequate recognition and acknowledgement is conferred on ABET educators who have acquired their skills and knowledge through non-formal learning programmes or through work and life experiences. As a consequence they are denied access to institutions of higher learning. Furthermore, many educators are excluded from certain jobs and from promotion opportunities. The value of RPL lies in validating educators' skills and knowledge so that they may enjoy not only the 'social' recognition of their learning but also
the possibility of access to higher education in the formal education system and to employment opportunities. Fortunately, the current shift towards an integrated education and training system (which encourages a diversity of credible assessment practices) creates the opportunity for educators to receive formal recognition by means of the RPL assessment tool. It is widely acknowledged that RPL as an assessment tool suffers from a lack of credibility and this may explain why it is not used by most institutions of higher learning to accredit educators. However, RPL is practised in some NGOs and industries which train educators and there is growing acknowledgement of its pedagogical value. I thus located my research in these two contexts. My interest was to examine the RPL methods used in the NGO and industry environment to assess the skills and knowledge which educators have historically acquired through non-formal routes. Accordingly my research question was expressed as follows: 'How, within an NGO and industry context, is RPL used to assess ABET educators?' I interviewed seven specialist practitioners who are centrally involved in training and assessing educators. Interestingly, my research question elicited information beyond the 'methodological' enquiry that I had initially conceptualised. In summary, I found that: RPL is included as an assessment tool alongside the range of more 'traditional' assessment tools. The kinds of methods used in RPL are challenge testing, observation and portfolio development. There is a need for trained advisors and assessors who understand the value of RPL and who will thus ensure that RPL is included in the range of assessment practices of educators. The ABET sub-sector would welcome the accelerated development of nationally recognised standards and qualifications for educators as this affects RPL in two ways: firstly, as an assessment tool to accredit thousands of educators; and secondly, as a component in any curriculum that guides the training of educators.