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| Main Author: | |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2019
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=EJ1337417 |
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| _version_ | 1867181367549231104 |
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| author | Hlongwane, Ike |
| author_facet | Hlongwane, Ike Hlongwane, Ike |
| collection | Education Resources Information Center |
| contents | Recognition of Prior Learning as an Access Tool Hlongwane, Ike Prior Learning Access to Education Library Science Information Science Education Library Schools Foreign Countries Diversity College Admission College Faculty Teacher Attitudes Educational Policy College Environment Equal Education Purpose: The purpose of this paper is to investigate the impact of recognition of prior learning (RPL) as an alternative tool for access into learning programmes in South African Library and Information Science (LIS) schools. Design/methodology/approach: The study adopted quantitative methods, and utilised questionnaires and document analysis to collect data. Findings: The study found that despite an institutional "will" among the LIS schools to open up access to learners who come from diverse backgrounds; there are still aspects that inhibit the use of RPL as an alternative route of access into higher education and training. Research limitations/implications: In-depth interviews were not conducted to ascertain the veracity of the findings. Practical implications: This study was valuable for institutions, policy makers, government and other stakeholders to assess the impact of RPL implementation in higher education and training. Originality/value: Despite there been very little published concerning RPL implementation in higher education and training, use of RPL, as an alternative route to access into higher education and training is generally low. The paper seeks to highlight and promote RPL as an alternative route of access into higher education and training especially for non-matriculants from diverse backgrounds. |
| format | Recurso educativo Open Access |
| id | eric_EJ1337417 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2019 |
| record_format | eric |
| spellingShingle | Recognition of Prior Learning as an Access Tool Hlongwane, Ike Prior Learning Access to Education Library Science Information Science Education Library Schools Foreign Countries Diversity College Admission College Faculty Teacher Attitudes Educational Policy College Environment Equal Education Recognition of Prior Learning as an Access Tool Hlongwane, Ike Prior Learning Access to Education Library Science Information Science Education Library Schools Foreign Countries Diversity College Admission College Faculty Teacher Attitudes Educational Policy College Environment Equal Education Purpose: The purpose of this paper is to investigate the impact of recognition of prior learning (RPL) as an alternative tool for access into learning programmes in South African Library and Information Science (LIS) schools. Design/methodology/approach: The study adopted quantitative methods, and utilised questionnaires and document analysis to collect data. Findings: The study found that despite an institutional "will" among the LIS schools to open up access to learners who come from diverse backgrounds; there are still aspects that inhibit the use of RPL as an alternative route of access into higher education and training. Research limitations/implications: In-depth interviews were not conducted to ascertain the veracity of the findings. Practical implications: This study was valuable for institutions, policy makers, government and other stakeholders to assess the impact of RPL implementation in higher education and training. Originality/value: Despite there been very little published concerning RPL implementation in higher education and training, use of RPL, as an alternative route to access into higher education and training is generally low. The paper seeks to highlight and promote RPL as an alternative route of access into higher education and training especially for non-matriculants from diverse backgrounds. |
| title | Recognition of Prior Learning as an Access Tool |
| topic | Prior Learning Access to Education Library Science Information Science Education Library Schools Foreign Countries Diversity College Admission College Faculty Teacher Attitudes Educational Policy College Environment Equal Education |
| url | https://eric.ed.gov/?id=EJ1337417 |