HIGHER EDUCATION INTHE ECONOMIC CRISIS: RPL AS A TOOL FOR THE RECOGNITION OF QUALIFICATIONS, STUDENT MOBILITY, UP-SKILLING AND RE-SKILLING
4.1 Data from Round One (cont)
The return on investment (ROI) from RPL to further and higher education was examined through thirteen statements, again to be rated on a five-point Likert scale from 1 (strongly disagree) to 5 (strongly agree). Those statements with the highest levels of agreement are illustrated in table 2 below. Statements with a 100% rating for the ‘agree’ and ‘strongly agree’ answers were ‘RPL offers alternate pathways to qualification (mean of 4.5 and median 4.5), ‘RPL facilitates transfer into further and higher education’ (mean of 4.5 and median of 4.5), ‘RPL offers non-traditional learners the opportunity to participate in further and higher education’ (mean of 4.71 and median of 5), and ‘RPL policy should be mainstream in the higher education sector’ (mean of 4.67 and median of 5).(see Table 2).
The final section of the first round asked respondents to rate twenty-eight statements on the future of RPL on a scale from 1 (strongly disagree) to 5 (strongly agree). The highest ranking statements to this question are given in Table 3 and included ‘RPL will only expand if there is mutual recognition of qualifications and awards’ (75%, mean 3.82 and median of 4=agree) and ‘the main driver of RPL will be individual qualifications’ (72.2%, mean of 4, median=4). An agreement level of 21.1% (mean of 2.86, median of 3=neither agree nor disagree) was found for ‘the main driver of RPL will be harmonisation of qualification systems’. Furthermore, the ‘main driver of RPL will be the globalisation of knowledge’ received only 22.3% (mean of 2.62, median of 2.5) of agreement by the panel and ‘UNESCO will be a main driver of a global model of RPL’ received the lowest levels of agreement of 15% (mean of 2.82, median of 3) despite globalisation being paramount to the expansion of lifelong learning in the literature.
(see Table 3).