About Level3
Search archives
-Current Issue
- June 2010
- June 2009
- May 2008
- June 2007
- August 2006
- May 2005
- June 2004
- November 2003
DIT Home

Read postings about this article   |   Post a comment about this article  |  print this article [pdf]

Policy development and implementation procedures for recognition of prior learning: a case study of practice in higher education

Author - Anne Murphy


[<<previous] [ next>>]

Show/ hide article menu (click icons opposite)

Criteria for evaluating prior experiential learning (non-formal and informal learning)

In reality, RPL applications usually contain a mix of certificated and non-certificated evidence of learning. However, it is essential to apply different, but ‘equal’ criteria to evaluation of experiential learning in relation to learning on formal programmes. The recommended criteria for DIT staff are as follows:

  • Authenticity         
  • Relevance
  • Currency
  • Level in relation to NQF descriptors
  • Sufficiency/no gaps
  • Capacity of the applicant to succeed and benefit
  • Good fit with learning outcomes of receiving award/programme.

Academic quality assurance matters

A key principle of nationally agreed RPL principles is that RPL should be fully embedded within the quality assurance procedures of providers and awarding bodies. Accordingly the DIT has amended its Handbook for Academic Quality Enhancement to include RPL quality assurance arrangements agreed by Academic Council. The key text in those amendments is contained in Tables 5a, Table 5b and Table 5c below. They are sufficiently explicit and require no additional comment here.

[<<previous] [ next>>]


copyright   |   disclaimer   |   terms