Accreditation and Recognition of Prior Learning in Higher Education

Abstract

The recognition of prior learning (RPL) can, and does, play an important role in the accreditation of higher institutional learning, thereby benefitting students, employers, and society. Using rigorous tools that permit learners to bring forward for assessment their experiential learning from various life experiences, RPL can contribute to a fuller and equally valid expression of learners’ knowledge than does traditional assessment. Additionally, RPL contributes to mitigating issues of equity, diversity, and inclusion in education by acknowledging and valuing a variety of learning opportunities. RPL also raises difficult epistemological issues and the question of knowledge ownership, thus making it a contentious and challenging academic concern This chapter reviews the process and pedagogy of RPL practice within the evolving context of accreditation, both at present and in the future, a future which includes innovations such as open educational practice, MOOCs, and micro-credentialling, all of which create opportunities for traditional modes of accreditation and assessment to re-examine their purpose and process.

Will Artificial Intelligence Enable Open Universities to Regain their Past Glory in the 21st Century?

“…In comparison, an AI system does not take any action unless activated. As for pace of learning, unlike campusbased students, OU learners are free to pace their learning suited to their idiosyncrasies within the timeframe of a course or program (Conrad, 2023). The pace that an AI system recommends or prescribes may not be as suitable as a student's own pace.…”

Personalized Education for All: The Future of Open Universities

“…Consequently, the prevailing focus transitioned away from the traditional, inflexible credithour-based systems of conventional universities to more open and adaptable educational models. These models supported student autonomy, allowing learners the flexibility to progress at a pace suited to their circumstances (Conrad, 2023;Keegan, 1996;Shale, 1987). However, while these OUs offered aspects of personalization, such as self-directed study, flexible pacing, and acknowledgment of prior learning, their focus was predominantly on mass education accessibility.…”

“…The flexibility in OUs is further enhanced by adopting the system of Recognition of Prior Learning (RPL). RPL is an advanced academic procedure that acknowledges learning achieved through formal education at other higher education institutions, as well as informal/nonformal education and work experiences (Conrad, 2023). Several OUs, including the Botswana Open University, UKOU, KNOU, and the Open University in China, to name a few, assess the knowledge and skills applicants have gained outside the classroom.…”

“…They have harnessed digital technologies and resources that can be used to offer tailored content for diverse learners beyond traditional barriers. The rise of micro-credentials and the RPL system has emphasized flexibility and individualization, allowing students to shape their educational journeys (Conrad, 2023). Moreover, through learning analytics, these institutions have been able to dynamically tailor content, even though at a limited scale, ensuring education meets each student's unique needs, solidifying their role as innovators in a customized higher education framework.…”

E-Learning Initiatives at CTEVT: An Attempt at Innovation and Paradigm Shift in TVET Pedagogy

“…Paradigm Shift in TVET Pedagogy (Conrad, 2008). Besides, self-regulated learning provides freedom and flexibility with learner-content interactivity (Ally, 2008) in learning.…”