The Kind of Knowledge Assessed through Mature Age Entry Admission Tests in Namibia Institutions of Higher Learning: Case Study of the University of Namibia and the Polytechnic of Namibia

Abstract

The 21 st century has witnessed the emergence of a framework for Recognition of Prior Learning (RPL) as a supplementary assessment strategy. The aim of this study is to report on the research that explored the knowledge assessed through Mature Age Entry (MAE) admission tests in Namibian institutions of higher learning. The transformative model was used to discuss the knowledge that was being assessed through these tests. The data were collected through interviews with the MAE examiners and through documentation of MAE papers. The findings suggest that despite work experience being the main requirement to qualify for MAE admission tests, the knowledge assessed during the tests is purely academic, conforming to Mode 1 knowledge. The study also found that the examiners of MAE admission tests did not understand the practice of the RPL. This scenario may have influenced assessment tools used during these tests. There is a need to distinguish between prior certificated learning and prior non-certificated learning in the MAE assessments. Therefore, the assessors at Namibian institutions of higher learning need adhere to RPL policy by accommodating certificated and prior non-certificated learning in MAE assessments.

The Utilization of the National Qualifications Framework Level Descriptors as Criteria for Assessing Prior Experiential Learning to Access to Higher Learning Institutions of Namibia

“…One of the strengths of RPL is the potential to challenge traditional procedures for admitting candidates to higher education which tend to be based solely on certification. Even where work experience is a requirement for eligibility to admission tests to access higher education, in most cases admission tests require that candidates recall prior formal knowledge [2]. RPL is critical in widening access by providing an opportunity to candidates to use prior learning to articulate non-certificated knowledge, skills and competences acquired and to acknowledge the relevance of work-based knowledge.…”