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

Abstract

The assessment of experiential learning is the process of identification, articulation and legitimization of learning gained from years of work experience. The aim of this paper is to explore the utilization of level descriptors as criteria for assessing the prior experiential learning of candidates who aspire to access higher education. The recognition of the prior learning (RPL) concept has been embraced in education policies around the world as a process that assesses and recognises non-formal and informal learning attained by an individual, to determine the level of competency achieved. However, the implementation of the concept by higher education institutions remains insignificant. Some reasons cited relate to the method used to assess learning in admission tests, such as the recall of subject knowledge. It is argued in this paper that the alignment of individuals' learning evidence with the National Qualifications Framework's level descriptors is critical as an alternative route of assessment. The assessment method based on alignment of level descriptors allows for self-exploration and deeper reflection of own learning, giving insight not only into the self but also for the benefit of the host institution. Host institutions benefit from RPL, not only by choosing qualified candidates to enter their programmes, but also by having candidates who lived the experience and have understanding of the field of study. The alignment method is perceived to be a reflective strategy of assessing experiential learning and is born out of the transformative process which encourages deep learning and portrays the quality of potential candidates. Studies have shown no significant differences between the performances of students who accessed higher learning through Grade twelve certificates and those who accessed through RPL. Therefore, when an appropriate and robust method is adopted, RPL is feasible and beneficial to all involved. BackgroundIt is feasible to access educational programmes through the Recognition of Prior Learning (RPL), provided that diverse, reliable and valid methods of assessment are devised. RPL is an assessment strategy in which knowledge and skills acquired through non-formal ways of learning or through experiential events can be identified, acknowledged, assessed and validated [1]. The strategy could be beneficial to employees who have been out of the education system for a long time and who want to return to the higher education system. 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 th...