Volwasse studente in hoeronderwysinstellings : die portefeulje-ontwikkelingskursus as 'n voorbereidingsmeganisme vir akademiese sukses
Date
2016-02-23
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LitNet
Abstract
Hoëronderwysinstellings moet toenemend aanpas by uiteenlopende, nietradisionele studentegemeenskappe, insluitend ouer volwasse studente. Die ondersoek waarop hierdie artikel gebaseer is, het bepaal hoe die erkenning-van-voorafleer- (EVL-) proses by een so ’n instelling die volwasse student voorberei om suksesvol te wees. Hierdie volwassenes se kennis, vaardighede en houdings wat op ’n alternatiewe wyse tot leer opgedoen is (hulle voorafleer) word deur middel van nadenke in die portefeulje-ontwikkelingskursus ontgin. Voorafleer word op dié wyse geïdentifiseer en gedokumenteer volgens die spesifikasies van die instelling. Studente se kognitiewe vaardighede word gestimuleer, hulle maak kennis met die formele opvoedingsdiskoers, en hulle verbeter hulle akademiese taalvaardighede. ’n Selfgeadministreerde vraelys, semigestruktureerde individuele onderhoude, asook die tekstuele data in die portefeuljes van die volwasse studente wat aan die studie deelgeneem het, is gebruik as databronne om die potensiële bydrae van hierdie proses tot die volwassenes se akademiese sukses te ondersoek. Die bevindinge van die studie dui daarop dat die holistiese benadering alle rolspelers betrek wat volwasse studente se kanse op akademiese sukses verbeter. Ondersteuningstelsels en mentorprogramme wat akademiese vooruitgang van volwasse studente bevorder, is ook beskikbaar. Die studente se eie motivering word hierdeur bevorder, wat verder tot hul akademiese sukses bydra.
Higher education institutions have to adapt increasingly to diverse, non-traditional student communities, including older adult students. Recognition of prior learning (RPL) is one of the ways in which these students can be accommodated. RPL enables the older adult student who has a limited formal education and who does not meet the required academic entry requirements to access higher education. RPL can also be used to gain credit for learning achieved outside a formal education facility. RPL is, furthermore, a mechanism of redress for previously disadvantaged groups who did not have equal access under the previous government dispensation. RPL is thus an inclusive approach to education, which is especially important given marginalised and disadvantaged groups that persist in the South African higher education sector. South African higher education institutions differ in terms of how RPL is spelled out in policy and implemented in practice, as it can be used for access and/or credit within earmarked formal higher education programmes. Despite these differences, RPL does provide a flexible manner of providing access to diverse student populations, particularly older adult students, as was the case in this study.
Higher education institutions have to adapt increasingly to diverse, non-traditional student communities, including older adult students. Recognition of prior learning (RPL) is one of the ways in which these students can be accommodated. RPL enables the older adult student who has a limited formal education and who does not meet the required academic entry requirements to access higher education. RPL can also be used to gain credit for learning achieved outside a formal education facility. RPL is, furthermore, a mechanism of redress for previously disadvantaged groups who did not have equal access under the previous government dispensation. RPL is thus an inclusive approach to education, which is especially important given marginalised and disadvantaged groups that persist in the South African higher education sector. South African higher education institutions differ in terms of how RPL is spelled out in policy and implemented in practice, as it can be used for access and/or credit within earmarked formal higher education programmes. Despite these differences, RPL does provide a flexible manner of providing access to diverse student populations, particularly older adult students, as was the case in this study.
Description
CITATION: Langeveldt, F. & Frick, L. 2016. Volwasse studente in hoëronderwysinstellings : die portefeulje-ontwikkelingskursus as 'n voorbereidingsmeganisme vir akademiese sukses. LitNet Akademies, 13(1):396-424.
The original publication is available at http://www.litnet.co.za
The original publication is available at http://www.litnet.co.za
Keywords
Recognition of prior learning, Adult education, Students, Education, Higher
Citation
Langeveldt, F. & Frick, L. 2016. Volwasse studente in hoëronderwysinstellings : die portefeulje-ontwikkelingskursus as 'n voorbereidingsmeganisme vir akademiese sukses. LitNet Akademies, 13(1):396-424.