Prior non-certified learning: a criterion for the assessment of experiential learning for access to Namibian institutions of higher learning. select="/dri:document/dri:meta/dri:pageMeta/dri:metadata[@element='title']/node()"/>

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Show simple item record Shaketange, Lydia N. 2014-05-14T08:11:22Z 2014-05-14T08:11:22Z 2014
dc.identifier.other thesis
dc.description A dissertation submitted in fulfilment of the requirements for the Degree of Doctor of Philosophy. en_US
dc.description.abstract This research investigated the assessment and evaluation of Prior non-certificated Learning (PncL) as a criterion to access Namibian Institutions of Higher Learning (NIHL) through the Mature Age Entry (MAE) scheme. It also examined how the Namibia Qualifications Authority (NQA) accredits prior learning attained and non-certificated. Internationally framed in the discourse of equity and redress, PncL assessment is a strategy likely to encourage and open flexible opportunities for workers to access institutions of higher learning. Despite calls by the Namibian government to widen access to higher education (National Development Plan 3 (NDP3), 2007/8-2011/12), admission requirements to institutions of higher learning remained very low and biased (Education Training Sector Improvement Programme (ETSIP), 2005). The current production rate of graduates from NIHL is too low to sustain and maintain the country’s knowledge-based economy (NDP3, 2007/8-/2011/12). The study has utilised critical and interpretive theories to critique ideological views on the assessment of knowledge through MAE admission tests and to interpret data from respondents. A qualitative approach was employed through the case study design to solicit perceptions of assessors and administrators of how knowledge is assessed, both through the MAE scheme at the University of Namibia (UNAM) and the Polytechnic of Namibia (PoN). A purposive sampling strategy was used to select respondents from the two institutions and the NQA. In-depth interviews were conducted with 24 respondents, consisting of 17 assessors (lecturers) and three administrators. Interviews were also conducted with four accreditors from the NQA. Purposively selected institutional documents, including 2010-2011 MAE test scripts, were analysed to find out the knowedge assessed through MAE. Content analysis was used to analyse data from the interviews and documents. Categories were generated through grouping related answers and labelling them, by linking and aggregating related categories to form themes. The findings of the study revealed that MAE schemes neither at UNAM nor PoN provided for the assessment of PncL. The knowledge assessed through MAE tests is academic, based on subjects taught at these two institutions. The findings showed norm-referenced tests as the only assessment strategies employed by UNAM and PoN through MAE. The study recommended a review of the criteria for the assessment of MAE admission and proposed alignment of PncL against National Qualifications Framework (NQF) Level descriptors to accommodate candidates with work learning experiences. The study suggests future areas of research on issues pertaining to PncL practices, such as conceptual and philosophical understanding of it. en_US
dc.language.iso en en_US
dc.subject Experiential learning en_US
dc.subject.lcsh Experiential learning
dc.subject.lcsh Universities and colleges, Entrance requirements
dc.subject.lcsh Education, Higher, Standards
dc.title Prior non-certified learning: a criterion for the assessment of experiential learning for access to Namibian institutions of higher learning. en_US
dc.type Thesis en_US

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