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by Mignonne Breier

  • ISBN: 0796922209
  • Category: Education & Teaching
  • Author: Mignonne Breier
  • Subcategory: Schools & Teaching
  • Other formats: mbr rtf lrf doc
  • Language: English
  • Publisher: HSRC Press (April 1, 2009)
  • Pages: 144 pages
  • FB2 size: 1579 kb
  • EPUB size: 1563 kb
  • Rating: 4.6
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Download The RPL Conundrum: Recognition of Prior Learning in a Teacher Upgrading Programme (Teacher Education in South Africa) fb2

Exploring the implementation of recognition of prior learning (RPL), this study addresses the conundrum of how prior learning can still be valued if it is believed to be misguided or outdated.

Exploring the implementation of recognition of prior learning (RPL), this study addresses the conundrum of how prior learning can still be valued if it is believed to be misguided or outdated.

This book provides teachers working towards Advanced Skills Teacher or Chartered Teacher status, and . We begin by tracking the origins of RPL development in South Africa, then go on to show how the broad context of higher education influences RPL.

This book provides teachers working towards Advanced Skills Teacher or Chartered Teacher status, and those on other Continuing Professional Development courses, with an essential text to assist in this process of personal and professional reflection and development planning. The authors focus upon the social, cultural and political aspects of professional development, and explore issues of professional identity.

The RPL conundrum: Recognition of prior learning in a teacher upgrading programme more

The RPL conundrum: Recognition of prior learning in a teacher upgrading programme more. by Mignonne Breier more. 182 Recognising phronesis, or practical wisdom, in the recognition of prior learning Mignonne Breier Introduction In his Nicomachean Ethics, Aristotle presents the concept of phronesis (often translated as 'practical wisdom') and juxtaposes it against scientific and craft knowledge.

Studies in the Education of Adults, 22(1), 60–72. & Warr, J. (1997). Academic validation of prior and experiential learning: evaluation of the process. OBE, RPL and adult education: Good bedfellows in higher education in South Africa? International Journal of Lifelong Education, 20(6), 487–501. CrossRefGoogle Scholar. Assessment of prior learning. In A. DiStefano, K. E. Rudestam, & R. Silverman (Ed., Encyclopedia of distributed learning.

The RPL Conundrum is part of the Teacher Education in South Africa . Reflection in the recognition of prior learning The purpose of this book is to provide a measured assessment of what has been achieved in South African education over the last 20 years.

The RPL Conundrum is part of the Teacher Education in South Africa series. Reflection in the recognition of prior learning. Experience' and RPL in higher education in South Africa. Reflection in RPL in teacher upgrading: the conundrum. The purpose of this book is to provide a measured assessment of what has been achieved in South African education over the last 20 years based on the evidence provided by Trends in International Mathematics and Science Studies (TIMMS), to redefine what good progress means in light of South Africas developmental pathway and to recommend what evidence based interventions can be.

20 teacher education. Arends, Understanding Teacher Demand in South Africa. Cape Town: HSRC Press . Breier (2008) The RPL Conundrum: The Recognition of Prior Learning in a Teacher Upgrading Programme. A Conceptual Framework for Teacher Supply and Demand. Cosser, Studying Ambitions: pathways from grade 12 and the Factors that Shape Them.

Breier (2005) discusses rpl as opposed to RPL, using the abbreviation RPL for Recognition of Prior Learning .

Breier (2005) discusses rpl as opposed to RPL, using the abbreviation RPL for Recognition of Prior Learning that takes place before/outside the educational process, and rpl for recognition of prior learning within the educational process. 60 ECTS points represent one year of full-time studies. Further, courses are defined in terms of learning outcomes that must be achieved to pass, a shift from the previous type of definition in terms of aims.

TEACHER EDUCATION, F. Cape Town: HSRC Press, M. Cape Town: HSRC Press, L. Chisholm. Mimeo, M. Cape Town: HSRC Press, G. Kruss, Teacher Education and Institutional Change in South Africa. Cape Town: HSRC Press, U. Hoadley, Managing Curriculum and Instruction in South African Secondary Schools.

Recognition of Prior Learning (RPL) is defined in the National Standards Bodies Regulations (No 18787 of 28. .As the South African education and training system matures, increasingly RPL will support the principle of lifelong learning.

Recognition of Prior Learning (RPL) is defined in the National Standards Bodies Regulations (No 18787 of 28 March 1998, issued in terms of the SAQA Act 58 of 1995) as follows: Recognition of prior learning means the comparison of the previous learning and experience of a learner howsoever obtained against the learning outcomes required for a specified qualification, and the acceptance for purposes.

More than 870,000 teachers have received the RPL. Support of 13 teacher training institutions and the Open University, which allows teachers to upgrade their education through distance learning. Provision of new teacher induction programs; so far, some 1400 teachers have participated in this program.

Exploring the implementation of recognition of prior learning (RPL), this study addresses the conundrum of how prior learning can still be valued if it is believed to be misguided or outdated. Highlighting adult education, this examination demonstrates how the practice of RPL affirms and accredits the knowledge and skills that students have already attained in the course of their working lives. Presenting case studies of the performance of RPL in the National Professional Diploma in Education at three universities, this survey depicts interesting approaches to the conundrum and reveals the importance of phronesis—practical wisdom—in considerations of RPL. Showing how formal recognition of phronesis may not be possible, thisargument strives to prove that including the concept in the curriculum of a teacher-upgrading program may help to make the RPL component more effective. Part of a comprehensive investigation of the dynamics shaping the professional development of educators, this analysis is essential for educationists, academics, and policymakers.

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