Creative Education

Volume 9, Issue 13 (October 2018)

ISSN Print: 2151-4755   ISSN Online: 2151-4771

Google-based Impact Factor: 1.01  Citations  h5-index & Ranking

Challenges and Opportunities for Implementing Recognition of Prior Learning at the University of Namibia

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DOI: 10.4236/ce.2018.913150    572 Downloads   967 Views  


The University of Namibia (UNAM) has developed and approved a policy on the recognition of prior learning (RPL), but the implementation thereof is dormant. The purpose of this paper is to present potential challenges and opportunities that can influence the implementation of RPL at UNAM. The paper used a qualitative approach and the phenomenological design to solicit participants’ views, perceptions and experiences concerning RPL at UNAM. Semi-structured interview schedules were employed to collect data from 12 staff members of UNAM who were purposively chosen based on their positions that are key to providing information to answer the research questions. The findings reveal opportunities such as the availability of political will to implement RPL at the institution, the availability of expertise, capability in terms of technology and infrastructure, the availability of RPL policy, quality assurance and the assessment policy of the institution. Challenges identified are lack of ontological knowledge of what counts as RPL, how it is assessed and its validity and integrity. The data reveal high demands regarding training on issues of assessment and raising awareness of RPL at the institution. The paper recommends that the Ministry of Education, the Namibia Qualifications Authority and the National Council of Higher Learning spearhead a campaign to raise awareness and sensitize the nation as to the significance of RPL. It also recommends that RPL be perceived as an assessment strategy of which the outcomes bring about admission, but is not by itself an admission issue.

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Shaketange, L. (2018) Challenges and Opportunities for Implementing Recognition of Prior Learning at the University of Namibia. Creative Education, 9, 2070-2087. doi: 10.4236/ce.2018.913150.

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