Implications of variance in ARPL policy: A South African case study

Abstract

The Assessment and Recognition of Prior Learning (ARPL) has received much attention lately in South African higher education. It has been argued that many institutions have been slow to adapt to ARPL philosophies, policies and practices. This article reports on an institutional case study of ARPL policy at one South African university. An analysis of ARPL policy at both the institutional and faculty levels points to variance in terms of agreed-upon criteria. The nature of and implications this variance holds for ARPL practice are explored in the second part of the article. Specific issues of variance related to the conceptualisation and purpose of ARPL and shared ARPL processes are discussed in greater depth. An analysis of policies at the institution can be used as a starting point to devise an educational support system for ARPL at institutions wishing to implement ARPL.

South African Journal of Higher Education Vol. 21 (4) 2007: pp. 640-653