The recognition of prior learning (RPL) is an assessment process through which experience
gained outside academic contexts is recognised. The purpose of the research was to
determine the influence the learner profile has on RPL assessment. To realise the purpose,
the learner profile was described and consequently learning outcomes formulated for a
portfolio workshop. The method which the study followed was a qualitative interpretative
approach. The research comprised a literature study about adult learning theories that
served as a theoretical framework for the study, as well as an overview of RPL assessment,
followed by an empirical study. The empirical research component followed a multiple data
collection method. The personal life stories of the research participants were analysed in
order to compile a learner profile. The role the workshop played was determined from a
learner perspective by means of an open questionnaire for participants. It included a
collection of workshop photographs. Finally, the reflection of a group of RPL learners about
their personal learning experiences was analysed.
The research found that the learner profile included distinctive personal traits, such as
motivation, task orientation, a sense of responsibility and an orientation towards the future.
The nature of the learner profile as well as of informal learning gained within diverse learning
contexts require directed preparation for assessment. The learners regarded the portfolio
workshop as a sustainable learning process and as a transformational learning experience.
The role the workshop played was multidimensional, as it served as preparation for
compiling the portfolio. It also empowered and prepared the learner on a personal level for
the context of tertiary education. Based on the research findings, the recommendations for an RPL approach should include
the following: Firstly, the learner‟s voice should be afforded recognition. Secondly,
preparation for assessment is essential. Thirdly, the preparation should follow an approach
of assessment as a sustainable learning process. Finally, the learning outcomes for the
portfolio workshop make a contribution to support the learners in bridging the learning
contexts of informal learning and academic learning.
The research makes a valuable contribution, as the empirical research shows that the
holistic learner profile guides the approach to assessment. The mission of RPL to bring
about transformation will only become a reality if a learner-centred approach recognises and
empowers the learner on a personal and academic level.
Die Erkenning van Vorige Leer (EVL) is 'n assesseringsproses waardeur ervaring wat buite
akademiese kontekste verwerf is, erken word. Die doel met die navorsing was om die
invloed van die leerderprofiel op EVL-assessering te bepaal. Om die doel te bereik, is die
leerderprofiel beskryf en voortvloeiend daaruit leeruitkomste vir 'n portefeuljewerkswinkel
saamgestel. Die metode wat die studie gevolg het, was 'n kwalitatiewe interpretiewe
benadering. Die navorsing bestaan uit 'n literatuurstudie oor volwasse leerteorieë wat as
teoretiese raamwerk vir die studie gedien het, asook 'n oorsig oor EVL-assessering, gevolg
deur 'n empiriese studie. Die empiriese navorsingskomponent het 'n meervoudige
dataversamelingsmetode gevolg. Die navorsingsdeelnemers se persoonlike lewensverhale
is geanaliseer om sodoende 'n leerderprofiel saam te stel. Die rol van die werkswinkel is
vanuit 'n leerdersperspektief bepaal deur middel van 'n ope-vraelys aan deelnemers, wat 'n
versameling werkswinkel-foto's ingesluit het. Laastens is die reflektering van 'n groepie
EVL-leerders oor hulle persoonlike leerervaringe ge-analiseer.
Die navorsing het bevind dat die leerderprofiel onderskeidende persoonlike kenmerke, soos
motivering, taakgerigtheid, 'n verantwoodelikheidsin en 'n toekomsgerigtheid insluit. Die
aard van die leerderprofiel, asook die aard van informele leer verwerf binne diverse
leerkontekste vereis gerigte voorbereiding tot assessering. Die leerders het die portefeuljewerkswinkel
as 'n volhoubare leerproses en as transformasionele leerervaring beskou. Die
rol van die werkswinkel is meervoudig, aangesien dit dien as voorbereiding tot die saamstel
van die portefeulje, asook die leerder op persoonlike vlak bemagtig en voorberei vir die
konteks van tersiêre onderrig. Die aanbevelings tot 'n EVL-benadering behoort, op grond van die navorsingsbevindinge,
die volgende in te sluit. Eerstens moet erkenning aan die stem van die leerder gegee word,
tweedens is voorbereiding tot assessering noodsaaklik en derdens behoort die
voorbereiding 'n benadering van assessering as 'n volhoubare leerposes te volg. Laastens
lewer die leeruitkomste vir die portefeuljewerkswinkel 'n praktykgerigte bydrae om die
leerder te ondersteun om die leerkontekste van informele leer en akademiese leer te
oorbrug. Die navorsing lewer 'n waardevolle bydrae aangesien die empiriese navorsing toon
dat die holistiese leerderprofiel die benadering tot assessering rig. Die missie van EVL om transformasie te weeg te bring, sal slegs 'n realiteit word indien 'n leerdergesentreerde
benadering die leerder op persoonlike en op akademiese vlak erken en bemagtig.
