The Kind of Knowledge Assessed through Mature Age Entry Admission Tests in Namibia Institutions of Higher Learning: Case Study of the University of Namibia and the Polytechnic of Namibia

Lydia Shaketange, Alex Tubawene Kanyimba

Abstract


The 21st century has witnessed the emergence of a framework for Recognition of Prior Learning (RPL) as a supplementary assessment strategy. The aim of this study is to report on the research that explored the knowledge assessed through Mature Age Entry (MAE) admission tests in Namibian institutions of higher learning. The transformative model was used to discuss the knowledge that was being assessed through these tests. The data were collected through interviews with the MAE examiners and through documentation of MAE papers. The findings suggest that despite work experience being the main requirement to qualify for MAE admission tests, the knowledge assessed during the tests is purely academic, conforming to Mode 1 knowledge. The study also found that the examiners of MAE admission tests did not understand the practice of the RPL. This scenario may have influenced assessment tools used during these tests. There is a need to distinguish between prior certificated learning and prior non-certificated learning in the MAE assessments. Therefore, the assessors at Namibian institutions of higher learning need adhere to RPL policy by accommodating certificated and prior non-certificated learning in MAE assessments. 

 


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DOI: https://doi.org/10.5430/ijhe.v5n4p63

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International Journal of Higher Education
ISSN 1927-6044 (Print) ISSN 1927-6052 (Online)

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