Towards a Framework for the Assessment and Quality Assurance of Non-Traditional Learning Experiences
DOI:
https://doi.org/10.38140/obp2-2024-11Keywords:
Quality assurance, assessment, non-traditional learning experiences, regulatory framework, skillsAbstract
Non-traditional learning experiences have arguably gained momentum and prevalence in the education system due to their perceived flexibility, broader outreach, responsiveness, and inclusivity. However, the speed at which these alternative learning experiences have been institutionalised parallels growing concerns and antagonisms regarding their quality. First, the sluggish and rigid response to developing effective frameworks for assessing and quality-assuring non-traditional learning experiences can be counterproductive, stifling innovation and adaptation to new demands. Second, the lack of quality assurance hinders quality improvement, compromising the overall quality of the education system. These limitations have made it difficult for stakeholders to advocate for the uptake and integration of these non-traditional learning experiences into the broader education system. In light of these issues, the study employed a mixed-method approach to investigate what assessing and quality-assuring non-traditional learning experiences will entail, through the examination of literature and the development of survey questionnaires for participation from the following quality assurance bodies: Council on Higher Education (CHE), South African Qualifications Authority (SAQA), Council for Quality Assurance in General and Further Education and Training (UMALUSI), Quality Council for Trades and Occupations (QCTO), and Sector Education and Training Authorities (SETAs) provided valuable insights. The results indicated the key design considerations for institutions when developing their respective frameworks for quality assurance and assessment of non-traditional learning experiences. Respondents highlighted the importance of prioritising factors such as academic integrity, student information integrity, equity of access, and quality student experiences. The study's findings are anticipated to significantly contribute to the body of knowledge regarding non-traditional learning experiences in South Africa, offering a promising future for these innovative learning methods.
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