Jane Castle
Biographic Data
| ID | 6156806 |
|---|---|
| NAME | Jane Castle |
| GIVEN NAMES | Jane |
| FAMILY NAME | Castle |
| SIGNATURE | CASTLE J |
| AFFILIATIONS | University of the Witwatersrand |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 9 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2006 |
| H-INDEX | 2 |
Opening and closing doors for adult learners in a South African university
Recognition of Prior Learning (RPL) for access or credit? Problematic issues in a university adult education department in South Africa
The main question posed in this paper is whether the Recognition of Prior Learning (RPL) in higher education should focus on access or credit. We begin by tracking the origins of RPL development in South Africa, then go on to show how the broad context of higher education influences RPL. We raise four problematic issues involved in RPL, including the difficulty of establishing equivalencies between the different kinds of experience, knowledge and…
OBE, RPL and adult education
As its title suggests, this paper explores the compatibility of outcomes-based education (OBE), the recognition of prior learning (RPL) and adult education in higher education in South Africa. OBE and RPL entered the consciousness of South African educators in the 1990s, when policymakers, responding to economic and political imperatives to develop a more skilled and flexible workforce, turned to overseas models of integrated education and traini…
Strategies Against Oppression
Black managers form the primary target and major context of affirmative action programmes in South Africa‐‐programmes which are inherently educational. As its title suggests, this article investigates the social background, upbringing and educational experience of black managers engaged in large business organizations in Johannesburg. In many respects, the stories of these managers represent a narrow profile of the broader injustices of the apart…
Experiential learning for critical thinking
Attacking widespread under‐education with limited resources in the scattered, oppressed adult population of South Africa is a formidable challenge. One way of meeting this challenge could be to develop adults’ critical thinking skills, using their own experience as their main educational resource. Experiential learning technology, facilitated from a distance, could provide a means of achieving this aim. Research carried out at a conference on exp…
Recognition of Prior Learning (RPL) for access or credit? Problematic issues in a university adult education department in South Africa
The main question posed in this paper is whether the Recognition of Prior Learning (RPL) in higher education should focus on access or credit. We begin by tracking the origins of RPL development in South Africa, then go on to show how the broad context of higher education influences RPL. We raise four problematic issues involved in RPL, including the difficulty of establishing equivalencies between the different kinds of experience, knowledge and…
OBE, RPL and adult education
As its title suggests, this paper explores the compatibility of outcomes-based education (OBE), the recognition of prior learning (RPL) and adult education in higher education in South Africa. OBE and RPL entered the consciousness of South African educators in the 1990s, when policymakers, responding to economic and political imperatives to develop a more skilled and flexible workforce, turned to overseas models of integrated education and traini…
Experiential learning for critical thinking
Attacking widespread under‐education with limited resources in the scattered, oppressed adult population of South Africa is a formidable challenge. One way of meeting this challenge could be to develop adults’ critical thinking skills, using their own experience as their main educational resource. Experiential learning technology, facilitated from a distance, could provide a means of achieving this aim. Research carried out at a conference on exp…
Strategies Against Oppression
Black managers form the primary target and major context of affirmative action programmes in South Africa‐‐programmes which are inherently educational. As its title suggests, this article investigates the social background, upbringing and educational experience of black managers engaged in large business organizations in Johannesburg. In many respects, the stories of these managers represent a narrow profile of the broader injustices of the apart…
Recognition of Prior Learning (RPL) for access or credit? Problematic issues in a university adult education department in South Africa
The main question posed in this paper is whether the Recognition of Prior Learning (RPL) in higher education should focus on access or credit. We begin by tracking the origins of RPL development in South Africa, then go on to show how the broad context of higher education influences RPL. We raise four problematic issues involved in RPL, including the difficulty of establishing equivalencies between the different kinds of experience, knowledge and…
OBE, RPL and adult education
As its title suggests, this paper explores the compatibility of outcomes-based education (OBE), the recognition of prior learning (RPL) and adult education in higher education in South Africa. OBE and RPL entered the consciousness of South African educators in the 1990s, when policymakers, responding to economic and political imperatives to develop a more skilled and flexible workforce, turned to overseas models of integrated education and traini…
Opening and closing doors for adult learners in a South African university
Sociology (5 works) · Context (archaeology (4 works) · Pedagogy (4 works) · Political science (4 works) · Adult education (3 works) · Engineering (3 works) · Higher Education Learning Practices (3 works) · Psychology (3 works) · Economic growth (2 works) · Economics (2 works)