Towards a Framework for the Assessment and Quality Assurance of Non-Traditional Learning Experiences

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.