der to explore the concept of adult learning and how this applies to a mentor and his role of mentoring students, it is important to determine student’s own preference in learning style and to examine how this influences the mentor and his teaching methods. While we are aware learning involves change not just in habits but in knowledge and attitudes. It is beyond acquiring specific skills as it practically enables the individual/ student to make both personal and social adjustments. Since the concept of change is inherent and an integral part of learning, any change in behavior implies that learning is taking or has taken place.
Adults have an inclination and readiness to learn aspects which is oriented to his or her social roles and development. Experience gathered by students/ individuals by previous learning shapes their future needs of learning. The mentor needs to trigger the need to learn in his students as that is the surest method to confirm the student will be self initiated to complete the learning program assigned.
Adults enjoy being engaged in a purposeful exploration of a field of knowledge and facilitation should foster a spirit of critical reflection. Various styles and approaches to learning are acknowledged and integrated into the learning context. The attempt needs to integrate theory and practice to ensure the portfolio of learning will establish how the learning outcomes are achieved by this exercise of portfolio document. A portfolio is a collection of evidence that learning has taken place.
This paper is to evaluate the use of portfolios in the assessment of learning and competence. Initial consideration of the subject revealed the need to clarify specific terminology and approaches used to assess competence using portfolios.
Methods and Design: This article will analyse definitions of and approaches to competence and its measurement. An action research approach has been chosen to study the implementation of the portfolio and the