n Education as Change - What matters in Recognition of Prior Learning (RPL)? Learning from experience in higher education

Volume 8, Issue 1
  • ISSN : 1682-3206
  • E-ISSN: 1947-9417
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In this paper I have argued that if institutions undertake to recognise the prior learning of adult students, certain institutional variables play an important role and social justice on its own is an inadequate lever. National Policy has been rhetorical at best and the literature on institutional variables is diffuse and amorphous. I argue that lessons about implementation have to be learned from experience more so because Recognition of Prior Learning (RPL) is an emerging field of enquiry in South Africa. The lessons learned from five RPL projects in four higher education institutions suggest that if institutions wish to derive an understanding of themselves and their place within a transforming society they may need to heed that: policy framework and vision matter; clear aims matter; support from senior management matters; staff development matters; RPL advocacy matters; curriculum change matters.

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