Human-centred approaches to recognition of prior learning: policy implementation in higher education

Abstract

Recognition of Prior Learning policy, practice, and assessment are central to advancing redress, equity, access, and lifelong learning within the post-school education and training sector in South Africa. However, despite strong policy frameworks, RPL implementation within higher education institutions are often constrained by bureaucratic, compliance-driven approaches that undermine its transformative potential. Drawing on an autoethnographic, practitioner-informed methodology, this study critically examines how RPL is enacted within institutional contexts, with particular attention to practitioner agency, autonomy, and accountability. The findings reveal persistent tensions between policy intent and practice, including limited professional autonomy, managerial accountability structures, insufficient institutional support, and a lack of sustained post-admission engagement. The study proposes a human-centred, justice-oriented framework for RPL transformation based on four interdependent pillars: autonomy, accountability, empathy, and sustainability. These pillars provide a conceptual and practical basis for reimagining RPL beyond procedural compliance towards relational, contextually responsive, and inclusive practice. By foregrounding practitioner experience and institutional dynamics, the study contributes new insight into how RPL can function as a meaningful mechanism for social and epistemic justice within higher education.