The recognition of prior learning in higher education: the case of the University of the Western Cape
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Date
2001
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University of the Western Cape
Abstract
This research is an attempt to determine the extent to which the Recognition of Prior Learning (RPL) in higher education promotes social transformation. Through analysing the case study of the University of the Western Cape (UWC) RPL programme, some conclusions on this matter were drawn. This research, a qualitative study, analyses key official documents, institutional reports, and learning portfolios – produced by RPL candidates wherein they narrated their autobiographical learning histories - extensively. In addition, qualitative data were incorporated into this study to assist in the conversation of the context within which RPL is being offered. This research highlighted the fact that RPL at UWC took place within higher education historical and social context. Firstly, the location of RPL within the discourse of lifelong learning contributed to its transformative potential since, inherent in lifelong learning is the promise of social inclusion, which incorporates the need to broaden access to learning opportunities. Secondly, UWC experienced a rapid decline in its student numbers between 1996 and 1998, which threatened the survival of the institution (Koetsier, 1998). Finally, the national education legislative and regulatory environment supported and encouraged the implementation of RPL at institutions of higher learning to contribute to social redress and social equity.
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Keywords
Recognition of Prior Learning (RPL), Higher education, University of the Western Cape, National education legislative, Student numbers