Groener, ZeldaHendricks, Mohammed NatheemPrinsloo, NigelFaculty of Education2013-07-252024-05-282012/03/232012/03/232013-07-252024-05-282009https://hdl.handle.net/10566/15529Magister Educationis - MEdRecognition of Prior Learning (RPL) is the process of recognizing and crediting a person for his/her knowledge and experience however attained and promoting that person along a development pathway. In South Africa RPL has been promoted for social justice purposes related to access and redress. However these intentions have been lost within current educational discourses despite being rooted in several policies. Recently the role of vocational education has received increased prominence as a means to provide skills development. However there is often a disjuncture between policy formulation and implementation and this has given rise to this study of how RPL policy has been implemented within public Further Education and Training (FET) colleges. This paper investigates the RPL policies and practices in two public FET colleges and analyses how these employ social justice intentions of access and redress. The study reveals that there are similar conceptions of RPL amongst lecturers but varying RPL practices in these colleges.enFurther Education and TrainingRecognition of Prior LearningNational Qualifications FrameworkQualificationsSkills DevelopmentCredentialismAssessmentAssessorsSocial JusticeAccessRedressThesisUniversity of the Western Cape