To what extent does the Recognition of Prior Learning (RPL) in a University of Technology's Engineering Faculty recognise and accredit knowledge acquired through work experience?

Recognition of Prior Learning (RPL) has become a key component in the South African educational environment because of the need to address past discriminatory practices in education due to the apartheid regime. This study poses the question: To what extent does the Recognition of Prior Learning (RPL) in a University of Technology’s Engineering Faculty, recognise and accredit knowledge acquired through work experience? It explores what type of knowledge is assessed and recognised during RPL and what kinds of knowledge, gained at which type(s) of institution(s), are given preference. The study is set against the background of experiential learning theories: the phenomenological learning approach and the situated learning approach.

Grantor dc:publisher.institution

School of Education

Year dc:date.issued

2012

Author dc:creator

• Denton, Mark

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/11427/12060

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/12060