Recognition of Prior Learning: In Pursuit of Crediting Informal Learning for Access, Redress and Skills Development

Authors

  • Mncedisi C. Maphalala University of South Africa, College of Education: Department of Curriculum & Instructional Studies, 0003, Pretoria, South Africa

Abstract

Recognition of Prior Learning (RPL) recognises learning that has taken place informally, regardless of where and how it was attained. RPL acknowledges that people never stop learning, whether it takes place formally at an educational institution, or whether it happens informally. At the end of the assessment process each candidate is issued with credits for the learning that they have been able to display. These credits are linked to SAQA-registered qualifications. This is a theoretical paper which looks at the value of RPL, the challenges in its successful implementation, the RPL model and relevant assessment methods, instruments and resources necessary for RPL success.

DOI: 10.5901/mjss.2014.v5n3p395

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Published

2014-03-05

How to Cite

Maphalala, M. C. (2014). Recognition of Prior Learning: In Pursuit of Crediting Informal Learning for Access, Redress and Skills Development. Mediterranean Journal of Social Sciences, 5(3), 395. Retrieved from https://www.richtmann.org/journal/index.php/mjss/article/view/2157

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Articles