Abstract
M.Comm.
The South African education and training system has for many years been fragmented and unfair towards underprivileged population groups. Since 1994, many changes have been initiated via legislation to ensure a unified and equal national system of education and training. Higher education has not been excluded from this and is undergoing major changes. These changes are mainly driven by current higher education legislation together with the regulations of the South African Qualifications Authority towards establishing a National Qualifications Framework (NQF).
Higher education transformation is built around three central features, namely increased participation, greater responsiveness, and increased cooperation and partnerships. One of the ways in which participation and responsiveness can be achieved is through Recognition of Prior Learning (RPL). Formal RPL has not yet been implemented in higher education institutions, although informal forms of RPL have taken place.
In an attempt to understand RPL, the approaches to prior learning recognition in various countries are analysed. Aspects such as the forms of RPL, sources, objectives and uses, benefits and advantages are extrapolated from current sources. A table with a summary per country is provided as a future reference guide.
A Recognition of Prior Learning (RPL) process model is synthesised after analysis of prior learning recognition process models in different countries such as the United Kingdom, the United States of America, Canada and Australia. This model serves as suggested process model for Recognition of Prior Learning in higher education institutions in South Africa. The model consists of ten stages, namely pre-entry, initial contact, learning identification, preparation for assessment, assessment, verification, accreditation and certification, appeals, recording and post-RPL counselling.
Research is based on an analytical and descriptive literature study. The process model requires further empirical testing.