THE RECOGNITION OF PRIOR LEARNING IN HIGHER EDUCATION

This research investigates how Recognition of Prior Learning (RPL) in higher education promotes social transformation. Through analysing a specific RPL programme, some conclusions on this matter were drawn. This research, a qualitative study, analyses official documents, institutional reports, learning portfolios - produced by RPL candidates wherein they narrated their autobiographical learning histories. This research highlights the fact that RPL at the University of the Western Cape took place within a particular 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. Finally the South African 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