Abstract
The article is a descriptive and illuminative account of two recognition of prior learning (RPL) projects conceived within specific institutional contexts in higher education in South Africa. The two projects are treated as separate case studies in which a "developmental" model of RPL was piloted. Each case study provides a profile of the students and programmes in the institution, the RPL practices which were developed, and the difficulties encountered in the process of articulating, assessing and accrediting students' prior learning. The article ends with some questions and tentative conclusions concerning the further development of RPL policy and practice in the field of educator development. South African Journal of Higher Education Vol.15(1) 2001: 54-60
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
