Ways of seeing the Recognition of Prior Learning (RPL): What contribution can such practices make to social inclusion?

Abstract

This paper is an exploration of RPL practices. It was written following empirical work and concerns raised regarding the efficacy of RPL as a mechanism to enhance social equity and social inclusion in the South African higher education context. An attempt is made to position RPL within the changing socio-economic and cultural conditions of late- or post-modernity and to see it as a social practice rather than as a set of seemingly innocent and benevolent procedures. Four illustrative ‘models’ of RPL are presented and analysed in such a way as to reveal more about existing practices (particularly the social functions they perform) and to suggest possibilities for practices capable of making optimal contributions to social inclusion. It is argued that RPL practices are capable of multiple significations and that those concerned with the design and implementation of RPL could benefit from being aware of the various ways of seeing the practice and could combine this with a critical reading of the discourses of societal, institutional and curricular contexts in order to reveal possibilities for inclusive approaches.