The Recognition of Prior Learning in Post-Apartheid South Africa:An Alternative Pedagogy for Transfo

Historic injustice, redress and transformationChallenges facing higher education and the professions: issues of failure and inadequacyFormal education, access and exclusionThe need for alternate modes of curriculum and pedagogyResistance and confusionsummaryList of chapter referencesAn overview of the transformation of higher education and training in South AfricaA brief overview of higher education and training in apartheid South AfricaRedress in democratic South AfricaReform of higher education legislation and regulation in the early democratic eraThe Higher Education Act 101 of 1997The CHEThe SAQADHET Articulation PolicySAQA National Policy for the Implementation of the Recognition of Prior Learning (2013)DHET RPL Coordination PolicyThe socio-ethical responsibility of professional bodiessummaryList of chapter referencesThe NQF as a transformative systemIntroducing the NQFThe fundamental structure of the NQFThe NQF as an enabler for higher education reformsummaryList of chapter referencesResponses to higher education reformEntrenchment, stonewalling and ignoranceStumbling blocks to the effective implementation of RPLAttitudes and perceptions arising from the historical legislation of higher education and the professionsThe pre-democratic periodThe post-apartheid periodThe historical nature of work division in professions and industriessummaryPerceptions, experiences and attitudes of key stakeholdersA brief introduction to the study methodologyQualitative analysis of interviews with key informantsComparative analysis of responsesPerceptions of RPLRPL challengesRPL strategiesQuality assurance of RPLsummaryA progressive built environment curriculumBusiness as usual at universities: pedagogic exclusion, an invisible barrier to access, redress and spatial transformationUnwitting potential beneficiaries of RPLA critique of the built environment curriculumA critical review of prevalent curriculum models that impact professional educationPedagogic access for a critical learning communityDefining a progressive built environment curriculumDialogical knowledge generation in societyAdvancement of human potentiality for the benefit of societyPedagogic accessibility for sustainable futuressummaryList of chapter referencesRPL as a transformative strategy for redress and spatial transformationStop-in/stop-out learningRPL as a mechanism for spatial transformationRPL as a progressive 21st-century learning paradigmsummaryList of chapter referencesAn RPL evaluation model for built environment professionsGuiding principlesQuality assuranceRigorous assessment strategyIdentification of learning gapsThe ability to adapt/flexibilityFairness and consistency in applicationConceptual framework of the RPL evaluation modelSPBLConstructive alignment of NQF level descriptors and professional competenciesTaxonomy of intellectual complexityCategorisation of professional competenceAn example illustrative of the detailed application of the RPL evaluation modelQuality assurance and reliability of the RPL evaluation modelsummaryList of chapter referencesA brief overview of challenges and potential opportunities for RPL implementationIntroductionChallenges and opportunities in national structuresFundingAlignment of policiesRethinking historical norms of a formal higher education systemChallenges and opportunities at institutions of higher educationFundingAttitudes to quality assurance/knowledge assumptionsLack of consistent policy developmentTraining of academics for an alternative pedagogic paradigmChallenges and opportunities in professional bodiesAttitudes to quality assurance/knowledge assumptionsLack of consistent policy developmentTraining of RPL assessorsChallenges and opportunities to practitionerssummaryKey recommendationsAnnexure: Transcripts of interviews with key informantsInterview scheduleAbstractStatistical dataInterview focusTranscripts of interviewsList of chapter referencesGlossary
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