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Ways of recognising the prior learning of rural development workers

Luckett, Kathy

Abstract:
In this paper the author uses a small scale recognition of prior experiential learning for access pilot study to highlight some of the complexities involved in recognizing prior learning in the South African context. Firstly she describes the cultural, cognitive and epistemic gap that lies between potential RPL learners and a (historically white) university. Then she tries to understand the theory and practice of RPL through four different epistemological frames: the technical, hermeneutic, critical and post-modern perspectives. The author considers the different understanding of curriculum knowledge, learning, experience and assessment in each of these paradigms. In conclusion, suggestions are made for a contextually specific implementation of RPL.
 

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Title of Paper: Ways of recognising the prior learning of rural development workers
Conference Name: Biennial SAARDHE Conference on the Reconstruction of Higher Education in South Africa and the role of SAQA and the NQF
Conference Date: 1999-06-29
Conference Location: Cape Town
Published as Proceedings: yes


Date:1999
Document Type:Conference Paper (Peer Reviewed)
Subject Area:Teaching and Learning
Country:South Africa
Keywords:Rural Development, Workers, Learning Outcomes, Experiential Learning, Curriculum, Critiques, Learning Theories, Recognition of prior learning RPL


File Size:108 KB
Additional information:This is the author's final draft. The paper has achieved publication in South African Journal of Higher Education, 13 (2): 68-81
Date Added:27 March 2007


Luckett, Kathy (1999). Ways of recognising the prior learning of rural development workers. Paper presented at the Biennial SAARDHE Conference on the Reconstruction of Higher Education in South Africa and the role of SAQA and the NQF, Cape Town, 29 June - 1 July.