This book addresses a critical gap in the effective implementation
of Recognition of Prior Learning (RPL) in post-apartheid South
Africa. This book responds to a critical problem whereby a critical
mass of historically disadvantaged persons continues to face
exclusion by entrenched systems of professional education and
training. Focusing on case studies from higher education and build
environment studies, it defines the rationale and fundamental
principles of an innovative model for the evaluation of RPL which
can be adapted and applied across disciplines and professions while
promoting high quality standards. RPL is considered as a
transformative strategy to oppose the injustices of pedagogic
exclusion and upskill a historically disadvantaged population. The
book makes a strong case for an alternate system based on the
potentiality of transformed legislation and frameworks in
post-apartheid South Africa. The book will be of interest to
researchers in alternative pedagogies, scholars engaged with
epistemologies of the South and alternative knowledge systems,
legislative bodies, policy makers and facilitators of professional
education.
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