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.

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.