Abstract:
The quest for equitable access to education and career advancement in the public service sector in South Africa has prompted the exploration of the implementation of Recognition of Prior Learning (RPL) for credit to afford public sector officials the opportunity to be credited towards a full public administration qualification as registered on the National Qualifications Framework (NQF). Furthermore, RPL in South Africa builds on the pledge of government to eliminate impediments to learning and develop an evident, practical and reliable system as an efficient tool for lifelong learning. This qualitative study delves into the multifaceted landscape of the implementation of RPL in the South African public service sector, seeking to uncover enablers, challenges, and best practices that shape its application through a case study research design lens.
Through document analysis, in-depth interviews with RPL coordinators and a structured questionnaire, this research study employed a theoretical lens, drawing insights from behaviourism, cognitivism, constructivism, and experiential learning theories. The research objectives encompassed investigating the contextual factors influencing RPL implementation, accessing best practice models, understanding key role players' perspectives, providing recommendations for effective credit assessment tools, and identifying constraints within the public service sector. At the time of writing, this study was driven to develop an institutional RPL pre-assessment guide to assist RPL candidates to adequately assess their preparedness to undergo RPL for credit assessment against the Public Service Sector Education and Training Authority (PSETA) accredited Public Administration qualifications.
The study found a complex interplay of external influences, cognitive processes, and experiential learning in the RPL landscape. Participants highlighted the significance of organisational support, clear policies, and targeted advocacy for fostering a conducive RPL environment. Challenges emerged, ranging from limited funding to a need for standardised guidelines and increased awareness about RPL.
The findings will contribute to the existing literature by providing a nuanced understanding of the dynamics surrounding the execution of RPL in the South African public service sector. The theoretical framework enhanced the interpretation of results offering practical insights for policymakers, RPL coordinators and practitioners involved in RPL initiatives.
This study concludes by advocating for a holistic approach to RPL implementation, encompassing strategic policy improvements, targeted advocacy efforts, and tailored support mechanisms. The implications extend beyond the South African public service sector, informing broader discussions on the integration of RPL into policies for enhanced workplace skills development.
Finally, the findings were used to develop a cogent institutional RPL pre-assessment tool to support RPL candidates in the first step of their RPL journey
