Recognition of prior learning as an access tool

Abstract

Purpose

The purpose of this paper is to investigate the impact of recognition of prior learning (RPL) as an alternative tool for access into learning programmes in South African Library and Information Science (LIS) schools.

Design/methodology/approach

The study adopted quantitative methods, and utilised questionnaires and document analysis to collect data.

Findings

The study found that despite an institutional “will” among the LIS schools to open up access to learners who come from diverse backgrounds; there are still aspects that inhibit the use of RPL as an alternative route of access into higher education and training.

Research limitations/implications

In-depth interviews were not conducted to ascertain the veracity of the findings.

Practical implications

This study was valuable for institutions, policy makers, government and other stakeholders to assess the impact of RPL implementation in higher education and training.

Originality/value

Despite there been very little published concerning RPL implementation in higher education and training, use of RPL, as an alternative route to access into higher education and training is generally low. The paper seeks to highlight and promote RPL as an alternative route of access into higher education and training especially for non-matriculants from diverse backgrounds.

Citation

Hlongwane, I. (2019), "Recognition of prior learning as an access tool", Higher Education, Skills and Work-Based Learning, Vol. 9 No. 4, pp. 563-570. https://doi.org/10.1108/HESWBL-10-2018-0115