A disciplinary-specific approach to the recognition of prior informal experience in adult pedagogy: ‘rpl’ as opposed to ‘RPL’

Abstract

‘Recognition of Prior Learning’ (RPL) is usually associated with assessment processes prior to entry into an educational programme. This paper considers the recognition of prior learning in post-entry pedagogy (referred to here as ‘rpl’ lower case). The focus is on informal learning or experience in courses in Labour Law at two universities in South Africa. Transcripts of interactions between lecturers and students are viewed in the light of three common perspectives on RPL and then in terms of a proposed new disciplinary-specific approach. This approach exhorts adult educators to consider the nature and structure of a discipline or field of study and the relationship between formal and informal knowledge within that structure to ensure the authenticity of a programme and the success within it of students with extensive practical experience but limited formal qualifications.

I am grateful to the three anonymous reviewers for their helpful comments. This article is based on empirical research that was part of a Ph.D. study in the Department of Education, University of Cape Town. The support of the National Research Foundation (NRF) and the Spencer Foundation is gratefully acknowledged. Opinions expressed and conclusions arrived at are those of the author and ought not necessarily be attributed to either organization.