Assessing knowledge claims through the recognition of prior learning (RPL)
de Graaf, Frederika Hilde
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I decided to undertake this study because as the RPL specialist, I noticed a discrepancy between the interpretation of knowledge presented as part of a RPL application and the interpretation of that knowledge claim by the academic staff members involved in the assessment. Knowledge claim is the phenomenon that this study is about and I am attempting to answer these two questions: 1. What are the similarities and/or differences in the knowledge claims made by RPL applicants and the knowledge claims recognised by the academics in the RPL process for access into the BTech in Project Management at the institution? 2. How valid is RPL as a means of access to the BTech: Project Management programme at the institution? For my study I developed a theoretical framework that consists of two components: the knowledge claims made by the RPL Applicants before they were given access to the University and the academics’ interpretation of the RPL assessment. The second component is the knowledge claim made by the RPL applicants as students after they were admitted to the University and the academics’ interpretation of their performance. These two components were further developed using concepts such as recontextualization, tacit and explicit knowledge, the usefulness of theory and cognitive ability.I analysed the RPL theories within the context for before Higher Education and after Higher Education. I then proceed to discuss the development of knowledge in the workplace and in the academia using the same breakdown.