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Assessing knowledge claims through the recognition of prior learning (RPL): A case study in the business faculty at a university of technology (in the Western Cape, South Africa).
Author(s)
De Graaf, Frederika Hilde
Date Issued
2010
Type
Thesis
Publisher
Cape Peninsula University of Technology
Abstract
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.
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.
Additional information
Thesis( Master of Education(Education)-- Cape Peninsula University of Technology, 2010
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