Recognition of Prior Learning (RPL) for Accredited Public Administration Qualifications

Abstract

Recognition of Prior Learning (RPL) serves as a pivotal mechanism in facilitating access to education and training, particularly within the context of the South African Public Service Sector Education and Training Authority (PSETA) when accrediting Public Administration qualifications. However, the absence of standardised guidelines for Skills Development Providers (SDPs) in implementing RPL poses challenges in ensuring consistency and fairness in assessment processes. This article presents an empirical study aimed at uncovering potential guidelines for SDPs to conduct RPL assessments for credit against PSETA accredited Public Administration qualifications. The study employed a mixed-methods approach, combining qualitative data collection through interviews with quantitative analysis of RPL assessment outcomes. Participants include representatives from SDPs, PSETA, and learners who have undergone RPL assessments. Through thematic analysis and statistical techniques, the study identifies key challenges, best practices, and stakeholder perspectives regarding RPL implementation.