South Africa: Validation, Flexible Pathways and Systems, Inclusivity, Mobility

Abstract

This paper showcases links between validation and flexible learning pathways and systems designed to enhance inclusivity and progression in learning and work in South Africa. It seeks to address the questions: “What are the main dimensions of the context for implementing the Recognition of Prior Learning (RPL) in South Africa?” And “What progress is there, to date, in the implementation of RPL in the country?” The paper draws firstly on recent research into articulation and flexible pathways and systems in which the recognition of prior learning (RPL) plays a prominent role. Secondly, it presents RPL achievements and emerging impact to date, including related data from the National Learners' Records Database (NLRD) and a recent National Qualifications Framework (NQF) Impact Study. It points to related developmental initiatives including the ‘Unfurling PostSchool Education and Training’ (UPSET) project with its articulation and RPL hubs, sectoral efforts to strengthen learning pathways, and an RPL pilot for refugees and asylum seekers entering South Africa with partial or no papers, seeking to work, and to study. RPL is clearly linked to other elements of system flexibility of which it is part.