The Recognition of Prior Learning in Post-Apartheid South Africa

An Alternative Pedagogy for Transformation of the Built Environment Professions
1. Auflage 2021
ISBN: 978-0-367-63943-3
Verlag: Routledge

Buch, Englisch, 152 Seiten, Format (B × H): 145 mm x 222 mm, Gewicht: 334 g

This book addresses a critical gap in the effective implementation of Recognition of Prior Learning (RPL) in post-apartheid South Africa.

This book responds to a critical problem whereby a critical mass of historically disadvantaged persons continues to face exclusion by entrenched systems of professional education and training. Focusing on case studies from higher education and build environment studies, it defines the rationale and fundamental principles of an innovative model for the evaluation of RPL which can be adapted and applied across disciplines and professions while promoting high quality standards. RPL is considered as a transformative strategy to oppose the injustices of pedagogic exclusion and upskill a historically disadvantaged population. The book makes a strong case for an alternate system based on the potentiality of transformed legislation and frameworks in post-apartheid South Africa.

The book will be of interest to researchers in alternative pedagogies, scholars engaged with epistemologies of the South and alternative knowledge systems, legislative bodies, policy makers and facilitators of professional education.

Autoren/Hrsg.

Luckan, Yashaen

Fachgebiete

• Geisteswissenschaften Philosophie Erkenntnistheorie
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Erwachsenenbildung, lebenslanges Lernen

Inhaltsverzeichnis

Dedication. List of Figures. List of Tables. List of Annexures. Foreword. Preface. Acknowledgements. List of Abbreviations. Introduction. Chapter One: Historic Injustice, Redress and Transformation. Chapter Two: An overview of Transformation of Higher Education and Training in South Africa. Chapter Three: The National Qualifications Framework (NFQ) as a Transformative System. Chapter Four: Responses to Higher Education Reform. Chapter Five: Perceptions, Experiences & Attitudes of Key Stakeholders. Chapter Six: A Progressive Built Environment Curriculum. Chapter Seven: Recognition of Prior Learning (RPL) as a Transformative Strategy for Redress and Spatial Transformation. Chapter Eight: An RPL Evaluation Model for Built Environment Professions. Chapter Nine: A brief overview of challenges and potential opportunities for RPL implementation. Chapter Ten: Conclusions and Recommendations. Glossary.

Über Autor(innen)

Dr Yashaen Luckan is an academic, researcher and practising architect, engaged with knowledge and skills development of historically marginalised communities. A proponent of interdisciplinary praxis, he includes in his research alternate methodologies of thinking and practice for socio-economic redress and spatial transformation in the Global South.