Show simple item record

dc.contributor.authorHendricks, Natheem
dc.contributor.authorVolbrecht, Terry
dc.identifier.citationHendricks, N. & Volbrecht, T. (2003). RPL as cognitive praxis in linking higher education, the African Renaissance and lifelong learning. South African Journal of Higher Education, 17(1): 47-53en_US
dc.description.abstractThis article argues that one can use the Recognition of Prior Learning (RPL) to conceptualise the project of bridging the articulation gap between further and higher education in South Africa by framing the cognitive praxis of this project simultaneously within Africa Renaissance and within a progressive global project of lifelong learning. The article then suggests that RPL requires recognising both the complementarity and the contestation or disjunction between different modes of learning and knowledge production. In a postmodern period of intensified globalisation that inevitably shapes what is possible in lifelong learning and the Africa Renaissance, it may be useful to frame "bridging the gap" with a broader notion of "mediating difference". The article uses the experiences of introducing RPL at the University of the Western Cape to illustrate the general argument.en_US
dc.publisherTaylor & Francisen_US
dc.rightsCopyright South African Association of Research and Development in Higher Education
dc.subjectRecognition of Prior Learningen_US
dc.subjectHigher educationen_US
dc.titleRPL as cognitive praxis in linking higher education, the African Renaissance and lifelong learningen_US
dc.description.accreditationDepartment of HE and Training approved listen_US

Files in this item


There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record