Barriers to Recognition of Prior Learning for Sector Education and Training Authority-Accredited Providers in Gauteng

Geoffrey Pinagase Tshephe; Nathaniel Govender

doi:10.25159/2312-3540/17369

Authors

Geoffrey Pinagase Tshephe University of South Africa https://orcid.org/0000-0002-1691-3918
Nathaniel Govender University of South Africa

DOI:

https://doi.org/10.25159/2312-3540/17369

Keywords:

Recognition of Prior Learning (RPL), Sector Education and Training Authority, barriers in RPL, SETA-accredited provider, occupational education and training

Abstract

Recognition of Prior Learning is essential in adult education, allowing learners to formalise their experiential knowledge. In South Africa, providers accredited by the Sector Education and Training Authority are required to implement Recognition of Prior Learning within the National Qualifications Framework. However, providers, particularly those in Gauteng province, face significant challenges. This article aimed to examine the barriers faced by accredited adult education providers in Gauteng. The article assesses their impact on Recognition of Prior Learning implementation and suggests strategies to address them. A qualitative, phenomenological approach was used, with semi-structured interviews conducted among six accredited providers. This allowed an in-depth exploration of their challenges in implementing Recognition of Prior Learning. Five (5) primary barriers were identified: the complex and technical nature of Recognition of Prior Learning, shortage of skilled practitioners, inadequate internal management, financial limitations, and insufficient awareness, capacity building, and advocacy. The study also found that financial constraints and low engagement among stakeholders were particularly detrimental, restricting the effective integration of Recognition of Prior Learning. The article concludes that systemic changes are needed to enhance Recognition of Prior Learning implementation. Therefore, this article recommends applying adult learning theories, such as Knowles’s learning contracts and Kolb’s experiential learning model, to better align Recognition of Prior Learning with adult learners’ needs. The research further recommends that increased training, management support, and standardised funding are critical to making Recognition of Prior Learning more accessible and effective across South Africa.

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