Key principles underpinning RPL
RPL has a social justice function it is aimed at empowering learners and enabling them to access and move through the learning process, based on their prior learning and experience.
RPL has an efficiency focus it aims to reduce the time learners have to spend in acquiring the qualification and this should lead to an improved utilisation of learning resources and an improvement in workplace efficiency.
RPL aims to convert the intrinsic value of learning acquired by candidates into an extrinsic value in the form of providing learners access to the final assessments for occupationally based qualifications.
During the RPL process, emphasis falls on outcomes of learning, not on the site of learning, which may comprise formal training, work and life experience, indigenous knowledge and a multitude of other learning processes. This reflects a shift in learning from a lecturer- centred approach to a learner-centred approach and makes the RPL candidate a stakeholder in the RPL process.
RPL assumes that competencies, skills and knowledge learned in one sphere are transferable. This has been internationally defined in the RPL context as the application of generic cognitive skills learned in one situation, to a new situation or more simply, knowledge which can be utilised and applied in a number of different contexts.