Abstract Book of the 9th International Conference on Teaching, Learning and Education
Year: 2025
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Recognition of Prior Learning: Examining Equity, Privilege, and Access in Higher Education
Dr. Luvuyo Ndawule
ABSTRACT:
This study explores the Recognition of Prior Learning (RPL) within higher education, critically examining its visibility, implementation, and potential alignment with privilege. Situated within the discipline of education and equity studies, the research highlights RPL as a mechanism designed to provide equitable access by valuing individuals’ informal and non-traditional learning experiences. However, its limited application raises questions about systemic inequities and its role in perpetuating privilege rather than bridging opportunity gaps. The purpose of this study is to analyze RPL’s role in advancing equity in higher education while identifying the barriers that hinder its broader and more inclusive adoption. The aim is to conceptualize strategies for transforming RPL into a robust and equitable framework for recognizing diverse learning pathways.
The central question guiding this study is: Does Recognition of Prior Learning serve as an equitable access mechanism, or does it inadvertently reinforce privilege within higher education systems? Grounded in Critical Social Theory, the study interrogates the systemic structures influencing RPL and examines how power dynamics, socioeconomic factors, and institutional practices shape its implementation and outcomes. This framework offers a lens to critically evaluate whether RPL aligns with its equity-focused goals or perpetuates existing disparities.
Using a desktop-based research methodology, this study relies on secondary data from scholarly articles, institutional reports, and policy documents. Thematic analysis is employed to synthesize findings from existing literature, focusing on themes such as access, privilege, inclusivity, and systemic challenges. Ethical considerations include ensuring the accuracy and integrity of data, proper attribution of sources, and adherence to copyright laws.
The significance of this study lies in its potential to inform policy reforms and institutional practices. By shedding light on the underutilized potential of RPL, this research aims to contribute to the broader discourse on equity in education. It provides actionable recommendations for policymakers, educators, and administrators to enhance RPL’s inclusivity and effectiveness, ultimately bridging gaps in access and opportunity.
Keywords: Recognition of Prior Learning, Equity in Education, Higher Education Access,Privilege and Inclusion, Critical Social Theory